Teaching teachers : building a post-compulsory education training and employment sector through teacher education

Kamp, Annelies 2006, Teaching teachers : building a post-compulsory education training and employment sector through teacher education, in AARE 2006 : Conference papers, abstracts and symposia, Australian Association for Research in Education (AARE), Coldstream, Vic., pp. 1-13.

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Title Teaching teachers : building a post-compulsory education training and employment sector through teacher education
Author(s) Kamp, Annelies
Conference name Australian Association for Research in Education. Conference (2006 : Adelaide, S.Aust.)
Conference location Adelaide, South Australia
Conference dates 26 - 30 November 2006
Title of proceedings AARE 2006 : Conference papers, abstracts and symposia
Editor(s) Jeffrey, Peter L.
Publication date 2006
Conference series Australian Association for Research in Education Conference
Start page 1
End page 13
Publisher Australian Association for Research in Education (AARE)
Place of publication Coldstream, Vic.
Keyword(s) conference paper
educational reform
teacher training
training program
educational innovation
teaching
lifelong learning
relevance of education
partnership in education
Australia
Victoria
change agent
Summary This paper captures development of the GDAL as understood by its instigators as a platform for reform. The GDAL would respond to the challenge being put before education and training providers to prepare young people to create and engage with a learning society through their capacity for lifelong learning. These teacher education students would, ideally, bring skills and knowledge already gained in a professional career. While they would gain teacher registration they were better conceptualized as professional educators for an emerging post compulsory education, training and employment sector: it was expected that graduates would not only teach in schools but would also move readily within the network of learning spaces that young people increasingly experience in their formal education. In the process, they would be a force for change, seeding reform within secondary schools. As a 'teacher' these graduates would have the credibility to challenge the entrenched practices of other teachers. It is the story of 'what happened' as a consequence of this specific aim that I am telling today.
ISSN 1324-9339
1324-9320
1034-0130
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
HERDC Research category E1 Full written paper - refereed
HERDC collection year 2007
Copyright notice ©2006, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007997

Document type: Conference Paper
Collection: School of Education
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