This book presents a collection of research-based narratives exploring the learning of pre-service teachers and teacher educators in a range of international professional experience (IPE) settings. The narratives, based on over 20 years of IPE managed by an Australian faculty of education, capture the lessons learnt from the IPE program from a variety of perspectives, including academic staff, pre-service teachers and in-country partners. Four key themes emerge from the narratives: identity, learning through discomfort, collaboration and relationships. At a time when critics of teacher…mehr
This book presents a collection of research-based narratives exploring the learning of pre-service teachers and teacher educators in a range of international professional experience (IPE) settings. The narratives, based on over 20 years of IPE managed by an Australian faculty of education, capture the lessons learnt from the IPE program from a variety of perspectives, including academic staff, pre-service teachers and in-country partners. Four key themes emerge from the narratives: identity, learning through discomfort, collaboration and relationships. At a time when critics of teacher education are arguing for more predictable, standardised programs and practices, this book advocates for richly diverse, innovative programs that better prepare the next generation of educators for teaching in a multicultural, uncertain future.
Ange Fitzgerald led the Faculty's International Professional Experience (IPE) programs in 2015-16 and has worked on establishing and/or leading IPE to the Cook Islands, India, Italy, Israel, Nepal, Switzerland and the United Arab Emirates. Outside this space, she works with initial teacher education students, mainly in the area of primary science education as well as in general education studies focused on development and engagement. Ange's research interests involve engaging in classroom-based practices aimed at better understanding what quality science learning and teaching looks like in primary schools and why. Graham Parr is an associate professor and director of Graduate Research in the Faculty of Education, Monash University. He is a fellow of the Monash Education Academy and is currently a member of the Academy's Executive Council. His research interests include teacher education, teacher professional learning, English teaching, na rrative in research and creativity in English education. Together with colleagues at Monash South Africa and Monash Australia, Graham co-founded and led the South African teaching practicum (2009-2012). He has published widely in international journals and books about this practicum and other teacher education initiatives he has led. Judy Williams teaches undergraduate and graduate students in the areas of pedagogy, professional studies, professional experience, and research methods. Her particular areas of interest are teacher and teacher educator professional learning, professional 'becoming,' reflective practice, self-study of teacher education practices, and professional experience. Judy has worked on establishing and/or leading IPE to Hong Kong, Malaysia and the Cook Islands.
Inhaltsangabe
Chapter 1 Monash University International Professional Experience Program.- Chapter 2 Tourist, tour guide, traveller, travel agent? Reflections on leading and learning international professional experience.- Chapter 3 Pre-service teachers' international teaching placement: Outcome for the accompanying academic.- Chapter 4 Self-interest and ethical praxis agendas in an international teaching practicum: Promoting synergies through transcultural dialogue across difference.- Chapter 5 Transformation of pre-service teacher sense of self through engagement and community connections in IPE.- Chapter 6 Mentoring-learning in a cross-language and cross-cultural framework: Australian pre-service teachers and Israeli mentor-teachers.- Chapter 7 Building intercultural competence and professional confidence through collaboration in an Italian IPE.- Chapter 8 Outside in: Learning from an international professional experience program.- Chapter 9 The influence of an international context on a teacher educator's knowledge, practice and identity.- Chapter 10 Acknowledging and learning from discomfort: The learners' perspective.- Chapter 11 Resilience, Global Threat and International Professional Experience.- Chapter 12 Learning from leading: A teacher educator's perspective of learning through leading an international professional experience.
Chapter 1 Monash University International Professional Experience Program.- Chapter 2 Tourist, tour guide, traveller, travel agent? Reflections on leading and learning international professional experience.- Chapter 3 Pre-service teachers' international teaching placement: Outcome for the accompanying academic.- Chapter 4 Self-interest and ethical praxis agendas in an international teaching practicum: Promoting synergies through transcultural dialogue across difference.- Chapter 5 Transformation of pre-service teacher sense of self through engagement and community connections in IPE.- Chapter 6 Mentoring-learning in a cross-language and cross-cultural framework: Australian pre-service teachers and Israeli mentor-teachers.- Chapter 7 Building intercultural competence and professional confidence through collaboration in an Italian IPE.- Chapter 8 Outside in: Learning from an international professional experience program.- Chapter 9 The influence of an international context on a teacher educator's knowledge, practice and identity.- Chapter 10 Acknowledging and learning from discomfort: The learners' perspective.- Chapter 11 Resilience, Global Threat and International Professional Experience.- Chapter 12 Learning from leading: A teacher educator's perspective of learning through leading an international professional experience.
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