The impact of complex social processes, observation and reflective thinking on teacher learning and practice
- Authors: McGraw, Amanda
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at NIE International Conference 2005: Redesigning Pedagogy: Research, Policy, Practice, Nanyang Technological University, Singapore : 30th May - 1st June 2005
- Full Text:
- Description: In an educational climate sharply focused on school improvement, a large Australian multi-campus secondary college has developed a formal and ongoing partnership with the School of Education at their regional university. This paper examines one of the initiatives they developed together; an approach aptly called Collaborative Learning Partnerships that aims to enable teachers to learn more deeply in the context of their work through critical reflection, self-analysis, collaborative planning processes, substantive conversation and the testing of new ideas and approaches. The initial concept was inspired by the growing body of research that indicates that teachers make the fundamental difference to students' learning. If teacher learning became a real priority in the college it was felt that students'; learning would subsequently be enhanced. How then could the classroom, the space where teachers spend most of their working time, be used as a context in which teachers too could learn deeply about their role and the complexity of their work? This paper points to the influence of complex social processes that are at play when teachers work together in this way and to the understandings about learning itself that are surfaced through such processes.
- Authors: McGraw, Amanda
- Date: 2005
- Type: Text , Conference paper
- Relation: Paper presented at NIE International Conference 2005: Redesigning Pedagogy: Research, Policy, Practice, Nanyang Technological University, Singapore : 30th May - 1st June 2005
- Full Text:
- Description: In an educational climate sharply focused on school improvement, a large Australian multi-campus secondary college has developed a formal and ongoing partnership with the School of Education at their regional university. This paper examines one of the initiatives they developed together; an approach aptly called Collaborative Learning Partnerships that aims to enable teachers to learn more deeply in the context of their work through critical reflection, self-analysis, collaborative planning processes, substantive conversation and the testing of new ideas and approaches. The initial concept was inspired by the growing body of research that indicates that teachers make the fundamental difference to students' learning. If teacher learning became a real priority in the college it was felt that students'; learning would subsequently be enhanced. How then could the classroom, the space where teachers spend most of their working time, be used as a context in which teachers too could learn deeply about their role and the complexity of their work? This paper points to the influence of complex social processes that are at play when teachers work together in this way and to the understandings about learning itself that are surfaced through such processes.
Supporting beginning rural teachers : Lessons from successful schools
- White, Simone, Lock, Graeme, Hastings, Wendy, Reid, Joanne, Green, Bill, Cooper, Maxine
- Authors: White, Simone , Lock, Graeme , Hastings, Wendy , Reid, Joanne , Green, Bill , Cooper, Maxine
- Date: 2009
- Type: Text , Conference paper
- Relation: Paper presented at ‘Teacher education crossing borders: Cultures, contexts, communities and curriculum’ the annual conference of the Australian Teacher Education Association (ATEA), Albury, New South Wales : 28th June - 1st July 2009
- Full Text:
- Description: Across Australia and internationally, the vexed problem of staffing rural school remains a major issue affecting the educational outcomes of many rural students and their families. TERRAnova, (New Ground’ in Teacher Education for Rural and Regional Australia), is the name of a large Australian Research Council funded (2008-2010) project involving: a national study of pre-service preparation and rural incentive schemes offered by both University and State government agencies, a longitudinal study of beginning teachers who take up rural appointments and a study of communities where teacher retention is high. In 2008 calls for nominations for rural schools with high rates of retaining beginning teachers were sought (over three years), and twenty-four of nearly fifty nominated schools were selected as case studies. Each case study has involved researchers from the TERRAnova team travelling and staying as close to the community nominated as possible. Numerous teaching staff, parents and community members were invited to be interviewed and their recordings were transcribed. Five of these case studies have now been completed, and this paper examines common themes derived from the strategies that support beginning teachers in these rural communities. Key factors emerging to date from the data relate to particular models of rural school leadership, ongoing teacher learning and mentoring, and school support and innovative community practices.
- Description: 2003008006
- Authors: White, Simone , Lock, Graeme , Hastings, Wendy , Reid, Joanne , Green, Bill , Cooper, Maxine
- Date: 2009
- Type: Text , Conference paper
- Relation: Paper presented at ‘Teacher education crossing borders: Cultures, contexts, communities and curriculum’ the annual conference of the Australian Teacher Education Association (ATEA), Albury, New South Wales : 28th June - 1st July 2009
- Full Text:
- Description: Across Australia and internationally, the vexed problem of staffing rural school remains a major issue affecting the educational outcomes of many rural students and their families. TERRAnova, (New Ground’ in Teacher Education for Rural and Regional Australia), is the name of a large Australian Research Council funded (2008-2010) project involving: a national study of pre-service preparation and rural incentive schemes offered by both University and State government agencies, a longitudinal study of beginning teachers who take up rural appointments and a study of communities where teacher retention is high. In 2008 calls for nominations for rural schools with high rates of retaining beginning teachers were sought (over three years), and twenty-four of nearly fifty nominated schools were selected as case studies. Each case study has involved researchers from the TERRAnova team travelling and staying as close to the community nominated as possible. Numerous teaching staff, parents and community members were invited to be interviewed and their recordings were transcribed. Five of these case studies have now been completed, and this paper examines common themes derived from the strategies that support beginning teachers in these rural communities. Key factors emerging to date from the data relate to particular models of rural school leadership, ongoing teacher learning and mentoring, and school support and innovative community practices.
- Description: 2003008006
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