Titlebook: Educating Future Teachers: Innovative Perspectives in Professional Experience; Jeana Kriewaldt,Angelina Ambrosetti,Ros Capeness Book 2018

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Fostering Professional Learning Through Evidence-Informed Mentoring Dialogues in School Settingsng and learning. This diminished opportunities for the construction and interrogation of professional reasoning in post-lesson discussions. Later findings, however, indicated that the use of the descriptive observation tool for the recording of evidence-informed observations fostered an inquiring an

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Immersion Programs in Australia: Exploring Four Models for Developing ‘Classroom-Ready’ Teachersovernments are advocating for the improvement of preservice teachers’ school experiences and for universities to ensure the graduation of ‘classroom-ready’ teachers. This chapter examines how initial teacher education providers are enhancing preservice teachers’ teaching and learning experiences thr

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Paired Placements in Intensified School and University Environments: Advantages and Barrierse models presented were different in delivery and format, yet there were similarities in the barriers encountered when we tried to expand them to encompass a wider cohort of schools and preservice teachers. We believe it is important to provide this account of our experiences with paired placement m

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Book 2018unts of collaboration, innovation and success make a major contribution to the field, both nationally and internationally. The book was developed from a research workshop funded by an Australian Association for Research in Education grant and organised by the Teacher Education Research and Innovation Special Interest Group..

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Impacts on Integrated Pest Management,e field, a more nuanced understanding of the varied elements of professional experience, including new and renewed knowledge, has been recorded. This chapter provides the background, aims, rationale and synopsis of sections and chapters in the volume.