Learning to Teach in a New Era.pdf

Learning to Teach in a New Era.pdf

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LearningtoTeachinaNewEraTheAustralianteachingenvironmentisoneofhigh-stakesaccountabilityandvariedcontexts,whichalsooffersunparalleledchancestobecreative,innovativeandinspirational.LearningtoTeachinaNewErapreparespreserviceteacherstoembracetheopportunitiesandmeetthechallengesofteachinginthetwenty-firstcentury.CloselyalignedwiththeAustralianProfessionalStandardsforTeachers（APST）andtheAustralianCurriculum,thisbookisaninvaluableresourceforearlychildhood,primaryandsecondarypreserviceteachersthatcanbecarriedthroughtheirentiredegreeandintotheworkplace.Thetextisdividedintothreeparts:

professionalknowledge,professionalpracticeandprofessionalengagement.Studentswillgainanunderstandingoftheteachingprofessionandthepoliciesandlawsthatgovernit;developpracticalskillsinpedagogy,technology,curriculum,assessmentandreporting,planningandclassroommanagementandengagement;andlearnvitalskillsincommunicationandethicalpractice.Eachchapterissupportedbysuperiorpedagogicalfeatures,includinglearningobjectives,practicalscenarios,teacherreflections,reviewquestions,researchtopicsandfurtherreadings.Engagingandaccessible,LearningtoTeachinaNewEraisapracticalandcomprehensiveresourcethatequipspreserviceteacherswiththefoundationalknowledgeandskillstobegintheireducationjourney.JeanneAllenisAssociateProfessorintheSchoolofEducationandProfessionalStudiesatGriffithUniversity.SimoneWhiteisProfessorandAssistantDean（InternationalandEngagement）intheFacultyofEducationattheQueenslandUniversityofTechnology.LearningtoTeachinaNewEraJeanneAllenSimoneWhite,.,.,.:

.CAMBRIDGE.:

.UNIVERSITYPRESSCAMBRIDGEUNIVERSITYPRESSUniversityPrintingHouse,CambridgeCB28BS,UnitedKingdomOneLibertyPlaza,20thFloor,NewYork,NY10006,USA477WilliamstownRoad,PortMelbourne,VIC3207,Australia314-321,3rdFloor,Plot3,SplendorForum,JasolaDistrictCentre,NewDelhi-110025,India79AnsonRoad,#06-04/06,Singapore079906CambridgeUniversityPressispartoftheUniversityofCambridge.ItfurtherstheUniversitysmissionbydisseminatingknowledgeinthepursuitofeducation,learningandresearchatthehighestinternationallevelsofexcellence.www.cambridge.orgInformationonthistitle:

www.cambridge.org/9781316628263CambridgeUniversityPress2018Thispublicationiscopyright.Subjecttostatutoryexceptionandtotheprovisionsofrelevantcollectivelicensingagreements,noreproductionofanypartmaytakeplacewithoutthewrittenpermissionofCambridgeUniversityPress.Firstpublished2018（version2,April2019）CoverdesignedbyMariannaBerek-LewisTypesetbyIntegraSoftwareServicesPvt.LtdPrintedinSingaporebyMarkonoPrintMediaPteLtd,March2019AcataloguerecordforthispublicationisavailablefromtheBritishLibraryACataloguing-in-PublicationentryisavailablefromthecatalogueoftheNationalLibraryofAustraliaatwww.nla.gov.auISBN978-1-316-62826-3PaperbackReproductionandcommunicationforeducationalpurposesTheAustralianCopyrightAct1968（theAct）allowsamaximumofonechapteror10%ofthepagesofthiswork,whicheveristhegreater,tobereproducedand/orcommunicatedbyanyeducationalinstitutionforitseducationalpurposesprovidedthattheeducationalinstitution（orthebodythatadministersit）hasgivenaremunerationnoticetoCopyrightAgencyLimited（CAL）undertheAct.FordetailsoftheCALlicenceforeducationalinstitutionscontact:

CopyrightAgencyLimitedLevel11,66GoulburnStreetSydneyNSW2000Telephone:

（02）93947600Facsimile:

（02）93947601E-mail:

memberservicescopyrigh.auCambridgeUniversityPresshasnoresponsibilityforthepersistenceoraccuracyofURLsforexternalorthird-partyinternetwebsitesreferredtointhispublicationanddoesnotguaranteethatanycontentonsuchwebsitesis,orwillremain,accurateorappropriate.ForewordThereismuchtalkaboutwhatitmeanstobeateacherandyetunderstandingwhatitmeanstolearnabouthowtoteachdoesnotattractnearlyenoughattention.Thisbookoffersarealopportunitytoaddressthatimbalance.Asthechaptersindividuallyandcollectivelymakeveryclear,thisbookdrawsattentiontotheneedforamajorshiftinunderstandingteachingasaprofession.Asaprofessional,ateachermustnotonlymovebeyondsimplisticviewsoftellingasteachingandlisteningaslearning,butalsobeabletoarticulatetheknowledge,skillsandabilitiesattheheartofsodoing.Addedtothatistheneedtorecogniseandrespondtothekeyconceptsofteachingandlearninginthemodemera;anerathatisinformation-richbutperhaps,increasingly,pedagogicallyisolated.Forthoseresponsibleforthelearningofthenextgeneration,developingavisionforprofessionallearningandgrowthiscrucial.Standards,planningaprofessionallearningtrajectoryandknowingwhatitmeanstounderstandteachingandlearninginsophisticatedwaysmatter.Thatmeansthatmakingsenseoftheeducationallandscapeismoreimportantthanever.Forbeginningteachers,theeducationallandscapeisconstantlychanging,andthatcreateschallengesforlearningaboutteachingbecausepolicyandpracticedonotalwayscomplementoneanother;insomecasestheyunavoidablycollide.Payingattentiontolearningisanimportantfocusforteachers.Insodoing,thedynamicrelationshipbetweenlearningandteachingisabletobeunpackedandreconsideredinordertoensurethatpracticeisgenuinelyresponsivetolearning-inthatway,learningcanshapeanddirectwhatshouldbeatthecruxofteaching.Knowinghowstudentslearnandplacingthematthecentreofthepedagogicalenterprisedemandsagreatdealofteachers,butdoingsoalsooffersthepossibilityofstudentsbeinginvitedintolearningexperiencesratherthanbeingviewedaspassiverecipientsofinformation.Inthedigitalworld,thatinvitationexistsinmanyways;andinclassrooms,theabilitytocreatesuchpossibilitiesiscentraltopedagogicalexpertise-somethingabeginningteacherneedstopurposefullydevelopovertime.Curriculumandassessmentcantooeasilydominateschoolingpracticesandsoitisimportantthatthefocusonlearningdrivesnotonlythenatureofthecurriculumbutalsothemannerinwhichthatcurriculumisassessed.AssessmentshouldreflecttheteachingthathasbeendevelopedandemployedtoVv1Forewordenhancestudentlearning.Sadly,itisoftenthemostsuperficialoutcomesthataremeasuredmostand,throughmeasurement,thevalueoflearningcantooeasilybeoverlooked,orevenlost.Itisimportantthatassessmentreportsonlearninginmeaningfulwaysandcapturestheessenceofstudentgrowthandthedevelopmentofunderstanding;cognitionisnottheonlyaspectofleaming.Leaminginvolvestheheartaswellasthehead,andthevaluesunderpinningchoices,decisionmakingandactingarecrucialtoshapinganinformedandthoughtfulcitizenry,andhaveamajorinfluenceindefininghowwelearntoact,andreact,insocialsettings.Astheseideasbegintomakeclear,becomingateacherisnosimpletask.Acceptingtheresponsibilitythatgoeswiththeneedtocarefor,anddevelop,thewholestudentrequiresagreatdealofknowledgetobeusedinwaysthatwillpositivelyinformpractice.Theprofessionalknowledgeofteachingisnotalwaysrecognisedinwaysthatareclear,helpfulandapplicableinthemanydiverseandvariedcontextsinwhichteacherswork.However,inthisbook,theeditorsandauthorshaveworkedhardtoplaceteacherlearningattheheartofpursuingqualityinstudentlearning.Asthistextmakesclear,althoughtherearemyriadthingstoknow,beabletodoandlearntoprofessionallydevelop,teachingisacomplexbusinessthatrequiresmuchmorethantrainingandthedevelopmentofaroutineorscript.Expertiseresidesinthequalityoftheobservations,data,evidence,decisionmakingandpracticesthatinformnotonlywhattodo,buthowandwhytheyaredoneasaprofessionalteacher.Thisbookoffersaninvitationtoengagewithlearningaboutteachinginwaysthataredesignedtoquestionandchallengetheeducationalstatusquo.Itencapsulatesthepersonalchallengesassociatedwithwhatitmeanstolearntoteachinanewera.ProfessorJohnLoughranSirJohnMonashDistinguishedProfessorExecutiveDean,FacultyofEducationMonashUniversityForewordTeachingisacomplexprocess.Becomingateacherisalifesjourneywhichisdemanding,ubiquitous,challenging,rewardingandcomplex.Howcanwehelppreserviceteachersbothgraspthecomplexityofteachingandacquiretheskillstoenactarichpedagogy?

Thetendencyhasbeenforteachereducatorstofocusintheirspecificcoursesononeaspectoftheteaching/learningprocessorontheirdisciplineratherthanpositioningthetopicinabroaderapproachtoteaching;whileinpracticeteaching,preserviceteachersareoftenpreoccupiedwithclassroommanagementorreceivingagoodevaluationinordertosecureateachingpositionupongraduation.Thenarrowgoalsforcoursesandtheconfigurationofpracticeteachingcanleadtoprogramfragmentationandpreserviceteachersbeingunawareofthemanyfacetsofteaching,leavingthemill-equippedforteaching.Teachereducatorsoccupyadifficultplacebecausetheyfaceanumberofuniquechallenges:

workingwithpreserviceteacherswhooftenfeeltheyalreadyknowtheteachingprocess,havingbeenstudentsformanyyears（Lortie,1975）;decidingiftheyarepreparingpreserviceteachersfortheschoolswehaveortheschoolswewant（Williamson,2013）;recognisingthatpreserviceteacherscometotheirprogramsfrommarkedlydifferentbackgrounds（Kosnik,Beck,Dharamshi&Menna,2017）;andrespondingtothemanystakeholdersineducation（Furlong,2013）.Furtherexacerbatingthesituationistheinconsistencyinprog