Exploring four faces of learning in courses for beginning teachers
Hanrahan, Mary U., Tayler, Collette P., Duncan, Margot E., Ryan, Michael, & Aspland, Tania L. (2001) Exploring four faces of learning in courses for beginning teachers. In Conference of the Australian Association for Research in Education 2001, December 2001, Fremantle, Western Australia. (Unpublished)
In an environment where QUT promotes alignment of courses with desired professional outcomes in terms of graduate attributes, and prompted by critical reviews of Bachelor of Education courses, a new project team responded with a pilot action research project. With contributions from a range of stakeholders we drew up a list of the attributes, called "teacher practitioner attributes" that attempted to describe what an ideal teacher should possess at the start of their professional life. Significantly, this list was re-worked into a four-part structure describing the attributes in terms of beginning teacher's relationships with their peers, their 'clients' (eg. students and surrounding communities), their core discipline (Education) and, most importantly, themselves (as continuous, reflective learners). We then used this framework for involving students and core subject coordinators in identifying the attributes currently being addressed and how well courses as a whole covered the full range. We found firstly that there was a real need for students to have opportunities for dialogue with mentors, and secondly that a lack of communication and coordination between subject coordinators in different discipline areas meant that each was not making sufficient allowance for the contribution of others. We also found that holistic practitioner attributes were more workable as a framework for dialogue than atomistic skill groupings. Nine practical recommendations came out of the project.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Additional Information:||The contents of this conference can be freely accessed online via the conference's web page (see hypertext link).|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2001 AARE and (The authors)|
|Deposited On:||01 Sep 2008 00:00|
|Last Modified:||25 Mar 2013 08:07|
Repository Staff Only: item control page