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
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- 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.
Collaboration and co-creation in regional and remote education : case studies from initial teacher education programs
- Authors: Woolcott, Geoff , Whannell, Robert , Wines, Chris , Pfeiffer, Linda , Marshman, Margaret , Galligan, Linda
- Date: 2019
- Type: Text , Journal article
- Relation: Australasian Journal of Regional Studies Vol. 25, no. 1 (Apr 2019), p. 54-80
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- Description: Education policies and practices developed for urban populations are not always effective when implemented in regional and remote locations. Despite government policy initiatives that may provide for collaboration across communities, a singular issue is that a diversity of solutions may be required rather than a 'one size fits all' approach. This article presents a potential solution to this problem through engaging collaboration and co-creation to optimise educational opportunities in initial teacher education in Australia. Qualitative analysis of a collaborative and co-created process of enhancement, lesson development and reflection brings together the every-day problem-solving processes used by pre-service teachers and classroom students with those used by research scientists and community experts. A consequence of such a process that benefits regional and remote communities is the development of collaborative networks founded in co-creation of educational opportunities and based on daily life in local communities.
It's a Science Party! School and community learning partnerships promoting learning through science
- Authors: Burke, Jenene , Wines, Chris
- Date: 2014
- Type: Text , Conference paper
- Relation: Proceedings from Australian Teacher Education Association Annual conference 2014 p. 301
- Full Text: false
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