Research-informed ‘immersive’ professional learning with pre-service teachers in schools

Belford, Nish; Tudball, Libby; Kewalramani, Sarika

doi:10.1080/2331186x.2020.1733223

Cited by 3 publications

(1 citation statement)

References 58 publications

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“…Through ITE, teacher educators are trying not only to connect with their pre-service teachers but to support them in developing the skills and strategies required to meaningfully connect with their students, families, and school communities in their capacity as future teachers (Graue & Brown, 2003). Equally, teacher educators are also seeking ways for pre-service teachers to engage authentically with an evidence base to inform understandings of quality learning and teaching as a way of connecting theory and practice (Belford et al, 2020). While the practical elements of ITE, namely school placements, certainly enable these connections to be established and fostered in obvious ways, there are still some challenges inherent in how the curriculum implemented through ITE programs is perceived as also preparing graduates for the realities of the classroom.…”

Section: Connectionmentioning

confidence: 99%

The dilemmas inherent in curriculum design: Unpacking the lived experiences of Australian teacher educators

Fitzgerald

Goff

White

2023

J. educ. (Univ. KwaZulu-natal)

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Teacher educators often find themselves struggling to enact a continually shifting teacher education reform policy agenda in relation to increasing standardisation and more strident accountability measures. This has to be balanced with best trying to meet the needs of an increasingly diverse student population in different community settings and to be well prepared for current and future challenges. We are three teacher educators who use narrative inquiry to interrogate these dilemmas and the ways in which they play out in teacher education curriculum design work. We analyse the stories and identify the three themes of contexts, currency, and connection. We offer a number of pro-active strategies to help teacher educators to make an agentive response to the task of curriculum planning. We suggest a variety of ways in which teacher educators can use their knowledge of place, policy, and working in partnerships to navigate through this highly regulated space.

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Section: Connectionmentioning

confidence: 99%