Masterly preparation: embedding clinical practice in a graduate pre-service teacher education programme

Davies, Larissa McLean; Anderson, Melody; Deans, Jan; Dinham, Stephen; Griffin, Patrick; Kameniar, Barbara; Page, Jane; Reid, Catherine; Rickards, Field; Tayler, Collette; Tyler, Debra

doi:10.1080/02607476.2012.733193

Cited by 58 publications

(28 citation statements)

References 3 publications

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“…Providing children with the opportunities to satisfy these needs through the experience of creative arts means pre-service primary generalist teachers need to be prepared with the skills to teach across all arts subjects in the Australian Curriculum. To date, there is evidence that the arts have not been taught adequately in the pre-service teacher education courses and that there is little mentor support and professional development available once teachers graduate and are in the workforce (Alter, Hayes & O'Hara, 2009, 2009aDinham, 2006;Dinham, 2007;Ewing, 2010;Garvis & Pendergast, 2012;Garvis & Riek, 2010;McKenna, 2012;McLean Davies, Anderson, Deans, Dinham, & Griffin et al, 2013;Temmerman, 2006;Torzillo, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…It is therefore essential that schools within the government and private sector be given more autonomy, budgetary control for resourcing, and flexibility to drive innovation. Partnering with universities, community arts organisations, early childhood services and day care centres to create experiential learning opportunities for current and pre-service generalist teachers must be the way forward (Bowell, 2013;McLean Davies, et al, 2013). By rethinking the usual models school principals, teachers, and management committees can have a greater impact on the learning needs of students by ensuring they are well equipped for the 21st century (RoFfS, 2010, Robinson, 2001.…”

Section: The Teacher's Toolkit Organisational Policiesmentioning

confidence: 99%

“…(Jalongo, 2003;Robinson, 2001) Research on the preparedness of the generalist primary school teacher to teach the Arts, has in the main concluded that they are ill equipped (Alter et al, 2009(Alter et al, , 2009aDinham, 2006, Dinham, 2007, Dongani, 2004Ewing, 2010;Temmerman, 2006). The focus must now be on ensuring that each classroom has a teacher equipped with a 'toolkit' to provide quality teaching (McLean Davies et al, 2013), that includes the development of critical thinking through arts exposure and engagement (Darling-Hammond, 2000;Dinham, 2008). Essentially, the 'toolkit' should be filled with supportive 'resources' such as the administrative and financial support from schools to enable generalist teachers to be flexible to drive innovative strategies to deliver effective arts education in schools; to support the professional development of generalist teachers to provide quality teaching in the Arts; and to support pre-service teacher training to build teaching skills in the areas of critical thinking and the Arts.…”

Section: The Arts In the Australian Curriculummentioning

confidence: 99%

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Creative Arts: An Essential Element in the Teacher’s Toolkit When Developing Critical Thinking in Children

Nilson

Fetherston

McMurray

et al. 2013

AJTE

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Section: Introductionmentioning

confidence: 99%

Section: The Teacher's Toolkit Organisational Policiesmentioning

confidence: 99%

Section: The Arts In the Australian Curriculummentioning

confidence: 99%

See 1 more Smart Citation

Creative Arts: An Essential Element in the Teacher’s Toolkit When Developing Critical Thinking in Children

Nilson

Fetherston

McMurray

et al. 2013

AJTE

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“…All these represent potential difficulties to the institution and its staff. Using the concept of policy enactment, this section argues that enacting standards is not just a social (Maguire, Braun and Ball, 2015 [43] ), but a socio-material process, i.e. it involves the interaction of both human actors and material elements (Fenwick, Edwards and Sawchuck, 2012 [52] ), influenced by many factors in complex ways.…”

Section: Standards Teacher Education Programmes and Educational Sciementioning

confidence: 99%

“…The professional context of actors, such as their institutional values, vision and various experiences, affect the ways in which they engage with a certain policy (Braun, Maguire and Ball, 2010 [41] ; Maguire, Braun and Ball, 2015 [43] ). For example, the vision that a teacher education institution has of teachers' knowledge will influence the way in which the institution incorporates professional standards into its programme.…”

Section: How Do Standards Work?mentioning

confidence: 99%

What difference do standards make to educating teachers?

Révai

2018

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org .This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified ABSTRACTThis paper reviews evidence on the interplay between professional standards for teachers, the content of teacher education and educational sciences, and provides three case studies to illustrate these interactions from Estonia, Australia and Singapore. In particular, it investigates what aligning teacher education programmes to standards really mean; and what conception of educational sciences is reflected in the standards and the curriculum. Analyses suggest that alignment, as an explicit, direct and consistent correspondence, is difficult to achieve, in part due to different conceptualisations of professional knowledge. However, this paper argues that the main value of standards as policy tools lies in their capacity to create mutual dialogue between different artefacts (standards' requirements, curriculum, course descriptions, accreditation standards, etc.), as well as among stakeholders. Regularly renegotiating the standards as a result of such dialogue and reflections should be a crucial part of the policy process. RÉSUMÉCe document de travail fait un état de la littérature sur l'interaction entre les normes professionnelles pour les enseignants, le contenu de leur formation et les s...

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The Australian Context: National, State and School-Level Efforts to Improve Schools in Australia

Gurr

Acquaro

Drysdale

2021

Evidence-Based School Development in Changing Demographic Contexts

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Australia, like many countries, has a history of colonisation and extensive controlled and humanitarian immigration, with this shifting from an Anglo-Celtic emphasis to include, in succession, an emphasis on migrants from Europe, Asia and Africa. This chapter provides several perspectives on evidence-based school development in this changing context. The first focus is on national school-wide improvement initiatives: IDEAS (Innovative Designs for Enhancing Achievements in Schools), which utilises professional learning communities to improve student outcomes; and PALL (Principals as Literacy Leaders) which provides principals with literacy and leadership knowledge to support teachers to improve student reading performance. The second perspective explores the state level through considering work at the Melbourne Graduate School of Education in terms of evidence-based teacher training through the development of a clinical teaching model, and evidence-based school improvement through the Science of Learning Schools Partnership. The final perspective is at the school level, where the development of two schools in challenging contexts are described: the first a school formed from the closure of three failing schools; the second a school that was at the point of closure when the current principal was appointed to turn-it-around.

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Masterly preparation: embedding clinical practice in a graduate pre-service teacher education programme

Cited by 58 publications

References 3 publications

Creative Arts: An Essential Element in the Teacher’s Toolkit When Developing Critical Thinking in Children

Creative Arts: An Essential Element in the Teacher’s Toolkit When Developing Critical Thinking in Children

What difference do standards make to educating teachers?

The Australian Context: National, State and School-Level Efforts to Improve Schools in Australia

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