Changing Perceptions of Knowledge: Evaluation of an Innovative Program for Pre-Service Secondary Teachers

Autor/inn/en	Hooley, Neil; Moore, Rod
Titel	Changing Perceptions of Knowledge: Evaluation of an Innovative Program for Pre-Service Secondary Teachers
Quelle	In: Australian Journal of Teacher Education, 30 (2005) 2, Artikel 4 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Secondary School Teachers; Preservice Teachers; Instructional Innovation; School Organization; Teacher Education Programs; Foreign Countries; Graduate Students; Integrated Curriculum; Mentors; Program Descriptions; Partnerships in Education; Student Projects; Work Environment; Experiential Learning; Educational Change; Knowledge Base for Teaching; Program Evaluation; Australia + Suchen Sie Ihr Suchwort? Educational Innovation; Bildungsinnovation; School organisation; Schulorganisation; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulpartnerschaft; Schulprojekt; Arbeitsmilieu; Experiental learning; Erfahrungsorientiertes Lernen; Bildungsreform; Teaching theory; Theory of teaching; Unterrichtstheorie; Programme evaluation; Programmevaluation; Australien
Abstract	Pre-service programs for secondary teachers have traditionally involved method subjects, where participants are inducted into the curriculum practices of two disciplinary or subject areas. In 2003, Victoria University of Technology, Melbourne, enrolled a small group of fourteen pre-service teachers into an innovative Graduate Diploma of Secondary Education that directly challenged these program assumptions. Method subjects were collapsed into an integrated study of the theory, skills and practices of classroom work and connections were drawn between all enrolled subjects or knowledge. Another key feature of the program involved all pre-service teachers being placed at the one school for their partnership experience, including classroom teaching and a requirement to undertake an applied curriculum project negotiated as being important for the school. Mentor teachers from the school presented a series of evening tutorials on issues such as systemic requirements, curriculum innovation and school organization. This approach to site-based teacher education builds on a project funded by Department of Education, Science and Technology and conducted by Victoria University some years ago. The paper describes the evaluation of the program and suggests some curriculum changes and the resources required. It also provides some advice for the establishment of similar site-based work that attempts to break the mould of traditional thinking on separated knowledge in teacher education. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01