Making quality teachers : the role of an explicit values-based pedagogy
Curtis, Elizabeth M. (2013) Making quality teachers : the role of an explicit values-based pedagogy. In Australian Teacher Education Association (ATEA) 2013 Conference, 30 June -3 July 2013, Brisbane, QLD.
There is little conjecture that quality teaching is essential to student achievement and well-being. Whilst much has been written about the importance of quality teaching, including the link to pre-service teacher education, to date there has been little investigation into specific pedagogical practices that can enhance quality teaching dimensions within a pre-service teacher education programme. This paper reports on a small-scale qualitative research study, undertaken in an Australian university, which linked the fields of quality teaching, pre-service teacher education and values education. The study followed the journey of five pre-service teacher education students as they undertook their second field experience unit where the focus was centred on the values-based pedagogy of Philosophy in the Classroom. The research findings, collected via interviews, demonstrated that an explicit values-based pedagogy can have a positive impact on the development of quality teaching dimensions. This new knowledge has potential for further research into examining the ways quality teaching dimensions are gained and practised by pre-service teacher education students and these findings and recommendations are discussed in this paper.
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|Item Type:||Conference Paper|
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2013 [please consult the author]|
|Deposited On:||27 Mar 2014 23:31|
|Last Modified:||31 Mar 2014 16:13|
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