Teacher education : Innovation, intervention and impact
- Authors: Brandenburg, Robyn , McDonough, Sharon , Burke, Jenene , White, Simone
- Date: 2016
- Type: Text , Book
- Relation: Teacher Education : Innovation, Intervention and Impact
- Full Text: false
- Reviewed:
- Description: This book, an inaugural publication from the Australian Teacher Education Association (ATEA), Teacher Education: Innovation, Intervention and Impact is both a product of, and seeks to contribute to, the changing global and political times in teacher education research. This book marks an historically significant shift in the collective work and outreach of the Australian Teacher Education Association (ATEA) as it endeavours to become an even more active contributor to a research-rich foundation for initial teacher education and to a research-informed teaching profession. The book showcases teacher education research and scholarship from a wide range of institutional collaborations across Australia. Studies highlight the multiple ways in which teacher education researchers are engaging with students, teachers, schools and communities to best prepare future teachers. It informs both teacher education policy and practice and is ‘a must read’ for those engaged in the education community. Above all it marks a shift for teacher educators to build a research rich teaching profession. © Springer Science+Business Media Singapore 2016.
Teacher education research and the policy reform agenda
- Authors: Brandenburg, Robyn , McDonough, Sharon , Burke, Jenene , White, Simone
- Date: 2016
- Type: Text , Book chapter
- Relation: Teacher Education : Innovation, Intervention and Impact p.1-14
- Full Text: false
- Reviewed:
- Description: Research into teacher education is an Australian government high priority and teacher educators are increasingly called to use research to demonstrate the effectiveness and the impact of their teaching, their programs and ultimately, the impact on student learning. While teacher education researchers endeavour to share their research, their work is often critiqued as being self-serving, small-scale and generally not responsive to government policy directions. This chapter specifically examines these three areas: the research policy context; an examination of the current critique of teacher education research and a critical analysis and discussion of the research conducted by teacher educators within this volume. As evidenced within the chapters, many teacher educators have located their research studies within the current Teacher Education Ministerial Advisory Group (TEMAG, Action Now: Classroom Ready Teachers, 2014) reform agenda. What the studies also reveal is how reform agendas are taken up by different institutions and the importance of providing the rich contextual discussion of their findings. While the majority of the studies are small-scale, viewed collectively however, they have much to offer the broader education research community. More opportunities for connected small-scale studies that highlight both macro and micro levels of teacher education are recommended. © Springer Science+Business Media Singapore 2016.
Assumption interrogation : An insight into a self-study researcher's pedagogical frame
- Authors: Brandenburg, Robyn
- Date: 2009
- Type: Text , Book chapter
- Relation: Research Methods for the Self-study of Practice Chapter p. 195-211
- Full Text: false
- Description: 2003008008