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BL
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| Record Number
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890949
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| Title & Author
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Professionalism and teacher education : : voices from policy and practice /\ Amanda Gutierrez, Jillian Fox, Colette Alexander, editors.
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| Publication Statement
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Singapore :: Springer,, [2019]
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| Page. NO
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1 online resource
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| ISBN
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9789811370021
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: 9789811370038
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: 9789811370045
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: 9811370028
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: 9811370036
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: 9811370044
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9789811370014
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981137001X
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| Bibliographies/Indexes
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Includes bibliographical references.
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| Contents
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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
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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
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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
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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
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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
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| Abstract
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This 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.
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| Subject
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Teachers-- Professional ethics.
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Teachers-- Training of-- Australia.
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Teachers-- Training of.
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Teachers-- Professional ethics.
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| Subject
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Teachers-- Training of.
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| Subject
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Australia.
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| Dewey Classification
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370.71/1
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| LC Classification
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LB1707.P76 2019
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| Added Entry
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Alexander, Colette
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Fox, Jillian
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Gutierrez, Amanda
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