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Professionalism and teacher educatio...

Gutierrez, Amanda.

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Professionalism and teacher education = voices from policy and practice /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Professionalism and teacher education/ edited by Amanda Gutierrez, Jillian Fox, Colette Alexander.
Reminder of title:	voices from policy and practice /
other author:	Gutierrez, Amanda.
Published:	Singapore :Springer Singapore : : 2019.,
Description:	x, 235 p. :ill., digital ;24 cm.
[NT 15003449]:	1 Conceptualising Teacher Professionalism -- Part I Social and Political Context -- 2 The Changing Face of Accreditation for Initial Teacher Education Programs in Australia -- 3 Social Media and Teacher Professionalism: Getting in on the act -- Part II Partnership Engagement -- 4 Who is the Hybrid Teacher Educator? Understanding Professional Identity in School-University Partnership -- 5 Exploring what it means to be a Professional in Partnerships: Reflecting on Teacher Educator Narratives -- 6 Learning to be Professional: Bridging the Gap in Teacher Education Practice -- Part III Collaborative Professionalism -- 7 Teacher Educators using Cogenerative Dialogue to reclaim Professionalism -- 8 Teacher Emotional Rules -- 9 Teacher-targted Bullying and Harassement in Australian Schools: A challenge to teacher professionalism -- 10 Using the Student Engagement and Teacher Reflection App (SETRA) as a Teacher Professional Learning Tool: A pilot study -- 11 What does it mean to be an English-As-An-Additional-Language Teacher? Pre-Service and In-Service Teachers' Perceptions.
Contained By:	Springer eBooks
Subject:	Teachers - Training of. -
Online resource:	https://doi.org/10.1007/978-981-13-7002-1
ISBN:	9789811370021

Professionalism and teacher education = voices from policy and practice /
Professionalism and teacher educationvoices from policy and practice /[electronic resource] :edited by Amanda Gutierrez, Jillian Fox, Colette Alexander. - Singapore :Springer Singapore :2019. - x, 235 p. :ill., digital ;24 cm.

1 Conceptualising Teacher Professionalism -- Part I Social and Political Context -- 2 The Changing Face of Accreditation for Initial Teacher Education Programs in Australia -- 3 Social Media and Teacher Professionalism: Getting in on the act -- Part II Partnership Engagement -- 4 Who is the Hybrid Teacher Educator? Understanding Professional Identity in School-University Partnership -- 5 Exploring what it means to be a Professional in Partnerships: Reflecting on Teacher Educator Narratives -- 6 Learning to be Professional: Bridging the Gap in Teacher Education Practice -- Part III Collaborative Professionalism -- 7 Teacher Educators using Cogenerative Dialogue to reclaim Professionalism -- 8 Teacher Emotional Rules -- 9 Teacher-targted Bullying and Harassement in Australian Schools: A challenge to teacher professionalism -- 10 Using the Student Engagement and Teacher Reflection App (SETRA) as a Teacher Professional Learning Tool: A pilot study -- 11 What does it mean to be an English-As-An-Additional-Language Teacher? Pre-Service and In-Service Teachers' Perceptions.

This book explores how educators are proactively working to reclaim teacher professionalism by engaging in exemplary practice and promoting quality education for all. It examines voices in contemporary Australian teacher education and how professionalism can contribute to achieving the multiplicity of purposes in education. The work of contemporary teachers and teacher educators, and perceptions about this work, have changed significantly. In recent times, governments have identified key issues linked to the quality of teachers, as presented in multiple inquiries, creating shifts in public policy and increasing regulation. Educators must work towards improving public and policy maker perceptions of teaching as a profession. Teacher educators make an important contribution in engaging in ongoing scholarship and debate that examine research and practice and speak back to managerial discourses on professionalism. It is through this work that educators shape and re-shape understanding of what it means to be a professional.

ISBN: 9789811370021

Standard No.: 10.1007/978-981-13-7002-1doiSubjects--Topical Terms:

521129
Teachers
--Training of.

LC Class. No.: LB1707 / .P764 2019

Dewey Class. No.: 370.711

Professionalism and teacher education = voices from policy and practice /
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505 0 $a 1 Conceptualising Teacher Professionalism -- Part I Social and Political Context -- 2 The Changing Face of Accreditation for Initial Teacher Education Programs in Australia -- 3 Social Media and Teacher Professionalism: Getting in on the act -- Part II Partnership Engagement -- 4 Who is the Hybrid Teacher Educator? Understanding Professional Identity in School-University Partnership -- 5 Exploring what it means to be a Professional in Partnerships: Reflecting on Teacher Educator Narratives -- 6 Learning to be Professional: Bridging the Gap in Teacher Education Practice -- Part III Collaborative Professionalism -- 7 Teacher Educators using Cogenerative Dialogue to reclaim Professionalism -- 8 Teacher Emotional Rules -- 9 Teacher-targted Bullying and Harassement in Australian Schools: A challenge to teacher professionalism -- 10 Using the Student Engagement and Teacher Reflection App (SETRA) as a Teacher Professional Learning Tool: A pilot study -- 11 What does it mean to be an English-As-An-Additional-Language Teacher? Pre-Service and In-Service Teachers' Perceptions.
520 $a This book explores how educators are proactively working to reclaim teacher professionalism by engaging in exemplary practice and promoting quality education for all. It examines voices in contemporary Australian teacher education and how professionalism can contribute to achieving the multiplicity of purposes in education. The work of contemporary teachers and teacher educators, and perceptions about this work, have changed significantly. In recent times, governments have identified key issues linked to the quality of teachers, as presented in multiple inquiries, creating shifts in public policy and increasing regulation. Educators must work towards improving public and policy maker perceptions of teaching as a profession. Teacher educators make an important contribution in engaging in ongoing scholarship and debate that examine research and practice and speak back to managerial discourses on professionalism. It is through this work that educators shape and re-shape understanding of what it means to be a professional.
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