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Table of Contents
Intro; Acknowledgements; Contents; Editors and Contributors; 1 Conceptualising Teacher Professionalism; 1 Introduction; 2 Defining a Profession; 3 Teacher Professionalism; 4 Contestations in Professionalism; 4.1 Interior/Inward Occupational Perspective; 4.2 Exterior/Outward Occupational Perspective; 4.3 Interior/Inward Organisational Perspective; 4.4 Exterior/Outward Organisational Perspective; 4.5 Seeking an Alternative Position; 5 Emerging Perspectives; 5.1 Social and Political Context-Macrosystem; 5.2 Partnership Engagement-Exosystem
5.3 Collaborative Professionalism-Micro- and MesosystemsReferences; Social and Political Context; 2 The Changing Face of Accreditation for Initial Teacher Education Programmes in Australia; 1 Previous Research-The Policy Context; 2 Background to Accreditation; 3 Theoretical/Methodological Framework; 4 The Academic Archives; 4.1 Accreditation; 4.2 Evidence; 4.3 Impact; 4.4 Professionalism; 5 Findings-Discourse Analysis of Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures, 2015; 5.1 Key Players and Authoritative Texts
5.2 Dominant Discourses in the Accreditation Document5.3 Cross-Analysis: Structural Changes and the Key Players and Authoritative Texts in the Accreditation Document-2011 to 2015; 6 Recommendations; References; 3 Social Media and Teacher Professionalism: Getting in on the Act; 1 Introduction; 2 Social Media and the Rise of Secondary Stakeholders; 3 The Featured Commentaries; 4 Analysing the Papers and Responder Posts; 5 Findings; 6 Discussion; 6.1 Challenges of Getting into the Social Media Act; 6.2 Opportunities for Getting into the Social Media Act; 7 Conclusion; References
Partnership Engagement4 Who Is the Hybrid Teacher Educator? Understanding Professional Identity in School-University Partnership; 1 Introduction; 2 Hybrid Teacher Education Roles in Third Space Constructs; 3 Facilitating Hybrid Teacher Educators; 4 Emerging Hybrid Roles; 4.1 School-Based Coach; 4.2 School Coordinator; 4.3 Project Leaders; 5 The Hybrid Teacher Educators; 5.1 Lara, School-Based Coach; 5.2 Jackie, a School Coordinator; 5.3 Patricia, a Project Leader; 6 Discussion; 6.1 Complexities and Tensions Within Third Space; 6.2 Relationships Within Third Space; 6.3 Professional Identity
7 ConclusionReferences; 5 Exploring What It Means to Be a Professional in Partnerships: Reflecting on Teacher Educator Narratives; 1 Introduction; 2 Literature Review; 3 Theoretical Framework and Research Methodology; 4 Partnership Contexts; 4.1 Amanda in Victoria; 4.2 Kathy in Victoria; 4.3 Ken in Queensland; 5 Narrative Reflections Using the Lens of the Principles of Partnership Practice; 5.1 Risk Taking and Trust; 5.2 Reciprocity, Mutuality and Respect; 5.3 Recognition of Respective Goals, Adaptable and Responsive to Changing Needs; 5.4 Diverse Representations
5.3 Collaborative Professionalism-Micro- and MesosystemsReferences; Social and Political Context; 2 The Changing Face of Accreditation for Initial Teacher Education Programmes in Australia; 1 Previous Research-The Policy Context; 2 Background to Accreditation; 3 Theoretical/Methodological Framework; 4 The Academic Archives; 4.1 Accreditation; 4.2 Evidence; 4.3 Impact; 4.4 Professionalism; 5 Findings-Discourse Analysis of Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures, 2015; 5.1 Key Players and Authoritative Texts
5.2 Dominant Discourses in the Accreditation Document5.3 Cross-Analysis: Structural Changes and the Key Players and Authoritative Texts in the Accreditation Document-2011 to 2015; 6 Recommendations; References; 3 Social Media and Teacher Professionalism: Getting in on the Act; 1 Introduction; 2 Social Media and the Rise of Secondary Stakeholders; 3 The Featured Commentaries; 4 Analysing the Papers and Responder Posts; 5 Findings; 6 Discussion; 6.1 Challenges of Getting into the Social Media Act; 6.2 Opportunities for Getting into the Social Media Act; 7 Conclusion; References
Partnership Engagement4 Who Is the Hybrid Teacher Educator? Understanding Professional Identity in School-University Partnership; 1 Introduction; 2 Hybrid Teacher Education Roles in Third Space Constructs; 3 Facilitating Hybrid Teacher Educators; 4 Emerging Hybrid Roles; 4.1 School-Based Coach; 4.2 School Coordinator; 4.3 Project Leaders; 5 The Hybrid Teacher Educators; 5.1 Lara, School-Based Coach; 5.2 Jackie, a School Coordinator; 5.3 Patricia, a Project Leader; 6 Discussion; 6.1 Complexities and Tensions Within Third Space; 6.2 Relationships Within Third Space; 6.3 Professional Identity
7 ConclusionReferences; 5 Exploring What It Means to Be a Professional in Partnerships: Reflecting on Teacher Educator Narratives; 1 Introduction; 2 Literature Review; 3 Theoretical Framework and Research Methodology; 4 Partnership Contexts; 4.1 Amanda in Victoria; 4.2 Kathy in Victoria; 4.3 Ken in Queensland; 5 Narrative Reflections Using the Lens of the Principles of Partnership Practice; 5.1 Risk Taking and Trust; 5.2 Reciprocity, Mutuality and Respect; 5.3 Recognition of Respective Goals, Adaptable and Responsive to Changing Needs; 5.4 Diverse Representations