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dc.contributor.authorMain, Katherineen_US
dc.contributor.authorBryer, Fionaen_US
dc.contributor.editorDonna Pendergast, Nan Nahren_US
dc.date.accessioned2017-04-24T08:42:34Z
dc.date.available2017-04-24T08:42:34Z
dc.date.issued2010en_US
dc.date.modified2011-04-18T06:54:42Z
dc.identifier.isbn9781742371917en_US
dc.identifier.doihttp://www.allenandunwin.com/en_AU
dc.identifier.urihttp://hdl.handle.net/10072/35155
dc.description.abstractIn order for teachers to go forward successfully with the middle years reframing of teacher practice in curriculum, pedagogy, and assessment, and to stay organised in the process, they need a workable way of acting in the middle years site for educational reform. In Chapter 1, Pendergast muses about a shift to a new kind of teacher identity to accompany Australia's growing acceptance of middle schooling and Australian universities' increasing investment in a specialist area of middle years teacher education. She argues that a new way of doing classroom practice would shape this changing teacher identity. Teachers need to believe that they can engage middle years students in learning and improve their learning outcomes. They need to be hopeful and satisfied about their work and future in a way that restores the stressed out, emotionally and physically exhausted, and cynical teachers found in middle years by Pendergast (Chapter 1). Middle years students need teachers who are sturdy in their everyday identity, efficacy, and resilience, not ones who are burned out heroes of reform. Because teachers are the focal point of the classroom innovations discussed in later sections, they need to be competent, enthusiastic, and confident that they can continue to grow into effective middle years practitioners.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAllen and Unwinen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.allenandunwin.com/default.aspx?page=94&book=9781742371917en_AU
dc.relation.ispartofbooktitleTeaching middle years: Rethinking curriculum, pedagogy and assessmenten_US
dc.relation.ispartofchapter7en_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom23en_US
dc.relation.ispartofpageto49en_US
dc.relation.ispartofedition2en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleEfficacy and researchen_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2010
gro.hasfulltextNo Full Text


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