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Challenges, Reforms, and Learning in Initial Teacher Education


Anthony, G and Cooke, A and Muir, T, Challenges, Reforms, and Learning in Initial Teacher Education, Research in Mathematics Education in Australasia 2012-2015, Springer, K Makar, S Dole, J Visnovska, M Goos, A Bennison, K Fry (ed), Singapore, pp. 305-327. ISBN 978-981-10-1417-8 (2016) [Research Book Chapter]

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Copyright 2016 Springer Science+Business Media Singapore

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This critical review of Australasian research concerns initial teacher education published in the period 2012-2015. The contribution to the field is organised into four broad areas: (a) research on teacher preparation: accountability, effectiveness, and policies; (b) research on teacher preparation for the knowledge society, which forms the bulk of the reviewed research; (c) research on teacher preparation for diversity; and (d) research focused on the work of teacher educators. Situated within educational settings that are undergoing continuous change and politicised attention, we note, in particular, research efforts to critically explore, design, and trial pedagogies, tasks, and partnerships associated with occasioning productive learning opportunities for prospective teachers to learn both the knowledge and the core practices of ambitious teaching.

Item Details

Item Type:Research Book Chapter
Keywords:pre-service teachers, teacher education, mathematics education
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Economics, business and management curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Muir, T (Associate Professor Tracey Muir)
ID Code:110138
Year Published:2016
Deposited By:Education
Deposited On:2016-07-14
Last Modified:2017-11-20

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