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dc.contributor.authorSim, Cherylen_US
dc.contributor.editorBruce Haynesen_US
dc.date.accessioned2017-04-04T15:29:34Z
dc.date.available2017-04-04T15:29:34Z
dc.date.issued2010en_US
dc.date.modified2011-01-20T05:57:52Z
dc.identifier.issn1835-517Xen_US
dc.identifier.urihttp://hdl.handle.net/10072/35542
dc.description.abstractWork integrated learning which is terminology now very familiar to all universities' faculty members, has always been integral to initial teacher education programs. As a result of the complexities involved in this field, building effective partnerships with schools continues to be a major focus of education faculties. These complexities around a partnership between two very different institutional contexts require negotiating a relationship that is of value to all involved. The concept of communities of practice can provide a framework to establish the collaboration needed. The Australian Commonwealth government conducted in 2007 a national inquiry into the effectiveness of the teacher education programs in Australia (Commonwealth of Australia, 2007). One of the recommendations from the inquiry was to provide funds directly to Education faculties to assist in the improvement of the professional experience (or practicum) component of teacher education courses. This paper describes and examines a project that was funded and implemented in 2009. Project Supervision aimed to develop professional development materials for school supervisors/mentors. The process to achieve this was designed by the author around a community of practice involving teachers - both experienced and preservice - and teacher educators.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent77554 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherEdith Cowan Universityen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://ajte.education.ecu.edu.au/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom18en_US
dc.relation.ispartofpageto28en_US
dc.relation.ispartofissue5en_AU
dc.relation.ispartofjournalAustralian Journal of Teacher Educationen_US
dc.relation.ispartofvolume35en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchTeacher Education and Professional Development of Educatorsen_US
dc.subject.fieldofresearchcode130313en_US
dc.titleSustaining productive Collaboration between Faculties and Schoolsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright remains with the author 2010. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal's website or contact the author.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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