Description:
We are four teacher educators who are interested in the role of emotions and embodiment in teacher education. The impetus for this study emerged after an embodied reflection workshop run by Rachel, Mandi, and Sharon at the 2014 SSTEP Castle Conference in which Monica participated. The workshop explored the ways in which teaching and learning to teach are emotional, cognitive, and embodied acts. After this experience we committed to a collaborative self-study, which we conducted between February and October, 2015, to track our attempts to use embodied pedagogies in our teacher education practices. In this study, we examine our efforts to enact embodied pedagogies in our practice and identify the challenges and benefits of doing so.
Description:
We are four teacher educators who are interested in the role of emotions and embodiment in teacher education. The impetus for this study emerged after an embodied reflection workshop run by Rachel, Mandi, and Sharon at the 2014 SSTEP Castle Conference in which Monica participated. The workshop explored the ways in which teaching and learning to teach are emotional, cognitive, and embodied acts. After this experience we committed to a collaborative self-study, which we conducted between February and October, 2015, to track our attempts to use embodied pedagogies in our teacher education practices. In this study, we examine our efforts to enact embodied pedagogies in our practice and identify the challenges and benefits of doing so.
Description:
While there exists notable research in Australia and internationally on the ways pre-service and early career teachers develop and maintain resilience, there is a paucity of literature examining the resilience of teacher educators. The teacher education landscape has a dynamic nature, and in the Australian context, there have been multiple changes to policy and accreditation that have impacted on the work of teacher educators, including: the introduction of literacy and numeracy testing and a teaching performance assessment for teacher education students; and strict regulatory controls for providers. This context, combined with the intensification of academic work in higher education settings, has led us to investigate the personal and contextual factors that enable or constrain teacher educators’ resilience. In this chapter, we draw on a social ecological model of resilience to explore the factors that sustain and challenge teacher educators in their work, and use the findings to highlight implications for the field of teacher education.
Description:
While there exists notable research in Australia and internationally on the ways pre-service and early career teachers develop and maintain resilience, there is a paucity of literature examining the resilience of teacher educators. The teacher education landscape has a dynamic nature, and in the Australian context, there have been multiple changes to policy and accreditation that have impacted on the work of teacher educators, including: the introduction of literacy and numeracy testing and a teaching performance assessment for teacher education students; and strict regulatory controls for providers. This context, combined with the intensification of academic work in higher education settings, has led us to investigate the personal and contextual factors that enable or constrain teacher educators’ resilience. In this chapter, we draw on a social ecological model of resilience to explore the factors that sustain and challenge teacher educators in their work, and use the findings to highlight implications for the field of teacher education.
Description:
Preparing pre-teachers for an increasingly challenging teaching profession is a complex work and requires teacher educators to engage in the careful design of both programmes and professional learning opportunities. This chapter explores how an explicit focus on thinking dispositions that enable effective teaching are developed in a Master of Teaching (Secondary) programme. This programme, delivered on-site at a secondary school, included carefully constructed teaching opportunities to support development of thinking dispositions. Ways of thinking and the impact they have on feelings, actions and beliefs will be examined along with how the implementation of our thinking dispositions framework supports the development of resilience in challenging teaching and learning contexts.
Description:
Preparing pre-teachers for an increasingly challenging teaching profession is a complex work and requires teacher educators to engage in the careful design of both programmes and professional learning opportunities. This chapter explores how an explicit focus on thinking dispositions that enable effective teaching are developed in a Master of Teaching (Secondary) programme. This programme, delivered on-site at a secondary school, included carefully constructed teaching opportunities to support development of thinking dispositions. Ways of thinking and the impact they have on feelings, actions and beliefs will be examined along with how the implementation of our thinking dispositions framework supports the development of resilience in challenging teaching and learning contexts.
Description:
"This book examines the development and role of small business clusters from a variety of disciplines : economics, marketing, management and information systems. It gathers perspectives from varied disciplines and countries, extending current knowledge by emphasizing the pressure that international competition and IT have on the geographic structure of clusters, possibly leading to a new 'a-spatial' option developing"--Provided by publisher.
Description:
"This book examines the development and role of small business clusters from a variety of disciplines : economics, marketing, management and information systems. It gathers perspectives from varied disciplines and countries, extending current knowledge by emphasizing the pressure that international competition and IT have on the geographic structure of clusters, possibly leading to a new 'a-spatial' option developing"--Provided by publisher.
Description:
When the Nobel prize-winning economist Joe Stiglitz visited Australia in 2010 he commended the Rudd Government’s policy response to the Global Financial Crisis as a proper and effective pre-emptive measure. The stimulus, which staved off any creeping sign of recession, bore a considerable Treasury imprint; and it could be said that the official family of economic advisers, that is, the Treasury and the Reserve Bank of Australia, were in their concerted action never so Keynesian in practice. It is appropriate then to visit the Keynesian revolution in post-war Australia recalling that three of the mandarins, Roland Wilson, John Crawford and H.C. ‘Nugget’ Coombs, were professionally trained economists. Moreover, as J.K. Galbraith reminds us, the Keynesian revolution was really a ‘mandarin revolution’, that is, an intellectually powered one.
Description:
When the Nobel prize-winning economist Joe Stiglitz visited Australia in 2010 he commended the Rudd Government’s policy response to the Global Financial Crisis as a proper and effective pre-emptive measure. The stimulus, which staved off any creeping sign of recession, bore a considerable Treasury imprint; and it could be said that the official family of economic advisers, that is, the Treasury and the Reserve Bank of Australia, were in their concerted action never so Keynesian in practice. It is appropriate then to visit the Keynesian revolution in post-war Australia recalling that three of the mandarins, Roland Wilson, John Crawford and H.C. ‘Nugget’ Coombs, were professionally trained economists. Moreover, as J.K. Galbraith reminds us, the Keynesian revolution was really a ‘mandarin revolution’, that is, an intellectually powered one.