Professionalism and teacher education : voices from policy and practice /: voices from policy and practice. ([2019])

• Record Type: Book
• Further Information: Note: Amanda Gutierrez, Jillian Fox, Colette Alexander, editors.
• Editors: Gutierrez, Amanda; Fox, Jillian; Alexander, Colette
• 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
• Publisher Details: Singapore : Springer
• Publication Date: 2019
• Extent: 1 online resource
• Subjects: 370.71/1; Teachers -- Training of; Teachers -- Training of -- Australia; Teachers -- Professional ethics; Electronic books
• Languages: English
• ISBNs: 9789811370021; 9811370028
• Related ISBNs: 981137001X; 9789811370014
• Notes: Note: Includes bibliographical references.; Note: Description based on online resource; title from digital title page (viewed on June 19, 2019).
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.