Critical pedagogy and situated practice : An ethnographic approach to pre-service teacher education
- Authors: Zeegers, Margaret , Smith, Patricia
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 10, no. (2004), p. 3455-3461
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- Description: C1
- Description: 2003000804
From slogan to pedagogy : Teacher education and reflection at the University of Ballarat
- Authors: Smith, Patricia , Zeegers, Margaret , Russell, Rupert
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 10, no. (2004), p. 3357-3371
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- Description: C1
- Description: 2003000806
Changing places : Making links
- Authors: Smith, Patricia , Callingham, Rosemary , Nicholson, Vicky
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at AARE Brisbane 2002, Brisbane : 1st December, 2002
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- Description: Changing Places - Making Links are parallel programs that have a focus on improving outcomes for Indigenous students in the middle years of schooling (Grades 4 to 8), through an inclusive approach. In recent years there has been a move to improve the educational experiences of students in the middle years. In addition there are emerging conceptions of curriculum that have a different perspective on fields of knowledge and, as a consequence, demand changed approaches to assessment and teaching. This paper describes the framework for professional development in Changing Places - Making Links that was developed to take account of these issues. Overarching organisers are drawn from the new Essential Learnings curriculum in Tasmania. Two major themes run through the professional development: Indigenous cultural and community involvement, and new approaches to assessment. The Essential Learnings are addressed through a focus on literacy, numeracy, and personal development. The professional development both models and encourages inclusive practice.
- Description: E1
- Description: 2003000140
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
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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
Softening the rock and the hard place : First year education practicum and mentoring at the University of Ballarat
- Authors: Smith, Patricia , Zeegers, Margaret
- Date: 2002
- Type: Text , Conference paper
- Relation: Paper presented at the 6th Pacific Rim, First year in Higher Education Conference, Christchurch, New Zealand : 8th July, 2003
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- Description: In 2001 the School of Education introduced a new P-10 Education course, and a major aspect in this was the introduction of practicum for First Year students within three weeks of starting their course. Evaluations of this have suggested that this is a move that has been enthusiastically embraced by students and in 2002 we have worked on what has been established to extend and develop the experience for First Years by means of systematic construction of a community of practice to support their development as emergent professionals. To build the sort of community of practice that we envisaged, we turned to Legitimate Peripheral Participation (LPP), action research models, and reflective practice to inform our work to make the practicum as meaningful as possible to First Years as emergent professionals.
- Description: E1
- Description: 2003000128