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000890900 019__ $$a1103221044$$a1105176172
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000890900 0247_ $$a10.1007/978-981-13-7
000890900 035__ $$aSP(OCoLC)on1103503139
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000890900 050_4 $$aLB1707$$b.P76 2019
000890900 08204 $$a370.71/1$$223
000890900 24500 $$aProfessionalism and teacher education :$$bvoices from policy and practice /$$cAmanda Gutierrez, Jillian Fox, Colette Alexander, editors.
000890900 264_1 $$aSingapore :$$bSpringer,$$c[2019]
000890900 300__ $$a1 online resource
000890900 336__ $$atext$$btxt$$2rdacontent
000890900 337__ $$acomputer$$bc$$2rdamedia
000890900 338__ $$aonline resource$$bcr$$2rdacarrier
000890900 504__ $$aIncludes bibliographical references.
000890900 5050_ $$aIntro; 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
000890900 5058_ $$a5.3 Collaborative Professionalism-Micro- and MesosystemsReferences; Social and Political Context; 2 The Changing Face of Accreditation for Initial Teacher Education Programmes in Australia; 1 Previous Research-The Policy Context; 2 Background to Accreditation; 3 Theoretical/Methodological Framework; 4 The Academic Archives; 4.1 Accreditation; 4.2 Evidence; 4.3 Impact; 4.4 Professionalism; 5 Findings-Discourse Analysis of Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures, 2015; 5.1 Key Players and Authoritative Texts
000890900 5058_ $$a5.2 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
000890900 5058_ $$aPartnership Engagement4 Who Is the Hybrid Teacher Educator? Understanding Professional Identity in School-University Partnership; 1 Introduction; 2 Hybrid Teacher Education Roles in Third Space Constructs; 3 Facilitating Hybrid Teacher Educators; 4 Emerging Hybrid Roles; 4.1 School-Based Coach; 4.2 School Coordinator; 4.3 Project Leaders; 5 The Hybrid Teacher Educators; 5.1 Lara, School-Based Coach; 5.2 Jackie, a School Coordinator; 5.3 Patricia, a Project Leader; 6 Discussion; 6.1 Complexities and Tensions Within Third Space; 6.2 Relationships Within Third Space; 6.3 Professional Identity
000890900 5058_ $$a7 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
000890900 506__ $$aAccess limited to authorized users.
000890900 520__ $$aThis book explores how educators are proactively working to reclaim teacher professionalism by engaging in exemplary practice and promoting quality education for all. It examines voices in contemporary Australian teacher education and how professionalism can contribute to achieving the multiplicity of purposes in education. The work of contemporary teachers and teacher educators, and perceptions about this work, have changed significantly. In recent times, governments have identified key issues linked to the quality of teachers, as presented in multiple inquiries, creating shifts in public policy and increasing regulation. Educators must work towards improving public and policy maker perceptions of teaching as a profession. Teacher educators make an important contribution in engaging in ongoing scholarship and debate that examine research and practice and speak back to managerial discourses on professionalism. It is through this work that educators shape and re-shape understanding of what it means to be a professional.
000890900 588__ $$aDescription based on online resource; title from digital title page (viewed on June 19, 2019).
000890900 650_0 $$aTeachers$$xTraining of.
000890900 650_0 $$aTeachers$$xTraining of$$zAustralia.
000890900 650_0 $$aTeachers$$xProfessional ethics.
000890900 7001_ $$aGutierrez, Amanda,$$eeditor.
000890900 7001_ $$aFox, Jillian,$$eeditor.
000890900 7001_ $$aAlexander, Colette,$$eeditor.
000890900 77608 $$iPrint version $$z981137001X$$z9789811370014$$w(OCoLC)1085224401
000890900 852__ $$bebk
000890900 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-13-7002-1$$zOnline Access$$91397441.1
000890900 909CO $$ooai:library.usi.edu:890900$$pGLOBAL_SET
000890900 980__ $$aEBOOK
000890900 980__ $$aBIB
000890900 982__ $$aEbook
000890900 983__ $$aOnline
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