Abstract
This opening chapter is written by the book’s editors. They set out the historical, cultural, policy and research contexts for Re-imagining professional experience in initial teacher education: Narratives of learning, and present a rationale for the collection at a time when teacher education in Australia, as elsewhere, is attempting to deal with significant policy pressures. The chapter offers a definition of professional experience that underpins all of the chapters that follow, and proposes a conceptual and methodological framework for engaging with those chapters. Each of the editors contributes a short autobiographical narrative to convey some of their personal and academic backgrounds as teacher educators and to illustrate some of the powerful ways narrative can be used to represent and inquire into professional experience. The chapter concludes with brief summaries of all other 11 chapters of the collection.
This is a preview of subscription content, access via your institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Aikenhead, G. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1–52.
Australian Institute for Teaching and School Leadership (AITSL). (2015). Accreditation of initial teacher education programs in Australia. Standards and procedures. Melbourne: AITSL. Available online at: www.aitsl.edu.au/docs/default-source/initial-teacher-education-resources/accreditation-of-ite-programs-in-australia.pdf.
Australian Institute for Teaching and School Leadership (AITSL). (2017). Initial teacher education: data report 2017. Melbourne: AITSL. Available online at: https://www.aitsl.edu.au/docs/default-source/research-evidence/ite-data-report/2017/ite-data-report-2017.pdf.
Bauman, Z. (2004). Identity: Conversations with Benedetto Vecchi. Cambridge, UK: Malden, MA: Polity Press: Blackwell Pub.
Britzman, D. (2003). Practice makes practice: A critical study of learning to teach (Revised ed.). Albany: State University of New York.
Carter, A. (2015). Carter review of initial teacher training (ITT). London: Department of Education.
Clandinin, J., & Connelly, M. (2000). Narrative inquiry: Experience and story in qualitative research. San-Francisco: Jossey-Bass.
Darling-Hammond, L. (2009). The flat world and education: How America’s commitment to equity will determine our nation’s future. NY: Teachers’ College Press.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers’ College Record, 103(6), 113–155.
Fitzgerald, A., Parr, G., & Williams, J. (Eds.). (2017). Narratives of learning through international professional experience. Singapore: Springer.
Gee, J. (2000–1). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
Giroux, H. (2005). Border crossings: Cultural workers and the politics of education (2nd ed.). New York, NY: Routledge.
Kitchen, J. (2005a). Looking backwards, moving forward: Understanding my narrative as a teacher educator. Studying Teacher Education, 1(1), 17–30.
Kitchen, J. (2005b). Conveying respect and empathy: Becoming a relational teacher educator. Studying Teacher Education, 1(2), 194–207.
Le Cornu, R. (2015). Key components of effective professional experience in initial teacher education in Australia. Australian Institute for Teaching and School Leadership, Melbourne. Available online at: https://www.aitsl.edu.au/docs/default-source/default-document-library/aitsl_key-components-of-effective-professional-experience.pdf?sfvrsn=aec9ec3c_0.
Parr, G., Doecke, B., & Bulfin, S. (2015). Stories: A common currency. Changing English, 22(2), 135–141.
Teacher Education Ministerial Advisory Group (TEMAG). (2014). Action now: Classroom ready teachers. Available online at: https://docs.education.gov.au/system/files/doc/other/action_now_classroom_ready_teachers_accessible.pdf.
White, S., Bloomfield, D., & Le Cornu, R. (2010). Professional experience in new times: Issues and responses to a changing education landscape. Asia-Pacific Journal of Teacher Education, 38(3), 181–193.
Williams, J., Fitzgerald, A., & Parr, G. (2017). Monash university international professional experience program. In A. Fitzgerald, G. Parr & J. Williams (Eds.), Narratives of learning through international professional experience (pp. 1–14). Singapore: Springer.
Zeichner, K. (2010). Rethinking the connection between campus courses and field experiences in college—and university-based teacher education. Journal of Teacher Education, 61(1–2), 89–99.
Zeichner, K. (2017). The struggle for the soul of teacher education. London: Routledge.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Parr, G., Williams, J., Fitzgerald, A. (2018). Re-imagining Professional Experience in Initial Teacher Education. In: Fitzgerald, A., Parr, G., Williams, J. (eds) Re-imagining Professional Experience in Initial Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-0815-4_1
Download citation
DOI: https://doi.org/10.1007/978-981-13-0815-4_1
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-0814-7
Online ISBN: 978-981-13-0815-4
eBook Packages: EducationEducation (R0)