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Preface; References; Acknowledgements; Contents; Contributors; About the Authors; Teacher Education Research and the Policy Reform Agenda; 1 Introduction; 2 Teacher Education Research and Policy: An Analytical Discussion; 2.1 Demands for Research into Teacher Education; 2.2 Considering the Critique of Teacher Education Research; 3 Learning from Teacher Education Research; 3.1 Teaching Is Research-Informed; 3.2 Teacher Educators as Role Models for Research; 3.3 Disruptive Innovations and Interventions; 4 Innovation, Intervention and Impact; 4.1 Professional Experience
4.2 Transition to University4.3 Partnerships; 5 Research Methodologies in Teacher Education; 6 Key Challenges for Teacher Education; References; Reform and the Reconceptualisation of Teacher Education in Australia; 1 The Australian Context; 1.1 Program Length and Professionalisation; 1.2 National Regulation; 1.3 Current State of Teacher Education; 2 Case Study 1. The Exceptional Teachers for Disadvantaged Schools Program; 2.1 The Case for Reform; 2.2 Summary; 3 Case Study 2. The Master of Teaching Program at the University of Newcastle; 3.1 The Knowledge Base for Teaching
3.2 Program Coherence3.3 Clinical Practice; 3.4 School-University Alignment; 3.5 Possible Limitations; 3.6 Summary; 4 Discussion; References; Innovation and Transformation of Initial Teacher Education: Employer and Graduate Perspectives; 1 Introduction; 2 Teacher Preparation in Australia; 2.1 A New Era in Teacher Preparation: 1965 to Present; 2.2 Current Contexts for Teacher Preparation; 2.3 Recent Developments Impacting on Teacher Preparation; 3 Method and Participants; 4 Analysis and Discussion; 4.1 Employment Opportunities and Flexibility of Staffing
4.2 The Teaching/Learning and Curriculum Continuum4.3 Child Development; 5 Conclusion; References; Digital Credentialing: Does It Offer a Meaningful Response to Initial Teacher Education Reform?; 1 Introduction; 2 What Is Initial Teacher Education (ITE) Reform?; 3 What Is Digital Credentialing?; 3.1 What Are the Characteristics of a Digital Credential?; 3.1.1 Is There a Connection Between Portfolios and Digital Credentialing?; 3.2 Why Might Digital Credentialing Be a Disruptive Innovation?; 3.3 How Is Digital Credentialing Being Used in Education?; 3.3.1 Recognition of Complexity of Learning
3.3.2 Fostering Deep Engagement for (Professional) Learning3.3.3 Personalising the (Professional) Learning Journey; 4 Can Digital Credentialing Be a Disruptive Innovation in ITE Reform? The Challenges and Future Research Possibilities; References; Innovating in First Year Pre-service Teacher Education: "Buddy Up"; 1 Introduction; 2 Literature; 2.1 Professional Experience Partnerships; 2.2 Transition to Higher Education; 3 The Innovation; 4 Method; 5 Findings; 5.1 Focus Group: Buddied Group; 5.2 Focus Group: Non-buddied Group; 5.3 Focus Group: International Pre-service Teachers Group
5.4 Focus Group: Open Group
4.2 Transition to University4.3 Partnerships; 5 Research Methodologies in Teacher Education; 6 Key Challenges for Teacher Education; References; Reform and the Reconceptualisation of Teacher Education in Australia; 1 The Australian Context; 1.1 Program Length and Professionalisation; 1.2 National Regulation; 1.3 Current State of Teacher Education; 2 Case Study 1. The Exceptional Teachers for Disadvantaged Schools Program; 2.1 The Case for Reform; 2.2 Summary; 3 Case Study 2. The Master of Teaching Program at the University of Newcastle; 3.1 The Knowledge Base for Teaching
3.2 Program Coherence3.3 Clinical Practice; 3.4 School-University Alignment; 3.5 Possible Limitations; 3.6 Summary; 4 Discussion; References; Innovation and Transformation of Initial Teacher Education: Employer and Graduate Perspectives; 1 Introduction; 2 Teacher Preparation in Australia; 2.1 A New Era in Teacher Preparation: 1965 to Present; 2.2 Current Contexts for Teacher Preparation; 2.3 Recent Developments Impacting on Teacher Preparation; 3 Method and Participants; 4 Analysis and Discussion; 4.1 Employment Opportunities and Flexibility of Staffing
4.2 The Teaching/Learning and Curriculum Continuum4.3 Child Development; 5 Conclusion; References; Digital Credentialing: Does It Offer a Meaningful Response to Initial Teacher Education Reform?; 1 Introduction; 2 What Is Initial Teacher Education (ITE) Reform?; 3 What Is Digital Credentialing?; 3.1 What Are the Characteristics of a Digital Credential?; 3.1.1 Is There a Connection Between Portfolios and Digital Credentialing?; 3.2 Why Might Digital Credentialing Be a Disruptive Innovation?; 3.3 How Is Digital Credentialing Being Used in Education?; 3.3.1 Recognition of Complexity of Learning
3.3.2 Fostering Deep Engagement for (Professional) Learning3.3.3 Personalising the (Professional) Learning Journey; 4 Can Digital Credentialing Be a Disruptive Innovation in ITE Reform? The Challenges and Future Research Possibilities; References; Innovating in First Year Pre-service Teacher Education: "Buddy Up"; 1 Introduction; 2 Literature; 2.1 Professional Experience Partnerships; 2.2 Transition to Higher Education; 3 The Innovation; 4 Method; 5 Findings; 5.1 Focus Group: Buddied Group; 5.2 Focus Group: Non-buddied Group; 5.3 Focus Group: International Pre-service Teachers Group
5.4 Focus Group: Open Group