dc.contributor.author | Allen, Jeanne | |
dc.contributor.author | Singh, Parlo | |
dc.contributor.author | Rowan, Leonie | |
dc.date.accessioned | 2019-10-16T06:32:50Z | |
dc.date.available | 2019-10-16T06:32:50Z | |
dc.date.issued | 2018 | |
dc.identifier.issn | 1359-866X | |
dc.identifier.doi | 10.1080/1359866X.2018.1416819 | |
dc.identifier.uri | http://hdl.handle.net/10072/388446 | |
dc.description.abstract | The six papers in this issue address, in different ways, teacher education1 programs and
initiatives for practising teachers. While the necessity of ongoing professional learning
across all the professions is a given, we argue that it is of increasing importance in teaching
in the current era. The shift in many countries in the 21st century to the standardisation of
teaching means that teachers and school leaders are required to account for their teaching
practices in ways to which they were not previously called. In Australia, for example,
engaging in professional learning represents one of seven standards of practice
(Australian Institute for Teaching and School Leadership (AITSL), 2011) and, in the United
Kingdom, the Teachers’ Standards (United Kingdom Department of Education, 2011) require
teachers to take responsibility for developing their teaching skills through appropriate
professional development. The introduction of these types of accountability measures has
led to changes in many quarters in the ways in which professional learning is conceived and
delivered, as well as to increased scrutiny from the educational and broader communities of
the efficacy of teacher professional learning measures (see, e.g., Darling-Hammond, Chung
Wei, & Andree, 2010; Productivity Commission, 2017). | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Routledge: Taylor & Francis Group | |
dc.relation.ispartofpagefrom | 1 | |
dc.relation.ispartofpageto | 5 | |
dc.relation.ispartofissue | 1 | |
dc.relation.ispartofjournal | Asia-Pacific Journal of Teacher Education | |
dc.relation.ispartofvolume | 46 | |
dc.subject.fieldofresearch | Education systems | |
dc.subject.fieldofresearch | Curriculum and pedagogy | |
dc.subject.fieldofresearch | Specialist studies in education | |
dc.subject.fieldofresearchcode | 3903 | |
dc.subject.fieldofresearchcode | 3901 | |
dc.subject.fieldofresearchcode | 3904 | |
dc.subject.keywords | Social Sciences | |
dc.subject.keywords | Education & Educational Research | |
dc.title | Editorial: Teacher education for enduring impact | |
dc.type | Journal article | |
dc.type.description | C3 - Articles (Letter/ Note) | |
dcterms.bibliographicCitation | Allen, J; Singh, P; Rowan, L, Editorial: Teacher education for enduring impact, Asia-Pacific Journal of Teacher Education, 2018, 46 (1), pp. 1-5 | |
dc.date.updated | 2019-10-16T06:31:52Z | |
gro.hasfulltext | No Full Text | |
gro.griffith.author | Singh, Parlo | |
gro.griffith.author | Rowan, Leonie | |