Successful Teacher Education: Partnerships, Reflective Practice and the Place of Technology PDF
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Successful Teacher Education: Partnerships, Reflective Practice and the Place of Technology Successful Teacher Education: Partnerships, Reflective Practice and the Place of Technology Edited by Mellita Jones Australian Catholic University, Ballarat Campus, Australia and Josephine Ryan Australian Catholic University, Melbourne Campus, Australia A C.I.P. record for this book is available from the Library of Congress. ISBN: 978-94-6209-675-2 (paperback) ISBN: 978-94-6209-676-9 (hardback) ISBN: 978-94-6209-677-6 (e-book) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/ Printed on acid-free paper All Rights Reserved © 2014 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. TABLE OF CONTENTS Acknowledgments vii About the Contributors ix Introduction 1 Josephine Ryan Section One: Contemporary Models of Teacher Education: Case Studies From Australia 1. The Melbourne Graduate School of Education Master of Teaching: A Clinical Practice Model 11 Christine Redman 2. Immersing Pre-Service Teachers in Site-Based Teacher School-University Partnerships 31 Greg Neal & Bill Eckersley 3. Linking Rural and Regional Communities into Teacher Education 49 Josephine Ryan 4. Structuring an Online Pre-Service Education Program 65 Caroline J. Walta & Alan S. Mclean 5. A Model for Small, Remote, Indigenous Communities 83 Lisa Hall Section Two: Practices for Promoting Successful Teacher Education 6. Communication in the Practicum: Fostering Relationships Between Universities and Schools 103 Josephine Ryan & Mellita Jones 7. ‘Practice’: Foregrounding the Study of Teaching In Initial Teacher Education 121 Jo-Anne Reid 8. Mobile Technologies in Teacher Education 137 Jan Herrington, Nathaniel Ostashewski, Doug Reid, & Kim Flintoff 9. Refl ective Practice in the Online Space 153 Mellita Jones v TABLE OF CONTENTS Conclusion 10. Successful and ‘Transferable’ Practice 177 Mellita Jones & Josephine Ryan Index 195 vi ACKNOWLEDGMENTS This book is based on the work of many people. At its heart are the many pre-service teachers, teachers and teacher educators whose work the writers are committed to understanding and enhancing. We hope that the book will generate ideas that will create stronger teacher education for them. The authors are grateful to the contributing writers who completed their work with professionalism and cheerfulness in the face of ever-present deadlines. The editors learned from each writer’s contribution to making the book a rich account of innovative approaches to teacher education. To the chapter reviewers special thanks are due since they offered their constructive suggestions on each chapter without expectations of reward; their collegiality is exemplary and their incisive critiques have improved the book. Our colleagues at ACU have been very supportive, offering encouragement as well as useful advice. Sense Director for the Asia-Pacific region, Michel Lokhorst has made it all seem possible. Kate Ryan has shown us what a well-edited manuscript looks like. All these people have assisted us but we are responsible for any errors that remain. We thank our families on whom the burden of living with people preoccupied with completing a major task has fallen. Doug has been patient and a great cook. He has made it all possible. David, Jesse and Marne are becoming all too used to an absent wife/mother, and their ongoing love and support is much appreciated and definitely not taken for granted. BLIND PEER REVIEW The quality of the contributions to this book has been ensured through a double blind peer review process. Each manuscript was distributed without author identification to two reviewers, expert in the field of teacher education. Each author revised their work on the basis of these reviews. vii ABOUT THE CONTRIBUTORS THE EDITORS MELLITA JONES Dr. Mellita Jones is a lecturer at Australian Catholic University’s Ballarat campus where she teaches in Science Education. Her research is concerned with effective teacher education where her focus has been on school-university partnerships, reflective practice and authentic uses of technology for learning. Her recent work has involved school-based approaches to science teacher education and practicum partnerships for rural and regional teacher education courses. She also has an interest in working with teachers in the Pacific region and has had significant involvement in the Solomon Islands. JOSEPHINE RYAN Josephine Ryan is Senior Lecturer in English/Literacy Education at Australian Catholic University, Melbourne campus. She teaches literacy education to students there and is engaged in researching successful approaches to teacher education, especially the value of school partnerships, teacher education in rural and regional contexts and how teacher education can be enhanced through technology. THE WRITERS BILL ECKERSLEY Associate Professor Bill Eckersley is the Director of Learning and Teaching (Networks and Student Experience) in the College of Education at Victoria University in Melbourne. His experience as a teacher and a teacher educator has created opportunities for him to explore innovative preservice teacher models of learning that focus on building trust, mutuality and reciprocity with school-university partners. K IM FLINTOFF Kim Flintoff has a background in Drama, Education and Technology, and currently works as Academic Engagement Developer with the Centre for Aboriginal Studies at Curtin University in Western Australia. His recent work includes staff development in teaching and learning, lecturing and coordination in K-12 teacher education, and interdisciplinary practice in Performance Studies. ix
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