Self and community: The impact of ISATT on the professional learning: Teaching and research of members in the Asia-Pacific Region
- Authors: Berry, Amanda , McGraw, Amanda , Ying, Issa Danjun
- Date: 2013
- Type: Text , Book chapter
- Relation: From teacher thinking to teachers and teaching: The evolution of a research community p. 669-701
- Full Text: false
- Reviewed:
Thinking dispositions for teaching : enabling and supporting resilience in context
- Authors: McDonough, Sharon , McGraw, Amanda
- Date: 2020
- Type: Text , Book chapter
- Relation: Cultivating Teacher Resilience: International Approaches, Applications and Impact Chapter 5 p. 69-83
- Full Text:
- Reviewed:
- 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.
Struggling to make a difference in an imperfect world
- Authors: McGraw, Amanda
- Date: 2006
- Type: Text , Book chapter
- Relation: Only connect: English teaching, schooling and community Chapter p. 308-318
- Full Text: false
On the brink
- Authors: McGraw, Amanda
- Date: 2007
- Type: Text , Book chapter
- Relation: Jousting for the new generation: Challenges to contemporary schooling Chapter p. 118-122
- Full Text: false
- Description: 2003005696
Young people as powerful learners
- Authors: McGraw, Amanda
- Date: 2007
- Type: Text , Book chapter
- Relation: Jousting for the new generation: Challenges to contemporary schooling Chapter p. 24-27
- Full Text: false
- Description: 2003005609
New teachers, new teaching
- Authors: McGraw, Amanda
- Date: 2007
- Type: Text , Book chapter
- Relation: Jousting for the new generation: Challenges to contemporary schooling Chapter p. 93-95
- Full Text: false
- Description: 2003005690
Layered stories as opportunities to show and engage in learning
- Authors: McGraw, Amanda
- Date: 2013
- Type: Text , Book chapter
- Relation: Pedagogies for the future p. 73-84
- Full Text: false
- Reviewed:
Activating teaching dispositions in carefully constructed contexts : Examining the impact of classroom intensives
- Authors: McGraw, Amanda , McDonough, Sharon , Wines, Chris , O’Loughlan, Courtney
- Date: 2016
- Type: Text , Book chapter
- Relation: Teacher Education : Innovation, Intervention and Impact Chapter 12 p. 193-209
- Full Text: false
- Reviewed:
- Description: The current policy stance in Australia which seeks to produce ‘classroom ready’ teachers requires that pre-service teachers (PSTs) be assessed against national professional standards that articulate minimum skills and knowledge required of beginning teachers. There is no mention within these standards of affective qualities (e.g. humour, passion, inspiration) or thinking dispositions (e.g. curiosity, reflection, creativity) that enable good teaching and professional learning and which capture the complexity that is inherent within good teaching. This study focuses on the research of a team of teacher educators in a regional Australian university who believe that a focus on dispositions is central to effective teacher education. They have embedded a ‘Dispositions for Teaching Framework’ within a Master of Teaching (Secondary) program to allow PSTs’ various thinking dispositions to be activated within carefully constructed professional learning contexts. The context in this study was a Classroom Intensive experience at a P-12 School in regional Victoria where PSTs participated in structured classroom observations over a two day period. The key research questions were: Did the Classroom Intensive experience activate the dispositions in the PSTs? Were some dispositions activated more than others? How could evidence be collected of these dispositions in action? A variety of research methods enabled a complex data-set to be collected. It was identified that the Classroom Intensive experience provided a rich professional learning context which activated all five of the thinking dispositions in the framework, and that these dispositions are not discrete but interconnect and rely upon each other. © Springer Science+Business Media Singapore 2016.