Learning to Teach in a New Era.pdf

1、Learning to Teach in a New Era The Australian teaching environment is one of high-stakes accountability and varied contexts,which also offers unparalleled chances to be creative,innovative and inspirational.Learning to Teach in a New Era prepares preservice teachers to embrace the opportunities and

2、meet the challenges of teaching in the twenty-first century.Closely aligned with the Australian Professional Standards for Teachers(APST)and the Australian Curriculum,this book is an invaluable resource for early childhood,primary and secondary preservice teachers that can be carried through their e

3、ntire degree and into the workplace.The text is divided into three parts:professional knowledge,professional practice and professional engagement.Students will gain an understanding of the teaching profession and the policies and laws that govern it;develop practical skills in pedagogy,technology,cu

4、rriculum,assessment and reporting,planning and classroom management and engagement;and learn vital skills in communication and ethical practice.Each chapter is supported by superior pedagogical features,including learning objectives,practical scenarios,teacher reflections,review questions,research t

5、opics and further readings.Engaging and accessible,Learning to Teach in a New Era is a practical and comprehensive resource that equips preservice teachers with the foundational knowledge and skills to begin their education journey.Jeanne Allen is Associate Professor in the School of Education and P

6、rofessional Studies at Griffith University.Simone White is Professor and Assistant Dean(International and Engagement)in the Faculty of Education at the Queensland University of Technology.Learning to Teach in a New Era Jeanne Allen Simone White,.,.,.:.CAMBRIDGE.:.UNIVERSITY PRESS CAMBRIDGE UNIVERSIT

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8、 Cambridge University Press is part of the University of Cambridge.It furthers the Universitys mission by disseminating knowledge in the pursuit of education,learning and research at the highest international levels of excellence.www.cambridge.org Information on this title:www.cambridge.org/97813166

9、28263 Cambridge University Press 2018 This publication is copyright.Subject to statutory exception and to the provisions of relevant collective licensing agreements,no reproduction of any part may take place without the written permission of Cambridge University Press.First published 2018(version 2,

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14、 publication and does not guarantee that any content on such websites is,or will remain,accurate or appropriate.Foreword There is much talk about what it means to be a teacher and yet understanding what it means to learn about how to teach does not attract nearly enough attention.This book offers a

15、real opportunity to address that imbalance.As the chapters individually and collectively make very clear,this book draws attention to the need for a major shift in understanding teaching as a profession.As a professional,a teacher must not only move beyond simplistic views of telling as teaching and

16、 listening as learning,but also be able to articulate the knowledge,skills and abilities at the heart of so doing.Added to that is the need to recognise and respond to the key concepts of teaching and learning in the modem era;an era that is information-rich but perhaps,increasingly,pedagogically is

17、olated.For those responsible for the learning of the next generation,developing a vision for professional learning and growth is crucial.Standards,planning a professional learning trajectory and knowing what it means to understand teaching and learning in sophisticated ways matter.That means that ma

18、king sense of the educational landscape is more important than ever.For beginning teachers,the educational landscape is constantly changing,and that creates challenges for learning about teaching because policy and practice do not always complement one another;in some cases they unavoidably collide.

19、Paying attention to learning is an important focus for teachers.In so doing,the dynamic relationship between learning and teaching is able to be unpacked and reconsidered in order to ensure that practice is genuinely responsive to learning-in that way,learning can shape and direct what should be at

20、the crux of teaching.Knowing how students learn and placing them at the centre of the pedagogical enterprise demands a great deal of teachers,but doing so also offers the possibility of students being invited into learning experiences rather than being viewed as passive recipients of information.In

21、the digital world,that invitation exists in many ways;and in classrooms,the ability to create such possibilities is central to pedagogical expertise-something a beginning teacher needs to purposefully develop over time.Curriculum and assessment can too easily dominate schooling practices and so it i

22、s important that the focus on learning drives not only the nature of the curriculum but also the manner in which that curriculum is assessed.Assessment should reflect the teaching that has been developed and employed to V v1 Foreword enhance student learning.Sadly,it is often the most superficial ou

23、tcomes that are measured most and,through measurement,the value of learning can too easily be overlooked,or even lost.It is important that assessment reports on learning in meaningful ways and captures the essence of student growth and the development of understanding;cognition is not the only aspec

24、t ofleaming.Leaming involves the heart as well as the head,and the values underpinning choices,decision making and acting are crucial to shaping an informed and thoughtful citizenry,and have a major influence in defining how we learn to act,and react,in social settings.As these ideas begin to make c

25、lear,becoming a teacher is no simple task.Accepting the responsibility that goes with the need to care for,and develop,the whole student requires a great deal of knowledge to be used in ways that will positively inform practice.The professional knowledge of teaching is not always recognised in ways

26、that are clear,helpful and applicable in the many diverse and varied contexts in which teachers work.However,in this book,the editors and authors have worked hard to place teacher learning at the heart of pursuing quality in student learning.As this text makes clear,although there are myriad things

27、to know,be able to do and learn to professionally develop,teaching is a complex business that requires much more than training and the development of a routine or script.Expertise resides in the quality of the observations,data,evidence,decision making and practices that inform not only what to do,b

28、ut how and why they are done as a professional teacher.This book offers an invitation to engage with learning about teaching in ways that are designed to question and challenge the educational status quo.It encapsulates the personal challenges associated with what it means to learn to teach in a new

29、 era.Professor John Loughran Sir John Monash Distinguished Professor Executive Dean,Faculty of Education Monash University Foreword Teaching is a complex process.Becoming a teacher is a lifes journey which is demanding,ubiquitous,challenging,rewarding and complex.How can we help preservice teachers

30、both grasp the complexity of teaching and acquire the skills to enact a rich pedagogy?The tendency has been for teacher educators to focus in their specific courses on one aspect of the teaching/learning process or on their discipline rather than positioning the topic in a broader approach to teachi

31、ng;while in practice teaching,preservice teachers are often preoccupied with classroom management or receiving a good evaluation in order to secure a teaching position upon graduation.The narrow goals for courses and the configuration of practice teaching can lead to program fragmentation and preser

32、vice teachers being unaware of the many facets of teaching,leaving them ill-equipped for teaching.Teacher educators occupy a difficult place because they face a number of unique challenges:working with preservice teachers who often feel they already know the teaching process,having been students for

33、 many years(Lortie,1975);deciding if they are preparing preservice teachers for the schools we have or the schools we want(Williamson,2013);recognising that preservice teachers come to their programs from markedly different backgrounds(Kosnik,Beck,Dharamshi&Menna,2017);and responding to the many stakeholders in education(Furlong,2013).Further exacerbating the situation is the inconsistency in prog