東華大學圖書館 |

Work-integrated learning case studies in teacher education = epistemic reflexivity /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Work-integrated learning case studies in teacher education/ edited by Matthew Winslade, Tony Loughland, Michelle J. Eady.
其他題名:	epistemic reflexivity /
其他作者:	Winslade, Matthew.
出版者:	Singapore :Springer Nature Singapore : : 2023.,
面頁冊數:	xii, 403 p. :ill. (chiefly color), digital ;24 cm.
內容註:	Preamble 1 Why is this Text Important? -- Preamble 2 How WIL Changes Graduate Employability in the Context of Education -- SECTION 1 Background and Theoretical Perspectives -- 1 Introduction - Meaning and Purpose -- 2 The Theory of Work Integrated Learning in Teacher Education -- 3 The Importance of Authentic Learning Experiences through WIL Opportunities -- 4 A Systematic Review: Work Integrated Learning and School Partnerships -- SECTION 2 Research -- 5 Supporting the development of highly effective classroom practice -- 6 Growing into the profession: promoting teacher education students' subjectification through critical reflection whilst on professional experience -- 7 A shared responsibility - Working together to change culture: A fresh take on the university /school partnership approach -- 8 In-school coordinators and mentor teachers roles and responsibilities: A snapshot of current approaches to professional experience in one Australian school -- 9 SECTION 3 Practice -- 10 From Best Practice to Next Practice: Preparing pre-service teachers for innovative, agile learning environments -- 11 Importance of Data on Teaching and Learning (Data days for Pre-service teachers at Cambridge Park High School) -- 12 Supporting Regional and Remote Primary Education Students on WIL Placement Using Video Technology - A Classroom Teacher's perspective -- 13 Video as a medium for enhancing initial teacher education and professional learning in the area of classroom practice -- 14 The role of the PEXC in transitioning the TES to the profession: Moving beyond a sink or swim discourse -- 15 Developing a model of 'vertical' professional mentoring across the teaching continuum: the case of the Burwood Girls HS-UTS PEx Hub partnership -- 16 Examining a collaborative model for PST assessment during a final PEX placement -- 17 The professionalization of the placement coordinator: Practice and potentials -- 18 Creating A Core Subject That Requires Authentic Community Service Learning - Process and Framework -- 19 The School - University partnership: Reciprocity from an academics perspective -- 20 Schools and Universities working together to address the shortage of teachers in rural and remote locations: Supporting metropolitan based students to go bush -- 21 SECTION 4 Partnerships -- School and university perspectives: creating professional development opportunities through WIL -- 22 Building Mentoring Relationships: Sustaining Professional Teacher Capacity -- 23 Why school partnerships are vital for thriving education faculties -- 24 Quality control and professional teaching placements: The "at risk" decision-making, collaborations and support processes -- 25 Supporting Classroom Teachers Who Supervise Education Students on WIL Placements - A Case Study -- 26 Setting up for Success: the Bonnyrigg Heights Public School and the University of Technology Partnership -- 27 Teaching for the Future Professional Partnership: The PEX Hub School Perspective -- 28 Conclusions and synthesis of chapters -- Postscript -- 29 Professional Experience in times of COVID-19.
Contained By:	Springer Nature eBook
標題:	Teachers - Training of. -
電子資源:	https://doi.org/10.1007/978-981-19-6532-6
ISBN:	9789811965326

Work-integrated learning case studies in teacher education = epistemic reflexivity /
Work-integrated learning case studies in teacher educationepistemic reflexivity /[electronic resource] :edited by Matthew Winslade, Tony Loughland, Michelle J. Eady. - Singapore :Springer Nature Singapore :2023. - xii, 403 p. :ill. (chiefly color), digital ;24 cm.

Preamble 1 Why is this Text Important? -- Preamble 2 How WIL Changes Graduate Employability in the Context of Education -- SECTION 1 Background and Theoretical Perspectives -- 1 Introduction - Meaning and Purpose -- 2 The Theory of Work Integrated Learning in Teacher Education -- 3 The Importance of Authentic Learning Experiences through WIL Opportunities -- 4 A Systematic Review: Work Integrated Learning and School Partnerships -- SECTION 2 Research -- 5 Supporting the development of highly effective classroom practice -- 6 Growing into the profession: promoting teacher education students' subjectification through critical reflection whilst on professional experience -- 7 A shared responsibility - Working together to change culture: A fresh take on the university /school partnership approach -- 8 In-school coordinators and mentor teachers roles and responsibilities: A snapshot of current approaches to professional experience in one Australian school -- 9 SECTION 3 Practice -- 10 From Best Practice to Next Practice: Preparing pre-service teachers for innovative, agile learning environments -- 11 Importance of Data on Teaching and Learning (Data days for Pre-service teachers at Cambridge Park High School) -- 12 Supporting Regional and Remote Primary Education Students on WIL Placement Using Video Technology - A Classroom Teacher's perspective -- 13 Video as a medium for enhancing initial teacher education and professional learning in the area of classroom practice -- 14 The role of the PEXC in transitioning the TES to the profession: Moving beyond a sink or swim discourse -- 15 Developing a model of 'vertical' professional mentoring across the teaching continuum: the case of the Burwood Girls HS-UTS PEx Hub partnership -- 16 Examining a collaborative model for PST assessment during a final PEX placement -- 17 The professionalization of the placement coordinator: Practice and potentials -- 18 Creating A Core Subject That Requires Authentic Community Service Learning - Process and Framework -- 19 The School - University partnership: Reciprocity from an academics perspective -- 20 Schools and Universities working together to address the shortage of teachers in rural and remote locations: Supporting metropolitan based students to go bush -- 21 SECTION 4 Partnerships -- School and university perspectives: creating professional development opportunities through WIL -- 22 Building Mentoring Relationships: Sustaining Professional Teacher Capacity -- 23 Why school partnerships are vital for thriving education faculties -- 24 Quality control and professional teaching placements: The "at risk" decision-making, collaborations and support processes -- 25 Supporting Classroom Teachers Who Supervise Education Students on WIL Placements - A Case Study -- 26 Setting up for Success: the Bonnyrigg Heights Public School and the University of Technology Partnership -- 27 Teaching for the Future Professional Partnership: The PEX Hub School Perspective -- 28 Conclusions and synthesis of chapters -- Postscript -- 29 Professional Experience in times of COVID-19.

This book focuses on the emerging area of partner-driven work-integrated learning inclusive of university or industry stakeholder development, and the integration of these two major stakeholders. It explores the significant interrelationship between university and school needs in this area of research. It uses a cross-institutional approach and focuses on local communities that educational providers interact with, to highlight and discuss the issues identified in various case studies. By doing so, this book aims to create a community of practice that explores work-integrated learning from an integrated stakeholder perspective, and develops a working model to extend existing understanding in this area through integrating the ideas explored in the various chapters.

ISBN: 9789811965326

Standard No.: 10.1007/978-981-19-6532-6doiSubjects--Topical Terms:

521129
Teachers
--Training of.

LC Class. No.: LB1707 / .W67 2023

Dewey Class. No.: 370.71

Work-integrated learning case studies in teacher education = epistemic reflexivity /
LDR:04924nmm a2200325 a 4500 001 2314303
003 DE-He213
005 20230101133739.0
006 m d
007 cr nn 008mamaa
008 230902s2023 si s 0 eng d
020 $a 9789811965326 $q (electronic bk.)
020 $a 9789811965319 $q (paper)
024 7 $a 10.1007/978-981-19-6532-6 $2 doi
035 $a 978-981-19-6532-6
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1707 $b .W67 2023
072 7 $a JNMT $2 bicssc
072 7 $a EDU046000 $2 bisacsh
072 7 $a JNMT $2 thema
082 0 4 $a 370.71 $2 23
090 $a LB1707 $b .W926 2023
245 0 0 $a Work-integrated learning case studies in teacher education $h [electronic resource] : $b epistemic reflexivity / $c edited by Matthew Winslade, Tony Loughland, Michelle J. Eady.
260 $a Singapore : $b Springer Nature Singapore : $b Imprint: Springer, $c 2023.
300 $a xii, 403 p. : $b ill. (chiefly color), digital ; $c 24 cm.
505 0 $a Preamble 1 Why is this Text Important? -- Preamble 2 How WIL Changes Graduate Employability in the Context of Education -- SECTION 1 Background and Theoretical Perspectives -- 1 Introduction - Meaning and Purpose -- 2 The Theory of Work Integrated Learning in Teacher Education -- 3 The Importance of Authentic Learning Experiences through WIL Opportunities -- 4 A Systematic Review: Work Integrated Learning and School Partnerships -- SECTION 2 Research -- 5 Supporting the development of highly effective classroom practice -- 6 Growing into the profession: promoting teacher education students' subjectification through critical reflection whilst on professional experience -- 7 A shared responsibility - Working together to change culture: A fresh take on the university /school partnership approach -- 8 In-school coordinators and mentor teachers roles and responsibilities: A snapshot of current approaches to professional experience in one Australian school -- 9 SECTION 3 Practice -- 10 From Best Practice to Next Practice: Preparing pre-service teachers for innovative, agile learning environments -- 11 Importance of Data on Teaching and Learning (Data days for Pre-service teachers at Cambridge Park High School) -- 12 Supporting Regional and Remote Primary Education Students on WIL Placement Using Video Technology - A Classroom Teacher's perspective -- 13 Video as a medium for enhancing initial teacher education and professional learning in the area of classroom practice -- 14 The role of the PEXC in transitioning the TES to the profession: Moving beyond a sink or swim discourse -- 15 Developing a model of 'vertical' professional mentoring across the teaching continuum: the case of the Burwood Girls HS-UTS PEx Hub partnership -- 16 Examining a collaborative model for PST assessment during a final PEX placement -- 17 The professionalization of the placement coordinator: Practice and potentials -- 18 Creating A Core Subject That Requires Authentic Community Service Learning - Process and Framework -- 19 The School - University partnership: Reciprocity from an academics perspective -- 20 Schools and Universities working together to address the shortage of teachers in rural and remote locations: Supporting metropolitan based students to go bush -- 21 SECTION 4 Partnerships -- School and university perspectives: creating professional development opportunities through WIL -- 22 Building Mentoring Relationships: Sustaining Professional Teacher Capacity -- 23 Why school partnerships are vital for thriving education faculties -- 24 Quality control and professional teaching placements: The "at risk" decision-making, collaborations and support processes -- 25 Supporting Classroom Teachers Who Supervise Education Students on WIL Placements - A Case Study -- 26 Setting up for Success: the Bonnyrigg Heights Public School and the University of Technology Partnership -- 27 Teaching for the Future Professional Partnership: The PEX Hub School Perspective -- 28 Conclusions and synthesis of chapters -- Postscript -- 29 Professional Experience in times of COVID-19.
520 $a This book focuses on the emerging area of partner-driven work-integrated learning inclusive of university or industry stakeholder development, and the integration of these two major stakeholders. It explores the significant interrelationship between university and school needs in this area of research. It uses a cross-institutional approach and focuses on local communities that educational providers interact with, to highlight and discuss the issues identified in various case studies. By doing so, this book aims to create a community of practice that explores work-integrated learning from an integrated stakeholder perspective, and develops a working model to extend existing understanding in this area through integrating the ideas explored in the various chapters.
650 0 $a Teachers $x Training of. $3 521129
650 1 4 $a Teaching and Teacher Education. $3 1001835
650 2 4 $a Professional and Vocational Education. $3 3538589
650 2 4 $a Didactics and Teaching Methodology. $3 3595247
700 1 $a Winslade, Matthew. $3 3625599
700 1 $a Loughland, Tony. $3 3386556
700 1 $a Eady, Michelle J. $3 3625600
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-981-19-6532-6
950 $a Education (SpringerNature-41171)