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Classroom readiness: Complex, collaborative and continuing
Citation
Brown, NR, Classroom readiness: Complex, collaborative and continuing, Professional Educator pp. 17-18. ISSN 1447-3607 (2015) [Professional, Non Refereed Article]
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Abstract
What is does it mean to be classroom ready? Knowledge, skills and dispositions required are developed in pre-service teacher education, supported through the transition into the school context, and continually consolidated and enhanced through inservice professional learning. We could argue that classroom readiness requires collaborative and continuing attention throughout these three distinct phases of a teacher's professional career. However, as the headline concept of the recent report of the Teaching Education Ministerial Advisory Group (TEMAG), the current focus is predominantly on the preparation and support for beginning teachers. Let's explore this specific phase.
Item Details
| Item Type: | Professional, Non Refereed Article |
|---|---|
| Research Division: | Education |
| Research Group: | Education Systems |
| Research Field: | Higher Education |
| Objective Division: | Education and Training |
| Objective Group: | Teaching and Instruction |
| Objective Field: | Teacher and Instructor Development |
| UTAS Author: | Brown, NR (Professor Natalie Brown) |
| ID Code: | 107591 |
| Year Published: | 2015 |
| Deposited By: | Tasmanian Institute of Learning & Teaching |
| Deposited On: | 2016-03-18 |
| Last Modified: | 2016-03-18 |
| Downloads: | 0 |
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