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dc.contributor.authorWillis, Linda-Dianne
dc.contributor.authorHeck, Debbie
dc.contributor.authorGrimmett, Helen
dc.date.accessioned2020-04-19T23:51:42Z
dc.date.available2020-04-19T23:51:42Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/10072/393216
dc.description.abstractBeyond boundaries in teacher education: Promoting collaboration and partnership Together with my colleagues, Associate Professor Debbie Heck from the University of the Sunshine Coast and Dr Helen Grimmett from Monash University, I have an interest in engaging in furthering research and practice in school-university partnerships in the context of preservice teacher education. Since 2014, when I was appointed the Director of the Master of Teaching (Primary) program at The University of Queensland, Debbie, Helen and I have been using innovative strategies such as cogenerative dialogues and metalogues to investigate how effective school-university partnerships may be developed and sustained. Simultanesously, we have explored these and other dialogic pedagogies together with the concept of cogenerativity to probe the notion of teacher professionalism – both for preservice teachers and our own as teacher educators. Debbie, Helen, and I have continued to collaborate over the past five years, having benefited from earlier TERI ventures and translation of our participation in these activities into international publications (peer-reviewed journal articles and chapters) and national conference presentations. A list of relevant outputs follows: Forgasz, R., Heck, D., Williams, J., Ambrosetti, A., & Willis, L.-D. (2018). Theorising the third space of Professional Experience partnerships. In J. Kriewaldt, A. Ambrosetti, D. Rorrison, & R. Capeness (Eds.), Educating future teachers: Innovative perspectives in professional experience, (pp. 33–47). Springer: Singapore. Grimmett, H., Heck, D., & Willis, L.-D. (2018). Becoming dialogical practitioners in initial teacher education classrooms. In Australian Association for Research in Education (AARE) Conference, Education Research Matters: Impact and Engagement, 2-6 December 2018, Sydney University, Sydney, New South Wales. Heck, D., Forgasz, R., White, S, Williams, J., Tobin, K, Ambrosetti, A., & Willis, L.-D. (2016). Theorising the third space of professional experience partnerships. Australian Teacher Education Association (ATEA) Conference, 3-6 July 2016, Ballarat, VIC. Heck, D., Grimmett, H., & Willis, L.-D. (2017). Using metalogue to develop an understanding of cogenerativity and school-university partnerships in initial teacher education. In Australian Association for Research in Education (AARE) Conference, Education: What’s politics got to do with it?, 26-30 December 2017, Hotel Realm Canberra, Canberra. Heck, D., Grimmett, H., & Willis, L.-D. (2019 in press). Teacher educators using cogenerative dialogue to reclaim professionalism. In A. Gutierrez, J. Fox, & C. Alexander, Professionalism and teacher education: Voices from policy and practice, (Chapter 7). Springer: Singapore. Willis, L.-D. (2016). Exploring cogenerativity for developing a coteaching community of practice in a parent-teacher engagement project. International Journal of Educational Research, 80,124–133. doi: http://dx.doi.org/10.1016/j.ijer.2016.08.009 Willis, L.-D., Grimmett, H., & Heck, D. (2018). Exploring cogenerativity in initial teacher education school-university partnerships using the methodology of metalogue. In J. Kriewaldt, A. Ambrosetti, D. Rorrison, & R. Capeness (Eds.), Educating future teachers: Innovative perspectives in professional experience, (pp. 49–69). Springer: Singapore. Willis, L.-D., Heck, D., & Grimmett, H. (2019 submitted). Can LEGO® Serious Play® help teacher educators better understand the notion of professional identity? Australian Teacher Education Association (ATEA) Conference, 3-5 July 2019, Sunshine Coast, QLD.
dc.publisherAustralian Association for Research in Education (AARE)
dc.publisher.urihttps://www.aare.edu.au/pages/previous-aare-conferences.html
dc.relation.ispartofconferencenameAustralian Association for Research in Education (AARE) Teacher Education and Research Innovation (TERI) Special Interest Group (SIG) Symposium
dc.relation.ispartofconferencetitleAustralian Association for Research in Education (AARE) Teacher Education and Research Innovation (TERI) Special Interest Group (SIG) Symposium
dc.relation.ispartofdatefrom2019-04-26
dc.relation.ispartofdateto2019-04-26
dc.relation.ispartoflocationMelbourne, Australia
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchHigher Education
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode130103
dc.subject.keywordsSchool-University Partnerships
dc.subject.keywordsInitial Teacher Education
dc.titleFurthering research and practice in school-university partnerships in the context of preservice teacher education
dc.typeConference output
dc.type.descriptionE2 - Conferences (Non Refereed)
dcterms.bibliographicCitationWillis, L-D; Heck, D; Grimmett, H, Furthering research and practice in school-university partnerships in the context of preservice teacher education, Australian Association for Research in Education (AARE) Teacher Education and Research Innovation (TERI) Special Interest Group (SIG) Symposium, 2019
dc.date.updated2020-04-19T23:50:40Z
gro.hasfulltextNo Full Text
gro.griffith.authorWillis, Linda


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