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Negotiating the Dilemmas of Community-Based Learning in Teacher Education


Johnston, RM and Davis, R, Negotiating the Dilemmas of Community-Based Learning in Teacher Education, Teaching Education, 19, (4) pp. 351-360. ISSN 1047-6210 (2008) [Refereed Article]

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DOI: doi:10.1080/10476210802436492


At the University of Ballarat, pre-service teachers (PSTs) in their second year of the Bachelor of Education (P-10) are required to plan community-based teaching and learning in conjunction with school students, their teachers and schools along with community organizations. These requirements are in synergy with curriculum developments in schools and appear to be valued by them. In this paper, the implementation of community-based teaching and learning programs developed by PSTs is examined for educational and organizational issues that shaped the outcomes for PSTs. The paper highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses. These insights contribute to the understanding of community-based PST education curricula and pedagogies as an important and emerging area of interest.

Item Details

Item Type:Refereed Article
Keywords:community based learning; teacher education; regional contexts
Research Division:Education
Research Group:Education systems
Research Field:Teacher education and professional development of educators
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Johnston, RM (Dr Robbie Johnston)
ID Code:58396
Year Published:2008
Deposited By:Education
Deposited On:2009-10-01
Last Modified:2012-03-30

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