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Trends in professional education programs for teachers

Mayer, Diane 2009, Trends in professional education programs for teachers, in ISATT 2009 : Navigating in educational contexts : identities and cultures in dialogue : Proceedings of the International Study Association for Teachers and Teaching 14th biennial conference, ISATT, [Rovaniemi, Finland], pp. 1-22.

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Title Trends in professional education programs for teachers
Author(s) Mayer, Diane
Conference name International Study Association for Teachers and Teaching (14th : 2009 : Rovaniemi, Finland)
Conference location University of Lapland, Rovaniemi, Finland
Conference dates 1 - 4 July 2009
Title of proceedings ISATT 2009 : Navigating in educational contexts : identities and cultures in dialogue : Proceedings of the International Study Association for Teachers and Teaching 14th biennial conference
Publication date 2009
Start page 1
End page 22
Publisher ISATT
Place of publication [Rovaniemi, Finland]
Summary Increasingly, politicians, bureaucrats, the business community, members of our communities and even members of the teaching profession, are asking questions about professional preparation for teachers, questions like: What is the value of teacher education? What should beginning teachers know and be able to do? How can we make judgements about what they know and are able to do? How can teacher preparation contribute to the retention of high quality beginning teachers who continue to grow and learn?

In this paper, I examine these issues and examine how effective teacher preparation has attempted to respond to these issues, particularly in graduate teacher education programs. I argue that we need to be cognisant of the following aspects when developing and implementing high quality professional education of teachers:

• Connect teacher education to the first year of teaching;
• Prepare teachers who investigate their professional practice within communities of learners
• Prepare teachers with a strong professional knowledge base that helps them make informed professional judgments
• A cohort model that builds strong relationships and professional networks
• Early, regular and sustained school experiences that systematically build professional knowledge and skill. Closely monitored by suitably qualified university personnel and supervising teachers
• Professional standards for beginning teaching and a capstone teacher performance assessment
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2009, ISATT
Persistent URL http://hdl.handle.net/10536/DRO/DU:30025048

Document type: Conference Paper
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.