Connecting Classrooms in Pre-service Education: Conversations for learning

Graham, S.C.; Thornley, Christina

doi:10.1080/713650697

Cited by 23 publications

(17 citation statements)

References 5 publications

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“…Graham and Thornley (2000) argued that one important problem in teacher education programs was a widening of the gap between theory and practice, so that student teachers tended to compartmentalise their experiences at university and their experiences in schools. In the present study, a number of interviewees mentioned the creation of links between curriculum methods studies and practicum.…”

Section: Science Methods Studies (Secondary Teacher Education)mentioning

confidence: 98%

Practices and Innovations in Australian Science Teacher Education Programs

Palmer

2007

Res Sci Educ

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This paper reports part of a larger study which was designed to investigate current practices in initial teacher education programs in Australia. The main data collection was by telephone interviews, which were carried out with science education specialists and program coordinators at all institutions which offer primary teacher education or secondary science teacher education. The interviews focused on practices in relation to program structures, science content studies, science methods studies and links to science-related school projects or to science business/industry. A large number of innovative practices were described. In addition, several case studies were carried out, which focused on particular innovations. The study identified several aspects of science teacher education which were of concern. This paper reports on part of a study (Lawrance and Palmer 2003) published by the Department of Education, Science and Training. The main purpose of the study was to investigate current practices and innovations in initial teacher education, with a view to informing future program development. The study was influenced by the belief that society of the twenty-first century will need not only people specifically trained for science-based industries, but will need all its members to have a reasonable grasp of scientific literacy to live in a technologically advanced world (Laugksh 2000). Teachers skilled in the sciences, and skilled in engaging students in learning in these fields, will become increasingly important in satisfying the need for a solid, broad-based education inclusive of the sciences. With such a strong reliance placed on teachers, it is necessary that education of those teachers be of the highest standard (Wright 1998). One way to encourage high standards is to describe and disseminate ideas for innovative practices; and another way is to identify aspects of current practice which could be improved upon. These were the two aims of the project.

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Section: Science Methods Studies (Secondary Teacher Education)mentioning

confidence: 98%

Practices and Innovations in Australian Science Teacher Education Programs

Palmer

2007

Res Sci Educ

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“…The SCIL pathway breaks away from tradition models of teacher education (e.g., Graham & Thornley, 2000), as a voluntary program where final-year preservice teachers were assigned to a class within a school to work with the classroom teacher without the pressure of assessment. They commenced school experiences from day one of the school year, which involved understanding what occurs on the student-free day before students arrive in the classrooms.…”

Section: Resultsmentioning

confidence: 99%

Re-Structuring Preservice Teacher Education: Introducing the School-Community Integrated Learning (SCIL) Pathway

Hudson¹,

Hudson²

2013

JEL

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Reviews into teacher education call for new models that develop preservice teachers' practical knowledge and skills. The study involved 9 mentor teachers and 14 mentees (final-year preservice teachers) working in a new teacher education model, the School-Community Integrated Learning (SCIL) pathway, and analysed data from a Likert survey with extended written responses. Despite minor discrepancies between mentors and mentees' agreement on the experiences mentees received during the SCIL pathway, findings indicated 100% agreement on 8 of the 27 survey items for addressing the practicalities of learning how to teach. Indeed, 70% or more mentees agreed that they had a range of experiences across the five categories (i.e., personal-professional skill development, understandings of system requirements, teaching practices, student behaviour and reflective practices). Written responses outlined that preservice teachers began to recognise the breadth of teachers' roles and responsibilities. The SCIL pathway was noted as a cost-effective model that assisted to fill some gaps indicated within general practicum and internship models.

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“…As He (2009, p. 272) asserts, 'mentoring in teacher education, therefore, is much more than the apprenticeship of instruction pedagogy'; it is a framing of professional experience that promotes authentic participation, critical reflection, interpretation and professional agency. Such a view challenges a perceived or constructed dichotomy of theory learned within universities and practice borne out in schools, which has traditionally clouded outcomes associated with professional experience (Graham & Thornley, 2000;Zeichner & Tabachnick, 1981). It also highlights the sometimes competing interests and perspectives that UBTEs, teachers, PSTs, policy makers, system administrators and others hold about the purposes of professional experience and its place within ITE programs.…”

Section: Theory and Practice Within Professional Experiencementioning

confidence: 99%

“…Furthermore, there is a growing prevalence of seeing learning to teach as being the accumulation of a concrete body of knowledge and skills (Wang & Odell, 2002). This agenda risks trivialising teachers' work to a technicist application of pre-determined curricula content (Graham & Thornley, 2000). This contentiousness of beliefs, philosophy and policy that presently informs and contorts Australian ITE is aptly captured by Reid (2011, p. 295), where she states; ITE has, but the implications of each alternative are considerable; not least of which is the impact on ways that UBTEs conceptualise their work and themselves (Murray, 2014).…”

Section: Initial Teacher Education Within a Contemporary Australian Cmentioning

confidence: 99%