| Record Number |
22095 |
| ISBN |
9789811965319 (hard cover) |
| 9789811965333 (paperback) |
| Location |
370.71 WOR |
| Title |
Work-integrated learning case studies in teacher education : epistemic reflexivity / M. Winslade, T. Loughland, M.J. Eady, editors. [Book] |
| Edition |
1st ed. 2023. |
| Published |
Singapore ; [Berlin] : Springer, [2023] |
| ©2023. |
| Collation |
xii, 403 pages : some illustrations (chiefly color). |
| Content types |
text |
| General Note |
Editor affiliations: Charles Sturt University, Bathurst, Australia Matthew Winslade; School of Education, UNSW Sydney, Sydney, Australia Tony Loughland; University of Wollongong, Wollongong, Australia Michelle J. Eady. |
| Contents Note |
Intro -- Acknowledgements -- Contents -- About the Editors -- Part I Voices From the Work-Integrated Learning Field -- 1 Reflexive Epistemic Communities of Practice: Enabling the Profession Through Sustainable Partnerships -- 1.1 Introduction -- 1.2 Recasting Teacher Preparation as a Shared Responsibility -- 1.3 Reflexive Epistemic Communities of Practice -- 1.4 Why is This Book Important? -- References -- 2 The Value of Work-Integrated Learning for Preparing the Future Teaching Workforce -- 2.1 Introduction -- 2.2 WIL in Australia -- 2.3 Development of Employability Skills -- 2.4 Enabling Career Development Learning -- 2.5 Fostering Professionalism and Professional Identity -- 2.6 What Are We Preparing Graduates for? -- References -- 3 Introduction: The Purpose of This Book -- 3.1 Introduction -- 3.2 Who Does the Work of Teacher Education? -- 3.3 Where Does This Book Come from? -- 3.4 How to Read and Enjoy This Book -- References -- Part II Historical Reflection of the Role of WIL in Teacher Preparation -- 4 A Partnership Framework for Enhancing Teacher Education Outcomes -- 4.1 Introduction -- 4.2 Methodology -- 4.2.1 Phase One -- 4.2.2 Phase Two -- 4.2.3 Phase Three -- 4.2.4 Domains and Dimensions -- 4.3 Findings -- 4.3.1 Domains for Quality Outcomes -- 4.3.2 Partnerships -- 4.3.3 Stakeholder Perspectives -- 4.4 Discussion -- 4.5 Conclusion -- References -- 5 Harnessing the Value of Authentic Work Integrated Learning Experiences in Teacher Education -- 5.1 Introduction -- 5.2 Embedded and Embodied Nature of Teaching Practice -- 5.3 Situated Learning -- 5.4 Workplace Learning -- 5.5 Assuring the Quality of WIL in Teacher Education -- 5.6 Recommendations for Supervising Teachers, Academics, and Students -- 5.7 Conclusion -- References -- 6 The Current Nature of Australian School-University Partnerships: A Literature Review -- 6.1 Background. |
| 6.2 Definitions -- 6.2.1 Literature Review -- 6.2.2 Theme 2: Partnership Activities -- 6.2.3 Theme 3: Partnership Aims -- 6.2.4 Theme 4: Respect and Reciprocity -- 6.2.5 Theme 5: Sustainability -- 6.3 Discussion -- 6.3.1 Author Reflections: Stacey -- 6.3.2 Author Reflections: Corinne -- 6.4 Conclusion -- References -- 7 Reflections on a Journey of School-University Partnership Research: Findings and Future Directions -- 7.1 Introduction -- 7.2 Exploring School-University Partnerships -- 7.3 Values-Driven and Future-Focussed Partnerships -- 7.4 What Have We Learned? -- 7.4.1 A Sense of Autonomy for All Stakeholder Groups -- 7.4.2 Boundary-Crossing Roles as an Active Design Consideration -- 7.4.3 Proactive Rather Than Reactive, with Context in Mind -- 7.4.4 Open and Fluid Communication Channels -- 7.5 Future Considerations -- References -- Part III Epistemology of Partnerships in Initial Teacher Education -- 8 GROWing into the Profession: Promoting Pre-service Teachers' Subjectification Through Critical Reflection on Professional Experience -- 8.1 Research Focus or Problem -- 8.2 Research Methods -- 8.3 Data Collection -- 8.4 Data Analysis -- 8.4.1 Category 1: Descriptive -- 8.4.2 Category 2: Instructional -- 8.4.3 Category 3: Causal -- 8.4.4 Category 4: Clinical -- 8.5 Discussion -- 8.6 Implications for Professional Experience -- References -- 9 A Shared Responsibility: Working Together to Develop Professional Learning Opportunities for Professional-Experience Supervising Teachers -- 9.1 Introduction -- 9.2 Background and Rationale for School-University Partnerships -- 9.3 The New South Wales Hub School Program -- 9.4 The Regional Hub PEx Project -- 9.4.1 Method -- 9.4.2 Module Development -- 9.4.3 Design Principles -- 9.4.4 Sharing Practice-Rolling the Program Out to Practitioners -- 9.5 Has It Worked? (School Culture and Impact). |
| 9.6 Challenges and Lessons Learned -- 9.7 Discussion and Conclusion -- References -- 10 The Professional-Experience In-School Coordinator's Role: Perspectives of Supervising Teachers and In-School Coordinators -- 10.1 Introduction -- 10.2 Literature Review: The Role of the In-School Coordinator -- 10.3 Research Design -- 10.3.1 Theoretical Framing and Methodology -- 10.3.2 Participants and Methods of Data Collection -- 10.4 Results -- 10.4.1 Supervising Teachers Describe the Role of the In-School Coordinators -- 10.4.2 Results: In-School Coordinators Describe Their Roles -- 10.5 Conclusions and Recommendations -- References -- Part IV Scholarship of Teaching and Learning in Initial Teacher Education -- 11 Theorising the Thirdspace Collaborative Practice Co-Constructed Professional-Learning Program -- 11.1 Introduction -- 11.2 Literature Review -- 11.2.1 School-University Partnerships and Preparing Pre-Service Teachers for In-Service Practice -- 11.2.2 Preparing Teachers for Innovative Learning Environments and Collaborative Practice -- 11.2.3 Innovative Learning Environment and Student Learning Outcomes -- 11.3 Theoretical Framing: Thirdspace Collaborative Practice -- 11.4 The Thirdspace Collaborative Practice Project: A Co-Conceived, Co-Designed, and Co-Delivered School-University Professional Learning Program -- 11.5 Conclusion -- References -- 12 The Importance of Data in Teaching and Learning -- 12.1 Introduction -- 12.2 Digging up the Data -- 12.3 Data Immersion -- 12.4 Results and Impacts -- 12.5 Using Evidence-Based Teaching Practice Within Pre-Service Teacher Education -- 12.6 Lessons for Future Practice -- References -- 13 Supporting Remote and Rural Pre-service Teachers on WIL Placement Using Video Technology: Relationships, Confidence, Self-efficacy -- 13.1 Introduction -- 13.2 Literature Review -- 13.3 Research Design -- 13.4 Results. |
| 13.4.1 Confidence-Building -- 13.4.2 The Benefits of Connecting and Building Professional Relationships -- 13.4.3 The Shift in Students' Self-efficacy Regarding Their Ability to Complete Tasks -- 13.5 Discussion and Recommendations -- 13.6 Recommendations -- 13.7 Conclusion -- References -- 14 Online Professional Experience: Video as a Medium for Observing and Critiquing Classroom Practice -- 14.1 Introduction -- 14.2 Common Challenges of Professional Experience -- 14.3 Noticing and Reflecting as Practices to Bridge the Theory/Practice Divide -- 14.4 The Online Demonstration School: Using Video as an Alternative to Observation Practicum Placements -- 14.5 Creation of an Online Demonstration School -- 14.5.1 Filming -- 14.5.2 Scope -- 14.5.3 Privacy and Security -- 14.5.4 Implementation -- 14.6 Outcomes of the Online Demonstration School -- 14.7 Where to Next? -- 14.8 Conclusion -- References -- 15 The Mentoring Role of Professional Experience Coordinators: Beyond a Sink-Or-Swim Discourse -- 15.1 Understanding the Role of the PExC -- 15.2 Complexity of Context Affects Mentoring -- 15.3 Pedagogy of Discomfort: Troubling the Status Quo -- 15.4 Place of Context: Mentors' and Mentees' Diversity -- 15.5 Conclusion -- References -- 16 Developing a Model of "Vertical" Professional Mentoring Across the Teaching Continuum -- 16.1 Mentoring for Teachers -- 16.2 Whole-School Culture -- 16.2.1 School-Based Induction for Teachers -- 16.2.2 School-Based Collaborative Professional-Learning Communities -- 16.3 Development of the Vertical Mentoring Model (VMM) -- 16.3.1 Professional Learning for Supervising Teachers -- 16.4 VMM Pilot -- 16.5 Limitations -- 16.6 Looking to the Future -- 16.7 Conclusion -- References -- 17 Developing a Sense of Community: Working in the Third Space in ITE -- 17.1 Introduction -- 17.2 Narratives. |
| 17.3 Building Bridges Through Transformative Talk in the Third Space -- References -- 18 The Dynamics of Communities of Practice During Professional Placement: Early-Career Teacher Reflections -- 18.1 Introduction -- 18.1.1 Communities of Practice in Schools -- 18.1.2 Research Design and Data Analysis -- 18.2 Findings -- 18.2.1 Three Stages of the Hadar and Brody's Model -- 18.3 The Pre-service Teacher School Support Structure -- 18.4 The Supervising Teachers -- 18.4.1 University Supervisors -- 18.4.2 Placement Coordinators -- 18.4.3 Other Members of Staff -- 18.4.4 Other Supports -- 18.5 Conclusions -- References -- 19 Creating a Compulsory Subject Requiring Authentic Community Service Learning: A Framework for Change -- 19.1 Introduction -- 19.2 Literature Review -- 19.3 Context -- 19.4 Assessment -- 19.5 Feedback and Benefits -- 19.6 Discussion -- 19.7 Conclusion -- References -- Part V Professional-Development Learning Through Initial Teacher Education Partnerships -- 20 Practicum Experiences in Special Schools: A Case Study -- 20.1 Background -- 20.2 Review of the Literature -- 20.2.1 Field Experiences Embedded Within Content-Based Approaches -- 20.2.2 Practicum in Schools -- 20.3 The Study -- 20.3.1 Background and Context -- 20.3.2 The School Context -- 20.3.3 Preparing Pre-service Teachers for PEx -- 20.3.4 Data Collection -- 20.3.5 Data Analysis -- 20.4 Findings and Discussion -- 20.4.1 What Learnings Does a Pre-service Teacher Report as They Reflect on Their PEx at an SSP? -- 20.4.2 Classroom/Behaviour Management -- 20.4.3 Fostering Student Engagement/Relationships -- 20.4.4 What Affects a Successful PEx in an SSP? -- 20.5 Conclusion -- References -- 21 The Hub System: An Effective Work-Integrated Learning Partnership -- 21.1 Introduction -- 21.1.1 The Roles of the Leaders -- 21.1.2 Through the Lens of the Principal. |
| 21.1.3 Through the Lens of the Professional-Experience Coordinators (PExCs). |
| Summary Note |
"This book focuses on the emerging area of partner-driven work-integrated learning inclusive of university or industry stakeholder development, and the integration of these two major stakeholders. It explores the significant interrelationship between university and school needs in this area of research. It uses a cross-institutional approach and focuses on local communities that educational providers interact with, to highlight and discuss the issues identified in various case studies. By doing so, this book aims to create a community of practice that explores work-integrated learning from an integrated stakeholder perspective, and develops a working model to extend existing understanding in this area through integrating the ideas explored in the various chapters." - Back cover. |
| Subject |
Professional education |
| Vocational education |
| Teaching |
| Teaching and teacher education |
| Professional and vocational education |
| Didactics and teaching methodology |
| Teachers -- Training of |
| Added Name |
Winslade, Matthew, (editor). |
| Loughland, Tony, (editor). |
| Eady, Michelle J., (editor). |
| Reservations Queue |
1 |
| Internet Site |
Publisher (Springer) information |
