Enhancing the link between university and schools through action research on teaching practicum

Bloomfield, Dianne Margaret; Taylor, Timothy; Maxwell, Thomas W

doi:10.1080/13636820400200259

Cited by 14 publications

(8 citation statements)

References 7 publications

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“…Furthermore, a recent study by Bloomfield et al (2004) has shown that action research can have a significant positive effect on primary teachers' confidence. However, action research is not without its problems.…”

Section: Discussionmentioning

confidence: 95%

New South Wales Primary School Teachers' Perceptions of the Role of ICT in the Primary Science Curriculum – A Rural and Regional Perspective

Taylor¹,

Corrigan

2006

Int J Sci Math Educ

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A series of interviews was conducted with NSW primary teachers, working within a rural context, to obtain their views about the benefits of using ICT in the delivery of the primary curriculum and specifically primary science. The interviews were also used to determine how these teachers were using ICT and if they had any specific training needs. Some teachers were using ICT creatively in their teaching in science and other curriculum areas. However, despite considerable political pressure to increase ICT use in the classroom, most expressed frustration at the lack of in-service training available to them. Given the costs involved in in-service training in regional New South Wales, with groups of teachers scattered over large distances, this finding is perhaps not surprising. This article proposes a possible cost-effective strategy for in-service training to help overcome some of the problems raised by the participants in this study. The suggested strategy involves the use of action research to develop confidence and self reliance amongst primary teachers in a region where government funded training is always likely to be limited due to its prohibitive cost.

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Section: Discussionmentioning

confidence: 95%

New South Wales Primary School Teachers' Perceptions of the Role of ICT in the Primary Science Curriculum – A Rural and Regional Perspective

Taylor¹,

Corrigan

2006

Int J Sci Math Educ

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“…This study should be understood as providing an analytic tool to support teacher educator and students into a more advanced tutoring situation during work-integrated leaning periods. The problematic relation between theory and practice (Shulman, 1998, Bloomfield, Taylor & Maxwell, 2004Gustavsson, 2008;Dimenäs, 2010) are even more accentuated when tutors tied to teacher education supervise student teachers during work-integrated learning. From this reasoning we have made the assumption that what professionals in the coaching situation communicate, and thus signal as valuable for future teachers to master, make up choices that will affect what is being communicated and emphasized in the tutorial situation, which will have consequences with regards to their future occupation/profession.…”

Section: Discussion Of the Results From Empirical Exemplary Materialsmentioning

confidence: 99%

“…There are several studies revealing dilemmas connected to the encounter between teacher education and elements of workintegrated learning. One dilemma connects to how students relate what we want to call the academy on the one hand and the teaching profession on the other, a phenomenon usually referred to as the dyad of teacher education theory and practice (Shulman, 1998, Bloomfield, Taylor andMaxwell, 2004;Gustavsson, 2008;Dimenäs, 2010). As a contrast to these aspects, Eriksson (2009) shows in her study that there are attempts in teacher education to link academia with the profession during the students' practical parts of teacher education.…”

Section: Introductionmentioning

confidence: 99%

Maintenance or change - an analytical tool for studies of the Work-Integrated Learning in teacher education

Dimenäs

Norlund

2014

NJVET

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“…The compulsory, 150-hour unit and its development have been analysed elsewhere (Bloomfield, Taylor, and Maxwell 2004) in which the eighth semester internship of 10 weeks was critical to the inclusion of action research in the programme (Bloomfield, Taylor, and Maxwell 2004;Maxwell et al 2002). In recent years, knowledge of action research is developed in the seventh semester and practiced in the eighth.…”

Section: Action Research In a Bed(primary) Programmementioning

confidence: 99%

Assessment in higher education in the professions: action research as an authentic assessment task

Maxwell

2012

Teaching in Higher Education

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The argument of this article is that assessment in higher education in the professions can benefit from quality assessment tasks linked to professional practice. Such an assessment task would need to be authentic requiring considerable intellectual skill as well as attending to the realities of professional demands. The idea of authentic assessment is developed by using five of Boud et al.'s propositions in higher educational assessment. This idea is illustrated by the use of action research in a teaching internship, that is, data driven learning in the workplace which also serves as an assessment task in the final year of a professional Bachelor degree. Some difficulties and some illustrative, positive student reactions are presented.

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Enhancing the link between university and schools through action research on teaching practicum

Cited by 14 publications

References 7 publications

New South Wales Primary School Teachers' Perceptions of the Role of ICT in the Primary Science Curriculum – A Rural and Regional Perspective

New South Wales Primary School Teachers' Perceptions of the Role of ICT in the Primary Science Curriculum – A Rural and Regional Perspective

Maintenance or change - an analytical tool for studies of the Work-Integrated Learning in teacher education

Assessment in higher education in the professions: action research as an authentic assessment task

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