Reconceptualising professional experiences in pre-service teacher education ... reconstructing the past to embrace the future

被引：131
作者：
Le Cornu, Rosie [1 ]
Ewing, Robyn [2 ]
机构：
[1] Univ S Australia, Magill, SA 5072, Australia
[2] Univ Sydney, Sydney, NSW 2006, Australia
来源：
TEACHING AND TEACHER EDUCATION | 2008年 / 24卷 / 07期
关键词：
professional experience; teaching practice; pre-service teacher education; student teachers; learning community;
D O I：
10.1016/j.tate.2008.02.008
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This paper provides a conceptual framework for developing high-quality professional experiences for pre-service teachers. The paper begins with a discussion of how professional experiences are conceptualised, structured and supervised in each of three orientations, which we have termed traditional, reflective and learning communities. We then describe a number of professional experience initiatives at two Australian universities, which are being reconceptualised around the notion of learning communities. We argue that framing professional experience around the notion of learning communities has the potential to support pre-service teachers to work with their peers and mentor teachers in more collegial and reciprocal ways. Crown Copyright (C) 2008 Published by Elsevier Ltd. All rights reserved.
引用
收藏
页码：1799 / 1812
页数：14
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