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. Attached Files Name Description MIMEType Size Downloads 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 Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Tue, 24 Feb 2009, 10:42:45 EST Tue, 24 Mar 2009, 14:04:02 EST Wed, 05 Aug 2009, 15:30:45 EST Thu, 29 Apr 2010, 10:26:49 EST Thu, 29 Apr 2010, 10:28:03 EST Fri, 16 Mar 2012, 16:17:31 EST Fri, 17 Oct 2014, 08:58:44 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 1454 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Mon, 29 Sep 2008, 09:03:19 EST