Santoro, Ninetta, Reid, Jo-Anne, Crawford, Lauri and Simpson, Lee 2006, Teaching indigenous child... more Santoro, Ninetta, Reid, Jo-Anne, Crawford, Lauri and Simpson, Lee 2006, Teaching indigenous children: learning from indigenous teachers, in Making Teaching Public: Reforms in Teacher Education; ATEA 2006 conference proceedings, ATEA, Fremantle, ...
Paper presented to the Australian Teacher Education Assoc. Conference, 8-11 July, 2008, Marrochyd... more Paper presented to the Australian Teacher Education Assoc. Conference, 8-11 July, 2008, Marrochydore, Australia.
Abstract Contemporary research conversations about the utility of practice theories to profession... more Abstract Contemporary research conversations about the utility of practice theories to professional education support the reconceptualisation of pre-service teacher education in ways that provide strong preparation for continued professional learning. This paper reports on an empirical inquiry that introduced a theoretically informed practice-based intervention in a pre-service teacher education course in order to judge the utility of such an approach for student learning. Innovations within the Study of Teaching programme illustrate the bringing together of pedagogies of observation, pedagogies of enactment, and pedagogies of reflection toward an integrated theory of teacher education that focuses on the teaching body as a central site for research and for the building of preparatory knowledge and skill for ongoing learning. Data was collected from pre-service teachers involved in the programme through video and audio recordings along with individual and focus group interviews, questionnaires and student reflection on video recordings. These were analyzed within an emerging theoretical framework derived from both practice-theoretical literature and international empirical research into core practices. Initial findings suggest that a focus on practice within pre-service teacher education may enhance traditional understandings of ‘practice-based’ approaches that situate the study of practice outside of the university, in school settings. These findings have implications for the ongoing reform of teacher education in increasingly regulated contexts framed in terms of teacher quality.
We believe that one of the reasons for the under representation of Indigenous teachers is due to ... more We believe that one of the reasons for the under representation of Indigenous teachers is due to what we are calling the 'impenetrability' of the dominant white culture of schooling, a racial imaginary that portrays the 'naturalness' of whiteness. Such an imaginary informs the ...
Team Members: Dr M. Gruppetta B.Teach. B.Ed. M.Ed. PhD, T. Mason B. Ed, C. Hatton B.A. DipEd M. E... more Team Members: Dr M. Gruppetta B.Teach. B.Ed. M.Ed. PhD, T. Mason B. Ed, C. Hatton B.A. DipEd M. EdL, P. Nanlohy B.Ed M.Ed. M Ed (University of Western Sydney); Dr E. Labone B.Ed. M.Ed PhD, Dr W. Moran B.Mus Ed M.Ed PhD (Australian Catholic University); and Professor J. Reid B.A. Dip.Ed PhD, Associate Professor M. Pietsch B.A. Dip.Ed M.Ed PhD and M. Bennet Dip. T Grad Cert Spec.Ed M.Spec.Ed (Charles Sturt University)
Santoro, Ninetta, Reid, Jo-Anne, Crawford, Lauri and Simpson, Lee 2006, Teaching indigenous child... more Santoro, Ninetta, Reid, Jo-Anne, Crawford, Lauri and Simpson, Lee 2006, Teaching indigenous children: learning from indigenous teachers, in Making Teaching Public: Reforms in Teacher Education; ATEA 2006 conference proceedings, ATEA, Fremantle, ...
Paper presented to the Australian Teacher Education Assoc. Conference, 8-11 July, 2008, Marrochyd... more Paper presented to the Australian Teacher Education Assoc. Conference, 8-11 July, 2008, Marrochydore, Australia.
Abstract Contemporary research conversations about the utility of practice theories to profession... more Abstract Contemporary research conversations about the utility of practice theories to professional education support the reconceptualisation of pre-service teacher education in ways that provide strong preparation for continued professional learning. This paper reports on an empirical inquiry that introduced a theoretically informed practice-based intervention in a pre-service teacher education course in order to judge the utility of such an approach for student learning. Innovations within the Study of Teaching programme illustrate the bringing together of pedagogies of observation, pedagogies of enactment, and pedagogies of reflection toward an integrated theory of teacher education that focuses on the teaching body as a central site for research and for the building of preparatory knowledge and skill for ongoing learning. Data was collected from pre-service teachers involved in the programme through video and audio recordings along with individual and focus group interviews, questionnaires and student reflection on video recordings. These were analyzed within an emerging theoretical framework derived from both practice-theoretical literature and international empirical research into core practices. Initial findings suggest that a focus on practice within pre-service teacher education may enhance traditional understandings of ‘practice-based’ approaches that situate the study of practice outside of the university, in school settings. These findings have implications for the ongoing reform of teacher education in increasingly regulated contexts framed in terms of teacher quality.
We believe that one of the reasons for the under representation of Indigenous teachers is due to ... more We believe that one of the reasons for the under representation of Indigenous teachers is due to what we are calling the 'impenetrability' of the dominant white culture of schooling, a racial imaginary that portrays the 'naturalness' of whiteness. Such an imaginary informs the ...
Team Members: Dr M. Gruppetta B.Teach. B.Ed. M.Ed. PhD, T. Mason B. Ed, C. Hatton B.A. DipEd M. E... more Team Members: Dr M. Gruppetta B.Teach. B.Ed. M.Ed. PhD, T. Mason B. Ed, C. Hatton B.A. DipEd M. EdL, P. Nanlohy B.Ed M.Ed. M Ed (University of Western Sydney); Dr E. Labone B.Ed. M.Ed PhD, Dr W. Moran B.Mus Ed M.Ed PhD (Australian Catholic University); and Professor J. Reid B.A. Dip.Ed PhD, Associate Professor M. Pietsch B.A. Dip.Ed M.Ed PhD and M. Bennet Dip. T Grad Cert Spec.Ed M.Spec.Ed (Charles Sturt University)
Education for Future Practice engages with the challenge faced by higher education: to envisage p... more Education for Future Practice engages with the challenge faced by higher education: to envisage probable, possible and desired futures for practice and education and to realise ways of educating practitioners for these futures. Future education involves the pursuit of shared visions and purpose in the midst of the turbulence created by a diverse influences on education and practice. These influences arise from: learners’ participation in multiple practice and learning communities, unpredictable workplaces, dynamic education and practice market places, the various demands and interests of stakeholders, higher education imperatives, and unparalleled opportunities and expectations associated with advancing information and communication technologies. The book contains four sections: · Education for practice· Contextualising practice· Contextualising education for practice· Doing education for practice This book is directed to educators, scholars, practitioners and those concerned with how we are preparing people to work in the rapidly changing world of the twenty first century.
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Papers by Jo-Anne Reid