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Challenges, Reforms, and Learning in Initial Teacher Education

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Research in Mathematics Education in Australasia 2012-2015

Abstract

This critical review of Australasian research concerns initial teacher education published in the period 2012–2015. The contribution to the field is organised into four broad areas: (a) research on teacher preparation: accountability, effectiveness, and policies; (b) research on teacher preparation for the knowledge society, which forms the bulk of the reviewed research; (c) research on teacher preparation for diversity; and (d) research focused on the work of teacher educators. Situated within educational settings that are undergoing continuous change and politicised attention, we note, in particular, research efforts to critically explore, design, and trial pedagogies, tasks, and partnerships associated with occasioning productive learning opportunities for prospective teachers to learn both the knowledge and the core practices of ambitious teaching.

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Authors and Affiliations

  1. Massey University, Wellington, New Zealand

    Glenda Anthony

  2. Curtin University, Bentley, Australia

    Audrey Cooke

  3. University of Tasmania, Hobart, Australia

    Tracey Muir

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  1. Glenda Anthony
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  2. Audrey Cooke
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  3. Tracey Muir
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Correspondence to Glenda Anthony .

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Editors and Affiliations

  1. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Katie Makar

  2. Fac of Sci, Health, Edu & Engineering, University of the Sunshine Coast, Sippy Downs, Queensland, Australia

    Shelley Dole

  3. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Jana Visnovska

  4. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Merrilyn Goos

  5. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Anne Bennison

  6. School of Education, The University of Queensland, Brisbane, St Lucia, Queensland, Australia

    Kym Fry

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Anthony, G., Cooke, A., Muir, T. (2016). Challenges, Reforms, and Learning in Initial Teacher Education. In: Makar, K., Dole, S., Visnovska, J., Goos, M., Bennison, A., Fry, K. (eds) Research in Mathematics Education in Australasia 2012-2015. Springer, Singapore. https://doi.org/10.1007/978-981-10-1419-2_15

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