NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ982408
Record Type: Journal
Publication Date: 2012-May
Pages: 30
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0313-5373
Balancing Detailed Comprehensiveness with a Big Vision: A Suggested Conceptual Framework for Teacher Education Courses
Ormond, Christine A.
Australian Journal of Teacher Education, v37 n5 p36-64 May 2012
Current Australian teacher accreditation processes are impacting significantly on the expectations of teacher education courses, particularly in relation to graduate resilience, flexibility and capability. This paper uses a logical conceptual format to explain how writers at a Western Australian university prepared a new Secondary Degree course, one that offers students an optimum selection of diverse learning contexts for building a deeper understanding of the teaching profession. Four "stages" of conceptual planning are described. The first three conceptual stages established the thematic structure of the developmental course model across the four years of the degree, reviewed unit content and timing, and framed the National Graduate Teacher Standards in terms of meaningful learning contexts. The last stage moved to thinking about exactly "how" the mechanics of the teaching and learning in the course work might best achieve attainment of the Graduate Standards. An overall conceptual synthesis of these ideas is also offered. (Contains 13 figures.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia