Executive summary This paper marks out new methodological territories with regard to how to explo... more Executive summary This paper marks out new methodological territories with regard to how to explore pedagogical practices undertaken in flexible learning spaces and innovative learning environments. The project DEECD/OECD Innovative Learning Environments was designed to examine the conditions, processes and possible outcomes of innovative teaching and organisational cultures in 12 primary and secondary public schools across Victoria.
ABSTRACT There have been more than 100 reports focusing on the effectiveness of teacher education... more ABSTRACT There have been more than 100 reports focusing on the effectiveness of teacher education in Australia over the last thirty-five years with many positioning teacher education as flawed and in need of reform. These frequent criticisms have drawn attention to the difficulty teacher educators can experience when trying to interrupt or contest this representation: a situation not unique to Australia. In the United States, for example, Pam Grossman has suggested that those in teacher education “seem ill prepared to respond to critics who question the value of professional education for teachers with evidence of our effectiveness” (Grossman J Teach Edu 59(1):10-23, 2008). A key question facing teacher educators, therefore, concerns the kinds of research that will most effectively allow us to lead debates about teacher preparation. This paper outlines an approach to the conceptualization and conduct of research into the effectiveness of teacher education that seeks to move debates in new directions. Drawing upon the theoretical resources of Soja (Thirdspace: journeys to Los Angeles and other real-and-imagined places, 1996) and Lefebvre (The production of space, 1991) we outline the ways in which a spatial approach to conceptualizing teacher education influenced the design and conduct of a large scale, longitudinal project that investigated the question of the effectiveness of teacher education in Australia. In exploring the design features of this ARC Linkage grant the paper demonstrates how research changes when teacher education is conceptualised from a spatial point of view and illustrates the ways in which consideration of the conceived, perceived and lived spaces of teacher education can move research about effectiveness into new directions.
Journal of Studies in International Education, 2006
Abstract This article stems from recent policy research involving participants in an internationa... more Abstract This article stems from recent policy research involving participants in an international higher education program. Story lines of the program from Thai and Australian policy makers and policy actors are interpreted from a poststructural stance. Through the ...
Ure, Christine, Dixon, Mary, Moss, Julianne, Ferguson, Peter and Senior, Kim 2007, Pedagogical co... more Ure, Christine, Dixon, Mary, Moss, Julianne, Ferguson, Peter and Senior, Kim 2007, Pedagogical content knowledge : perspectives from the science classroom, in AERA 2007 : The world of educational quality, American Educational Research Association, Washington, DC.
Nzare Aare 2003 Educational Research Risks and Dilemmas New Zealand Association For Research in Education Australian Association For Research in Education Conference 2003, 2003
Executive summary This paper marks out new methodological territories with regard to how to explo... more Executive summary This paper marks out new methodological territories with regard to how to explore pedagogical practices undertaken in flexible learning spaces and innovative learning environments. The project DEECD/OECD Innovative Learning Environments was designed to examine the conditions, processes and possible outcomes of innovative teaching and organisational cultures in 12 primary and secondary public schools across Victoria.
ABSTRACT There have been more than 100 reports focusing on the effectiveness of teacher education... more ABSTRACT There have been more than 100 reports focusing on the effectiveness of teacher education in Australia over the last thirty-five years with many positioning teacher education as flawed and in need of reform. These frequent criticisms have drawn attention to the difficulty teacher educators can experience when trying to interrupt or contest this representation: a situation not unique to Australia. In the United States, for example, Pam Grossman has suggested that those in teacher education “seem ill prepared to respond to critics who question the value of professional education for teachers with evidence of our effectiveness” (Grossman J Teach Edu 59(1):10-23, 2008). A key question facing teacher educators, therefore, concerns the kinds of research that will most effectively allow us to lead debates about teacher preparation. This paper outlines an approach to the conceptualization and conduct of research into the effectiveness of teacher education that seeks to move debates in new directions. Drawing upon the theoretical resources of Soja (Thirdspace: journeys to Los Angeles and other real-and-imagined places, 1996) and Lefebvre (The production of space, 1991) we outline the ways in which a spatial approach to conceptualizing teacher education influenced the design and conduct of a large scale, longitudinal project that investigated the question of the effectiveness of teacher education in Australia. In exploring the design features of this ARC Linkage grant the paper demonstrates how research changes when teacher education is conceptualised from a spatial point of view and illustrates the ways in which consideration of the conceived, perceived and lived spaces of teacher education can move research about effectiveness into new directions.
Journal of Studies in International Education, 2006
Abstract This article stems from recent policy research involving participants in an internationa... more Abstract This article stems from recent policy research involving participants in an international higher education program. Story lines of the program from Thai and Australian policy makers and policy actors are interpreted from a poststructural stance. Through the ...
Ure, Christine, Dixon, Mary, Moss, Julianne, Ferguson, Peter and Senior, Kim 2007, Pedagogical co... more Ure, Christine, Dixon, Mary, Moss, Julianne, Ferguson, Peter and Senior, Kim 2007, Pedagogical content knowledge : perspectives from the science classroom, in AERA 2007 : The world of educational quality, American Educational Research Association, Washington, DC.
Nzare Aare 2003 Educational Research Risks and Dilemmas New Zealand Association For Research in Education Australian Association For Research in Education Conference 2003, 2003
Studying the Effectiveness of Teacher Education for Early Career Teachers in
Diverse Settings pro... more Studying the Effectiveness of Teacher Education for Early Career Teachers in Diverse Settings provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching, and also informs the design and delivery of teacher preparation programs. Based upon rigorous analysis of international literature and the policy context for teacher education globally, and examination of data generated through a longitudinal study conducted in Australia, this book investigates the effectiveness of teacher education in preparing teachers for the variety of school settings in which they begin their teaching careers. Over 4 years, the Studying the Effectiveness of Teacher Education (SETE) project tracked around 5,000 recently graduated teachers and 1,000 school principals in Australia to capture workforce data and gauge graduate teachers’ and principals’ perceptions of their initial teacher education programs. This book offers a synthesis of the research findings and uses the SETE work as a catalyst for innovative theorisation of the effectiveness of teacher education with regard to: graduate teachers’ preparedness to meet the requirements of the diverse settings in which they are employed; the characteristics of teacher education programs that are most effective in preparing teachers to work in a variety of school settings; and the impact of the teacher education program attended on graduate employment destination, pathways and retention within the teaching profession. The authorship comprises the researchers who were immersed in the SETE project, and who as a collective, were able to pool extensive experience in both schools and higher education institutions, and to offer unique perspectives on the status and future of teacher education. These perspectives are detailed to facilitate future-focused approaches to education reform; approaches that are informed by teacher education histories and reflect the complex associations between the education policy landscape, perceptions of teacher preparedness, teacher effectiveness and school contexts. v walkerbm@deakin.edu.au A strong partnership with two teacher regulation authorities and two state departments of education is at the heart of the SETE project resulting in a comprehensive and collaborative approach addressing important questions about preparing quality teachers, particularly for Australian schools. The book provides teacher educators, regulators, education researchers and policymakers with a view into the complexity of teacher education and teacher workforce transitions. Grounded in national and international literature and communicated through expert commentary, the authors draw on graduate teacher voice and large-scale quantitative data sets to provide a full picture of Australian teacher education and to suggest how re-conceptualising teacher education as the collective responsibility of universities, schools, systems and communities within a newly created real or imagined third space has the potential to revolutionise schooling and learning teaching. Sydney, Australia Diane Mayer Burwood, Australia Mary Dixon Waurn Ponds, Australia Jodie Kline Fitzroy, Australia Alex Kostogriz Burwood, Australia Julianne Moss Southport, Australia Leonie Rowan Burwood, Australia Bernadette Walker-Gibbs Clayton, Australia Simone White
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Diverse Settings provides an evidentiary basis for policy decisions regarding initial
teacher education and beginning teaching, and also informs the design and delivery
of teacher preparation programs.
Based upon rigorous analysis of international literature and the policy context for
teacher education globally, and examination of data generated through a longitudinal
study conducted in Australia, this book investigates the effectiveness of teacher
education in preparing teachers for the variety of school settings in which they
begin their teaching careers.
Over 4 years, the Studying the Effectiveness of Teacher Education (SETE)
project tracked around 5,000 recently graduated teachers and 1,000 school principals
in Australia to capture workforce data and gauge graduate teachers’ and
principals’ perceptions of their initial teacher education programs. This book offers
a synthesis of the research findings and uses the SETE work as a catalyst for
innovative theorisation of the effectiveness of teacher education with regard to:
graduate teachers’ preparedness to meet the requirements of the diverse settings in
which they are employed; the characteristics of teacher education programs that are
most effective in preparing teachers to work in a variety of school settings; and the
impact of the teacher education program attended on graduate employment destination,
pathways and retention within the teaching profession.
The authorship comprises the researchers who were immersed in the SETE
project, and who as a collective, were able to pool extensive experience in both
schools and higher education institutions, and to offer unique perspectives on the
status and future of teacher education. These perspectives are detailed to facilitate
future-focused approaches to education reform; approaches that are informed by
teacher education histories and reflect the complex associations between the education
policy landscape, perceptions of teacher preparedness, teacher effectiveness
and school contexts.
v
walkerbm@deakin.edu.au
A strong partnership with two teacher regulation authorities and two state
departments of education is at the heart of the SETE project resulting in a comprehensive
and collaborative approach addressing important questions about
preparing quality teachers, particularly for Australian schools.
The book provides teacher educators, regulators, education researchers and
policymakers with a view into the complexity of teacher education and teacher
workforce transitions. Grounded in national and international literature and communicated
through expert commentary, the authors draw on graduate teacher voice
and large-scale quantitative data sets to provide a full picture of Australian teacher
education and to suggest how re-conceptualising teacher education as the collective
responsibility of universities, schools, systems and communities within a newly
created real or imagined third space has the potential to revolutionise schooling and
learning teaching.
Sydney, Australia Diane Mayer
Burwood, Australia Mary Dixon
Waurn Ponds, Australia Jodie Kline
Fitzroy, Australia Alex Kostogriz
Burwood, Australia Julianne Moss
Southport, Australia Leonie Rowan
Burwood, Australia Bernadette Walker-Gibbs
Clayton, Australia Simone White