Introduction to Education: Knowledge, Practice, Engagement - Couverture souple

Sharp, Heather; Hudson, Sue; Weatherby-Fell, Noelene; Charteris, Jennifer; Brown, Bernard; Lodge, Jason; McKay-Brown, Lisa; Sempowicz, Tracey; Buchanan, Rachel; Imig, Scott; Hudson, Peter; Vergano, Michaela; Walsh, Michael

Couverture souple

ISBN 10 : 1108900186 ISBN 13 : 9781108900188

Editeur : Cambridge University Press, 2021

Synopsis

Pprovides pre-service teachers with the context and practice of teaching in Australian schools.

A propos du livre

À propos des auteurs

Heather Sharp is an Associate Professor at the University of Newcastle. Beginning her education career as a History and English high school teacher, Heather has taught in education foundations since commencing her tertiary career in 2006. Heather is a founding member of the HERMES research group. Her current research investigates the teaching of difficult pasts, the influence of public history in teaching, historical representations in school curriculum, WWI remembrance studies, public memory, and Australian history. She has been an invited researcher at the Georg Eckert Institute, Germany and Linnaeus University, Sweden. Heather has taught and coordinated education courses in the areas of education foundations, History curriculum and pedagogies, literacies, education as a professional career, assessment, professional experience, and leads international study tours.

Dr Suzanne Hudson (PhD) is the Deputy Dean, Professional Experience across the three campuses of Southern Cross University. Sue has held various leadership roles in the tertiary sector during her career. Through close collaborations with principals, teachers and school staff, Sue co-developed and led a large Australian Federal Government grant titled “Teacher Education Done Differently” (TEDD).The TEDD project team was recognised with an Australian Award for University Teaching (AAUT) citation and an award the following year for Programs that Enhance Student Learning. Sue is the co-developer of the Mentoring for Effective Teaching (MET) program that develops the skills and practices of mentor teachers who support preservice and beginning teachers. MET has been successfully delivered across Australia and internationally for over a decade. Although Sue has a range of research interests, school-university partnerships, professional experience, innovative approaches to teacher education and, induction and mentoring are her focus.

Dr Noelene Weatherby-Fell (PhD) is the Head of Students (Education) at the University of Wollongong, NSW, providing leadership in supporting students in their academic progress and wellbeing, and in curriculum and pedagogy. Noelene is committed to preparing classroom and school-ready teachers, and her research interests include preservice teacher preparation, leadership and professional learning in schools, and pastoral care of students and teachers. Noelene has presented and written about her work nationally and internationally with the Response Ability Project (HIMH), was a project team member on the Office for Learning and Teaching project BRiTE (Building Resilience in Teacher Education), and continues to work with colleagues across the higher education sector with the Staying BRiTE Project. Noelene represents the School and the University on State and National bodies that govern the standards for teacher education courses and their accreditation, and wrote and edited the teacher education text, Learning to Teach in the Secondary School (2015), with colleagues.

Dr Jennifer Charteris is Head of Department Learners, Learning and Teaching in the School of Education at the University of New England. As a teacher educator with teaching experience in Aotearoa/New Zealand, Australia and the UK, Jennifer has worked with principals, teachers, students, and school communities across the primary, secondary and tertiary sectors. Jennifer has provided professional learning for principals and teachers in strengthening school leadership, developing processes around the effective assessment and culturally responsive pedagogies. Her research interests span pedagogy in innovative learning environments, practitioner inquiry, student voice, assessment for learning, and teacher professional learning.

Bernard has had a long involvement in education working in schools and universities both in Australia and abroad. He holds a Bachelor of Arts Degree (Honours), a Graduate Diploma in Education, a TESOL Certificate, a Masters Degree in Education and a PhD in Education. Bernard has published articles in journals and a book chapter and is currently working on several research projects. Bernard has been an academic staff member at the University of Canberra since 2017. He teaches a range of units at the undergraduate and postgraduate levels focused on curriculum, education policy, leadership, and in the Masters Program in Hangzhou China. He currently holds the position of Deputy Program Director of Secondary Education, and is a member of a number of educational committees.

Détails de l'édition

• Éditeur: Cambridge University Press
• Date d'édition: 2021
• Langue: anglais
• ISBN 10: 1108900186
• ISBN 13: 9781108900188
• Reliure: Broché
• Nombre de pages: 500
• Coordonnées du fabricant: non disponible
• Personne responsable: Avery; https://www.avery.fr/; ; chemin des peupliers 27; Dardilly; France