Professionalism and Teacher Education: Voices from Policy and Practice PDF
Preview Professionalism and Teacher Education: Voices from Policy and Practice
Amanda Gutierrez · Jillian Fox · Colette Alexander E ditors Professionalism and Teacher Education Voices from Policy and Practice Professionalism and Teacher Education Amanda Gutierrez Jillian Fox (cid:129) (cid:129) Colette Alexander Editors Professionalism and Teacher Education Voices from Policy and Practice 123 Editors Amanda Gutierrez Jillian Fox Schoolof Education Schoolof Education Australian Catholic University Australian Catholic University Banyo,QLD,Australia Banyo,QLD,Australia Colette Alexander Schoolof Education Australian Catholic University Banyo,QLD,Australia ISBN978-981-13-7001-4 ISBN978-981-13-7002-1 (eBook) https://doi.org/10.1007/978-981-13-7002-1 LibraryofCongressControlNumber:2019933845 ©SpringerNatureSingaporePteLtd.2019 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpart of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission orinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilar methodologynowknownorhereafterdeveloped. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfrom therelevantprotectivelawsandregulationsandthereforefreeforgeneraluse. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained hereinorforanyerrorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregard tojurisdictionalclaimsinpublishedmapsandinstitutionalaffiliations. ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSingaporePteLtd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore Acknowledgements In addition to receiving editor feedback, each chapter in this 2019 edition was blind-reviewed to ensure the continued high standard of ATEA publications. We express our sincere appreciation to the following reviewers for their expertise, enthusiasm, and spirit. Assoc. Prof. Jeanne Allen Dr. Angelina Ambrossetti Prof. Tania Aspland Assoc. Prof. Robyn Brandenburg Assoc. Prof. Jenene Burke Prof. Geraldine Castleton Prof. Carmel Diezmann Assoc. Prof. Deborah Heck Prof. Romina Jamieson-Proctor Dr. Jenny Martin Dr. Sharon McDonough Dr. Josephine Ryan Prof. Parlo Singh Prof. Simone White v Contents 1 Conceptualising Teacher Professionalism . . . . . . . . . . . . . . . . . . . . 1 Colette Alexander, Jillian Fox and Amanda Gutierrez Part I Social and Political Context 2 The Changing Face of Accreditation for Initial Teacher Education Programmes in Australia. . . . . . . . . . . . . . . . . . . . . . . . 27 Theresa Bourke 3 Social Media and Teacher Professionalism: Getting in on the Act. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Donna Pendergast, Beryl Exley, Nan Bahr and Jo-Anne Ferreira Part II Partnership Engagement 4 Who Is the Hybrid Teacher Educator? Understanding Professional Identity in School–University Partnership. . . . . . . . . . 71 Jennifer Clifton and Kathy Jordan 5 Exploring What It Means to Be a Professional in Partnerships: Reflecting on Teacher Educator Narratives . . . . . . . . . . . . . . . . . . 91 Amanda Gutierrez, Kenneth Young and Kathy Jordan 6 Learning to Be a Professional: Bridging the Gap in Teacher Education Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Rebecca H. Miles, Stephanie Garoni and Sally Knipe Part III Collaborative Professionalism 7 Teacher Educators Using Cogenerative Dialogue to Reclaim Professionalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Deborah Heck, Helen Grimmett and Linda-Dianne Willis vii viii Contents 8 Teacher Emotional Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Jean Hopman 9 Teacher-Targeted Bullying and Harassment in Australian Schools: A Challenge to Teacher Professionalism . . . . . . . . . . . . . . 175 Rochelle Fogelgarn, Edgar Burns and Paulina Billett 10 Using the Student Engagement and Teacher Reflection App (SETRA) as a Teacher Professional Learning Tool: A Pilot Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Jeanne Allen, Glenda McGregor and Donna Pendergast 11 WhatDoesItMeantoBeanEnglish-as-an-Additional-Language Teacher? Preservice and in-Service Teachers’ Perceptions . . . . . . . 217 Minh Hue Nguyen Editors and Contributors About the Editors Dr. Amanda Gutierrez is Senior Lecturer and Professional Experience Coordinator (Secondary Postgrad Courses) in the QLD School of Education at the Australian Catholic University. She is an experienced teacher educator who works in the fields of literacy, professional experience, and partnerships. Her major researchinterestisprofessionalbecomingofpreserviceandpracticingteachersand partnerships, with a minor research interest in critical literacy. She has developed and coordinated multiple partnership programs in Victoria and Queensland. Jillian Fox is Associate Professor in the Faculty of Education and Arts at the AustralianCatholicUniversity. Sheisan experienced early childhoodteacherwho hasworkedwithpreserviceandpracticingteachersinbothAustraliaandChina.Her areas of teaching and research expertise include work-integrated learning, men- toring, and early years education. In 2017, she won the Vice Chancellor’s Award for Innovation for her work on establishing a university-wide work-integrated learning online platform. Dr. Colette Alexander is Senior Lecturer in the School of Education at the Australian Catholic University. She is an experienced teacher educator who has worked with preservice and practicing teachers across both public and private institutions.Hercurrentresearchandteachingisfocusedonresearchmethodology, policy,andassessment.SheisProjectLeadfortheimplementationoftheGraduate TeacherPerformanceAssessment(GTPA)acrosstheSchoolofEducationandisan early career researcher working with the Institute for Learning Sciences and Teacher Education (ILSTE). ix x EditorsandContributors Contributors Colette Alexander Australian Catholic University, Brisbane, QLD, Australia Jeanne Allen Griffith University, Brisbane, QLD, Australia Nan Bahr Southern Cross University, Gold Coast, QLD, Australia Paulina Billett La Trobe University, Melbourne, VIC, Australia TheresaBourke QueenslandUniversityofTechnology,Brisbane,QLD,Australia Edgar Burns La Trobe University, Melbourne, VIC, Australia Jennifer Clifton Griffith University, Brisbane, QLD, Australia Beryl Exley Griffith University, Brisbane, QLD, Australia Jo-Anne Ferreira Southern Cross University, Gold Coast, QLD, Australia Rochelle Fogelgarn La Trobe University, Melbourne, VIC, Australia Jillian Fox Australian Catholic University, Brisbane, QLD, Australia Stephanie Garoni La Trobe University, Albury-Wodonga, VIC, Australia Helen Grimmett Monash University, Clayton, VIC, Australia Amanda Gutierrez Australian Catholic University, Brisbane, QLD, Australia Deborah Heck University of the Sunshine Coast, Sippy Downs, QLD, Australia Jean Hopman Victoria University, Melbourne, VIC, Australia Kathy Jordan RMIT University, Melbourne, VIC, Australia Sally Knipe La Trobe University, Albury-Wodonga, VIC, Australia Glenda McGregor Griffith University, Brisbane, QLD, Australia Rebecca H. Miles La Trobe University, Albury-Wodonga, VIC, Australia Minh Hue Nguyen Faculty of Education, Monash University, Clayton, VIC, Australia Donna Pendergast Griffith University, Brisbane, QLD, Australia Linda-Dianne Willis The University of Queensland, Brisbane, QLD, Australia Kenneth Young University of Sunshine Coast, Sippy Downs, QLD, Australia Chapter 1 Conceptualising Teacher Professionalism ColetteAlexander,JillianFoxandAmandaGutierrez Abstract Recently,Sachs(Teacherprofessionalism:whyarewestilltalkingabout it?22(4):413–425,2016)posedthequestion,“whyarewestilltalkingaboutteacher professionalism?”Despitealonghistoryofpoliticalandeducationaldiscoursesabout theprofessionalisingofteaching,thereremainslittleclarityaboutthemeaningand intent of terms such as profession, professionalism and professionalisation in the contextofteaching.Debatesaboundinrelationtotheinfluenceofthesediscourses on the professionalising, deprofessionalising and reprofessionalising of teachers. Significant to the issues raised is the role and function of teacher education in the professionallearninganddevelopmentofteachersandthepromotionoftheteach- ing profession. This chapter explores core issues surrounding professionalism and teacher education with an emphasis on the Australian context. It will: (i) analyse definitions of the concepts of profession and professionalism and their application toteachersandteaching;(ii)outlinecorecontestationsinthespacesbetweenpoliti- calandeducationaldiscoursesincontemporarycontexts;and(iii)discussemerging perspectivesinteachereducationforinnovatingpolicyandpracticeinsupportofthe ongoingmaturationoftheteachingprofession. 1 Introduction In 2019, we are still grappling with conceptions of teaching as a profession and thecontributionofteachereducationtotheprofessionalismofteaching.Muchhas beenwrittennationallyandinternationallyaboutteachingasaprofession,andthis has intensified in recent years. Some critical interpretations of issues surrounding teacherprofessionalismhaveincludedHargreaves’(2000)discussionofthehistor- B C.Alexander( )·J.Fox·A.Gutierrez AustralianCatholicUniversity,Brisbane,QLD,Australia e-mail:[email protected] J.Fox e-mail:[email protected] A.Gutierrez e-mail:[email protected] ©SpringerNatureSingaporePteLtd.2019 1 A.Gutierrezetal.(eds.),ProfessionalismandTeacherEducation, https://doi.org/10.1007/978-981-13-7002-1_1
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