Theory to Practice in Teacher Education

The Critical Challenge of Translation
1. Auflage 2019
ISBN: 978-981-329-909-2
Verlag: Springer Nature Singapore

Buch, Englisch, 125 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 219 g

Reihe: SpringerBriefs in Education

This book offers a theoretically and empirically robust account of what is known about the effective approaches that translate theory to practice in teacher education, presenting evidence from case studies from a diverse range of contexts informed by various methodological foundations. It also provides accounts that support teacher educators involved in both school and university based teacher education.

The book offers insights into the translation of theory to practice from the long history of teacher education, the benefit of diverse approaches in terms of the effectiveness of initial teacher education, and the impact of professional standards.

Zielgruppe

Research

Autoren/Hrsg.

Grima-Farrell, Christine

Nguyen, Hoa Thi Mai

Loughland, Tony

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Politikwissenschaft Regierungspolitik Innen-, Bildungs- und Bevölkerungspolitik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

1 Eclectic perspectives and experiences of teacher education unite: Diverse research to practice perspectives.- 2 Researcher and teacher perspectives of ways to reduce the research-practice in teacher education: Implementation Science.- 3 Modes of Translation in Initial Teacher Education: From Normal schools to Hub schools.- 4 The relationship of the developmental discourse of the graduate teacher standards to theory and practice translation via implementation.- 5 Translation to practice: Insights from the stakeholders' experiences in a collaborative model of professional experience.- 6 Collaborative school and university partnerships in preparing teachers for inclusive education: Researcher and teacher perspectives.- 7 The Teacher Performance Assessment: A benchmark for translation?.- 8 Reframing the problematic: From translation to the interaction of theory to practice in teacher education.

Über Autor(innen)

Dr Christine Grima-Farrell is an experienced schoolteacher, special educator and teacher educator. She is President of the NSW Institute of Educational Research and Convenor of the Australian Association of Research in Education Teachers’ Work and Lives special interest group.  Chris was awarded a NSW Premier’s Teaching Award for Excellence for her work in the area of inclusive education and research-to-practice initiatives. Her research was awarded a Beth Southwell Outstanding Doctoral Thesis Award and the Charles Sturt University Most Outstanding Thesis Award. Some of her research has been published in her first book: What matters in a research to practice cycle? Teachers as researchers (2017). Chris has also been honoured with an Australian Government Citation for Outstanding Contribution to Student Learning. She holds University Excellence in Teaching Awards and was awarded the 2019 Brother John Taylor Fellowship. She continues to live her scholarly work with educators as she strives to raise awareness of ways to merge research and practice to support the diverse needs of students and enhance their wellbeing and resilience through promoting collaborative partnerships. Dr Tony Loughland is a Senior Lecturer at the School of Education at the University of New South Wales. Prior to this appointment he was the Director of Professional Experience in the Faculty of Education and Social Work at the University of Sydney. Tony has had three book chapters and twenty journal articles published. His recent book entitled Teacher Adaptive Practices Extending Teacher Adaptability into Classroom Practice was published by SpringerDr Hoa Thi Mai Nguyen is a Senior Lecturer and Co-Chair of the Teacher Education and Development Research Group at the School of Education (UNSW), Australia, specializing in education, teacher development, mentoring, TESOL and sociocultural theory.  She has experience teaching and training pre-service and in-service teachers in Asia and Australia. Her research was highly recognised by a number of awards, most recently a Research Recognition Award for Early Career Researcher. She has published one sole authored book, two edited books and over 15 book chapters and 20 articles. Her recent book entitled Models of Mentoring in Language Education was published by Springer.