Pittaway, SM and Moss, T, Dimensions of engagement in teacher education: From theory to practice, Proceedings of the 2013 Australian Teacher Education Association Conference, 30 June - 3 July 2013, Brisbane, Queensland, pp. 1-7. (2013) [Refereed Conference Paper]
Copyright 2011 the Authors -The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s).
Official URL: http://www.atea.edu.au/index.php?option=com_jdownl...
There is a growing body of research highlighting the importance of engagement for studentsí success in their tertiary studies. Innovations in both theoretical and practical understandings of student engagement are beginning to emerge, informing discussions across diverse contexts including research centres (such as ACER), conferences, and organisations (such as Engagement Australia). In this context, it is relevant to draw together diverse perspectives and arguments regarding what engagement is and could be, and to consider how a unified framework to understand and plan for engagement can impact practice in teacher education.
This paper begins with an exploration of an Engagement Framework developed for use in the Faculty of Education at the University of Tasmania. This Framework offers a new way of framing engagement in teacher education, drawing attention to the connections between the intellectual environment of the university and the context of the profession. The Framework presents five dimensions of engagement (personal, academic, social, intellectual, and professional) that are distinct and yet interrelated.
The second section of this paper focuses specifically on the academic engagement dimension of the Framework, and explores the ways in which this Framework has led to innovations in teacher education practice both within the curriculum (within specific units of study) and outside of the curriculum (such as Student Engagement Days). These innovations provide examples of the effectiveness of the Engagement Framework as a way of bridging theory and practice, operating as a unifying device within and beyond the curriculum.
|Item Type:||Refereed Conference Paper|
|Keywords:||student engagement, higher education, academic engagement|
|Research Group:||Education systems|
|Research Field:||Higher education|
|Objective Division:||Education and Training|
|Objective Group:||Teaching and curriculum|
|Objective Field:||Teaching and curriculum not elsewhere classified|
|UTAS Author:||Pittaway, SM (Dr Sharon Pittaway)|
|UTAS Author:||Moss, T (Dr Tim Moss)|
|Downloads:||4 View Download Statistics|
Repository Staff Only: item control page