This article may be used for research, teaching and private study purposes. Any substantial or sy... more This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan, sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
Poststructuralism is no longer novel in the work of educational researchers and teacher educators... more Poststructuralism is no longer novel in the work of educational researchers and teacher educators, or in curriculum inquiry and praxis. Nonetheless its incorporation into educational discourse has been uneven and complex, and sometimes contradictory, and its institutionalisation can be viewed as somewhat of a domesticating move. It has also arguably entered more into the 'content' side of educational discourse than into the 'process' or 'methods' side, or as 'form'. In English teaching and language and literacy education, for instance, this is manifested in reconceptualisations of reading and writing and of texts and textual practice, and not so much in the realm of teaching and learning as such, whether in terms of the classroom or of teacher education. Yet it can be argued that teaching and learning, broadly conceived (as 'pedagogy'), is the organising frame for reading and writing (or 'literacy'), as first-order contextualisation for textual practice. This suggests that it is important to give more explicit attention, expressly in this case within the terms of what has been called the 'poststructuralist turn', to matters of pedagogy per se, and hence to notions such as programming and classroom organisation and management, conceived specifically as 'practical-theory'. A useful exemplar of this is small-group work, a productive though always ambivalent technology of curriculum and schooling.
Santoro, Ninetta, Reid, Jo-Anne, Crawford, Lauri and Simpson, Lee 2006, Teaching indigenous child... more Santoro, Ninetta, Reid, Jo-Anne, Crawford, Lauri and Simpson, Lee 2006, Teaching indigenous children: learning from indigenous teachers, in Making Teaching Public: Reforms in Teacher Education; ATEA 2006 conference proceedings, ATEA, Fremantle, ...
Paper presented to the Australian Teacher Education Assoc. Conference, 8-11 July, 2008, Marrochyd... more Paper presented to the Australian Teacher Education Assoc. Conference, 8-11 July, 2008, Marrochydore, Australia.
Attracting and retaining high quality teaching staff for rural and remote schools in Australia is... more Attracting and retaining high quality teaching staff for rural and remote schools in Australia is a major sustainability and quality issue for every State and Territory. It is also a major concern in pre-service teacher education, particularly for those universities that have a commitment to rural and regional areas. In 2008, the research team (above) received funding from the Australian Research Council for a three year study of schools and communities where sustainable practices around staff recruitment and retention had led to satisfaction from community members, parents, staff and bureaucracies: Renewing Rural Teacher Education: Sustaining Schooling for Sustainable Futures. The project has come to be known as TERRAnova (renewing Teacher Education for Rural and Regional Australia). The study was designed in order to identify the nature of successful teacher education and recruitment strategies that made making rural teaching an attractive and long-term career option at both primary and secondary levels. Our research hypothesis was that, just as ‗it takes a community to raise a child' in the words of the Nigerian proverb, it takes a community to keep a teacher. The set of Case Studies forms a key means of testing this hypothesis, allowing us to identify and describe features of particular schools and communities where the retention of staff appears to be a successful feature. 1.3 THE NEED FOR RESEARCH INTO STAFFING IN RURAL SCHOOLS This research has come at a time where nationally, we face a crisis in attracting and retaining teachers and other professionals to rural areas. There are repeated national projections of teacher shortfall which will affect all schools, with significant numbers of the current ageing teacher workforce expected to retire in the next five years. This shortfall will be most felt in rural schools and communities, as traditionally these are the schools identified as harder to staff. Australia's future depends upon each citizen having the knowledge, understandings, skills and values for a productive and rewarding life in an educated, just, and open society (MCEETYA Adelaide Declaration, 1999). High quality schooling is central to achieving this vision. Students in rural, regional and remote Australia have the right to an equitable and quality education, and it is an imperative for all education stakeholders to ensure that they have access to it. Share, Lawrence and Boylan (1994) argued that the Australian rural economy and rural education policies are inextricably linked, in that rural restructuring-notably significant demographic change-exert pressure on the availability and quality of education and training. Educational researcher McSwan (2003) has analysed data on rural economic change, arguing that in terms of rural schooling, a depth of resource in human, social, cultural and economic capital is crucial to sustainable community development (p. 22).
Abstract Contemporary research conversations about the utility of practice theories to profession... more Abstract Contemporary research conversations about the utility of practice theories to professional education support the reconceptualisation of pre-service teacher education in ways that provide strong preparation for continued professional learning. This paper reports on an empirical inquiry that introduced a theoretically informed practice-based intervention in a pre-service teacher education course in order to judge the utility of such an approach for student learning. Innovations within the Study of Teaching programme illustrate the bringing together of pedagogies of observation, pedagogies of enactment, and pedagogies of reflection toward an integrated theory of teacher education that focuses on the teaching body as a central site for research and for the building of preparatory knowledge and skill for ongoing learning. Data was collected from pre-service teachers involved in the programme through video and audio recordings along with individual and focus group interviews, questionnaires and student reflection on video recordings. These were analyzed within an emerging theoretical framework derived from both practice-theoretical literature and international empirical research into core practices. Initial findings suggest that a focus on practice within pre-service teacher education may enhance traditional understandings of ‘practice-based’ approaches that situate the study of practice outside of the university, in school settings. These findings have implications for the ongoing reform of teacher education in increasingly regulated contexts framed in terms of teacher quality.
We believe that one of the reasons for the under representation of Indigenous teachers is due to ... more We believe that one of the reasons for the under representation of Indigenous teachers is due to what we are calling the 'impenetrability' of the dominant white culture of schooling, a racial imaginary that portrays the 'naturalness' of whiteness. Such an imaginary informs the ...
Team Members: Dr M. Gruppetta B.Teach. B.Ed. M.Ed. PhD, T. Mason B. Ed, C. Hatton B.A. DipEd M. E... more Team Members: Dr M. Gruppetta B.Teach. B.Ed. M.Ed. PhD, T. Mason B. Ed, C. Hatton B.A. DipEd M. EdL, P. Nanlohy B.Ed M.Ed. M Ed (University of Western Sydney); Dr E. Labone B.Ed. M.Ed PhD, Dr W. Moran B.Mus Ed M.Ed PhD (Australian Catholic University); and Professor J. Reid B.A. Dip.Ed PhD, Associate Professor M. Pietsch B.A. Dip.Ed M.Ed PhD and M. Bennet Dip. T Grad Cert Spec.Ed M.Spec.Ed (Charles Sturt University)
This article may be used for research, teaching and private study purposes. Any substantial or sy... more This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan, sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
Poststructuralism is no longer novel in the work of educational researchers and teacher educators... more Poststructuralism is no longer novel in the work of educational researchers and teacher educators, or in curriculum inquiry and praxis. Nonetheless its incorporation into educational discourse has been uneven and complex, and sometimes contradictory, and its institutionalisation can be viewed as somewhat of a domesticating move. It has also arguably entered more into the 'content' side of educational discourse than into the 'process' or 'methods' side, or as 'form'. In English teaching and language and literacy education, for instance, this is manifested in reconceptualisations of reading and writing and of texts and textual practice, and not so much in the realm of teaching and learning as such, whether in terms of the classroom or of teacher education. Yet it can be argued that teaching and learning, broadly conceived (as 'pedagogy'), is the organising frame for reading and writing (or 'literacy'), as first-order contextualisation for textual practice. This suggests that it is important to give more explicit attention, expressly in this case within the terms of what has been called the 'poststructuralist turn', to matters of pedagogy per se, and hence to notions such as programming and classroom organisation and management, conceived specifically as 'practical-theory'. A useful exemplar of this is small-group work, a productive though always ambivalent technology of curriculum and schooling.
Santoro, Ninetta, Reid, Jo-Anne, Crawford, Lauri and Simpson, Lee 2006, Teaching indigenous child... more Santoro, Ninetta, Reid, Jo-Anne, Crawford, Lauri and Simpson, Lee 2006, Teaching indigenous children: learning from indigenous teachers, in Making Teaching Public: Reforms in Teacher Education; ATEA 2006 conference proceedings, ATEA, Fremantle, ...
Paper presented to the Australian Teacher Education Assoc. Conference, 8-11 July, 2008, Marrochyd... more Paper presented to the Australian Teacher Education Assoc. Conference, 8-11 July, 2008, Marrochydore, Australia.
Attracting and retaining high quality teaching staff for rural and remote schools in Australia is... more Attracting and retaining high quality teaching staff for rural and remote schools in Australia is a major sustainability and quality issue for every State and Territory. It is also a major concern in pre-service teacher education, particularly for those universities that have a commitment to rural and regional areas. In 2008, the research team (above) received funding from the Australian Research Council for a three year study of schools and communities where sustainable practices around staff recruitment and retention had led to satisfaction from community members, parents, staff and bureaucracies: Renewing Rural Teacher Education: Sustaining Schooling for Sustainable Futures. The project has come to be known as TERRAnova (renewing Teacher Education for Rural and Regional Australia). The study was designed in order to identify the nature of successful teacher education and recruitment strategies that made making rural teaching an attractive and long-term career option at both primary and secondary levels. Our research hypothesis was that, just as ‗it takes a community to raise a child' in the words of the Nigerian proverb, it takes a community to keep a teacher. The set of Case Studies forms a key means of testing this hypothesis, allowing us to identify and describe features of particular schools and communities where the retention of staff appears to be a successful feature. 1.3 THE NEED FOR RESEARCH INTO STAFFING IN RURAL SCHOOLS This research has come at a time where nationally, we face a crisis in attracting and retaining teachers and other professionals to rural areas. There are repeated national projections of teacher shortfall which will affect all schools, with significant numbers of the current ageing teacher workforce expected to retire in the next five years. This shortfall will be most felt in rural schools and communities, as traditionally these are the schools identified as harder to staff. Australia's future depends upon each citizen having the knowledge, understandings, skills and values for a productive and rewarding life in an educated, just, and open society (MCEETYA Adelaide Declaration, 1999). High quality schooling is central to achieving this vision. Students in rural, regional and remote Australia have the right to an equitable and quality education, and it is an imperative for all education stakeholders to ensure that they have access to it. Share, Lawrence and Boylan (1994) argued that the Australian rural economy and rural education policies are inextricably linked, in that rural restructuring-notably significant demographic change-exert pressure on the availability and quality of education and training. Educational researcher McSwan (2003) has analysed data on rural economic change, arguing that in terms of rural schooling, a depth of resource in human, social, cultural and economic capital is crucial to sustainable community development (p. 22).
Abstract Contemporary research conversations about the utility of practice theories to profession... more Abstract Contemporary research conversations about the utility of practice theories to professional education support the reconceptualisation of pre-service teacher education in ways that provide strong preparation for continued professional learning. This paper reports on an empirical inquiry that introduced a theoretically informed practice-based intervention in a pre-service teacher education course in order to judge the utility of such an approach for student learning. Innovations within the Study of Teaching programme illustrate the bringing together of pedagogies of observation, pedagogies of enactment, and pedagogies of reflection toward an integrated theory of teacher education that focuses on the teaching body as a central site for research and for the building of preparatory knowledge and skill for ongoing learning. Data was collected from pre-service teachers involved in the programme through video and audio recordings along with individual and focus group interviews, questionnaires and student reflection on video recordings. These were analyzed within an emerging theoretical framework derived from both practice-theoretical literature and international empirical research into core practices. Initial findings suggest that a focus on practice within pre-service teacher education may enhance traditional understandings of ‘practice-based’ approaches that situate the study of practice outside of the university, in school settings. These findings have implications for the ongoing reform of teacher education in increasingly regulated contexts framed in terms of teacher quality.
We believe that one of the reasons for the under representation of Indigenous teachers is due to ... more We believe that one of the reasons for the under representation of Indigenous teachers is due to what we are calling the 'impenetrability' of the dominant white culture of schooling, a racial imaginary that portrays the 'naturalness' of whiteness. Such an imaginary informs the ...
Team Members: Dr M. Gruppetta B.Teach. B.Ed. M.Ed. PhD, T. Mason B. Ed, C. Hatton B.A. DipEd M. E... more Team Members: Dr M. Gruppetta B.Teach. B.Ed. M.Ed. PhD, T. Mason B. Ed, C. Hatton B.A. DipEd M. EdL, P. Nanlohy B.Ed M.Ed. M Ed (University of Western Sydney); Dr E. Labone B.Ed. M.Ed PhD, Dr W. Moran B.Mus Ed M.Ed PhD (Australian Catholic University); and Professor J. Reid B.A. Dip.Ed PhD, Associate Professor M. Pietsch B.A. Dip.Ed M.Ed PhD and M. Bennet Dip. T Grad Cert Spec.Ed M.Spec.Ed (Charles Sturt University)
Education for Future Practice engages with the challenge faced by higher education: to envisage p... more Education for Future Practice engages with the challenge faced by higher education: to envisage probable, possible and desired futures for practice and education and to realise ways of educating practitioners for these futures. Future education involves the pursuit of shared visions and purpose in the midst of the turbulence created by a diverse influences on education and practice. These influences arise from: learners’ participation in multiple practice and learning communities, unpredictable workplaces, dynamic education and practice market places, the various demands and interests of stakeholders, higher education imperatives, and unparalleled opportunities and expectations associated with advancing information and communication technologies. The book contains four sections: · Education for practice· Contextualising practice· Contextualising education for practice· Doing education for practice This book is directed to educators, scholars, practitioners and those concerned with how we are preparing people to work in the rapidly changing world of the twenty first century.
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