From supervisor to mentor : Suggestive possibilities
- Authors: Zeegers, Margaret , Smith, Patricia
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at AARE 2002 Conference, Brisbane : 1st - 5th December, 2002
- Full Text: false
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- Description: An age characterised by the sort of 'manufactured uncertainty' identified by Giddens (1994) throws up for scrutiny any number of taken-for-granted assumptions regarding professional practice experience in the Education field. This paper explores the suggestive possibilities of discourses of pre-service teacher practica in terms of naming, positioning and examination of taken-for-granted aspects of teacher education as they present at a regional university in Victoria, Australia. The University of Ballarat has introduced a new P-10 teacher education course. In the second year of its progress, traditional aspects of paid supervisory and assessment roles of practising teachers in relation to student teachers have been the focus of attention and activity based on reconfigured foci on the roles of both practising teachers and undergraduate students. One such focus is on what Schön (1987) describes as 'indeterminate zones of practice', and the result has been a research program exploring those zones in terms of mentorship in relation to mandated supervision and assessment requirements for graduate registration. The project is action-research based, with teacher, student, academic and semi-academic/teacher roles considered in the light of suggestive possibilities of mentorship and reflective practices as transformative possibilities in relation to roles associated with these.
- Description: E1
- Description: 2003000135
Beyond the curriculum documents: One learning community's contribution to integrating primary school curriculum
- Authors: Zeegers, Margaret , Beales, Brad
- Date: 2010
- Type: Text , Journal article
- Relation: International Journal of Applied Educational Studies Vol. 7, no. 1 (2010), p. 72-79
- Full Text: false
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- Description: In this paper we focus on the production of a local Catholic primary school Annual Concert by Grade 3-4 students, which took as its theme, Wauthaurong Heritage in the Region. The school approached the local University's School of Education to suggest one of its Bachelor of Education students who might be willing to work with the school on this production. With this initiative, we were presented with the basis for a community-based project which would incorporate the local Aboriginal Collective, a private Catholic primary school, and a School of Education within the University of the city in the form of the annual school concert. Combining the knowledge, expertise and experience from each of these organisations to deal with a variety of issues involved in education and community perceptions, the project was set to explore the ways in which these were to be dealt with.
An affective pedagogy success story: Sovereign Hill Museum school
- Authors: Zeegers, Margaret
- Date: 2011
- Type: Text , Technical report
- Full Text: false
- Description: This study will provide us with the tools to better communicate the unique attributes of learning that underpin the success we observe. It will enrich the discussion to include not only the charming insights of students and teachers, but also an intellectually rigorous framework for appreciating the innovation in learning outcomes." -- Foreword by Tim Sullivan : Deputy CEO and Museums director Sovereign Hill, page viii.
The story of Buninyong: Research report
- Authors: Zeegers, Margaret
- Date: 2011
- Type: Text , Technical report
- Full Text: false
- Description: The cover picture is the front of the program of the 2008 of the Story of Buninyong. It encapsulates the program that Buninyong Primary School has developed in its engagement with a larger and more complex history of the school and its positions in the physical and historical landscaper than European versions of Australian history allow. In this report, I have explored some of that complexity. "From introduction"
English as a foreign language curriculum reform in China : A Study in reconstructionism
- Authors: Zeegers, Margaret , Zhang, Xiaohong
- Date: 2016
- Type: Text , Book chapter
- Relation: Spotlight on China changes in education under China's market economy Chapter 4 p. 53-66
- Full Text: false
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- Description: China has experienced a number of reforms in EFL teaching and learning since 1949, when The People’s Republic of China was established after years of struggle between the losing Chiang Kai Shek Nationalists and the winning Mao Zedong Communist forces. Given the association of the English language with the western imperialism that China had just fought so hard against, competence in English was regarded as unpatriotic. A number of English-speaking countries, notably the United States of America (USA) insisting on a strong support of the Nationalist Party which had fled to Taiwan in 1949, did not recognise China. Indeed, the new Chinese government had its own concerns with illiteracy in mother tongues, at the time around 80% (Dietrich, 1986; Ministry of Education, 2002; Yang, 2010). English was hardly a priority for government then, although it had been in schools since the 19th century, the result of China’s encounters with the west at that time (Wang & Gao, 2008). Having eschewed all things western in 1949, the authorities took up Soviet models to inform their activities, receiving economic aid from the Union of Soviet Socialist Republics (USSR) (Yang, 2010). After the enormous upheavals of the revolution itself, China was in a period of reconstruction. The strong political influence of the relationship with the USSR on China’s foreign language education meant that Russian became the dominant foreign language taught throughout the country, with English removed from the secondary curriculum (Hu, 2002). Turning its attention to education, China found itself faced with problems that could be addressed through reconstructionism.