Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374929 | Teaching and Teacher Education | 2008 | 14 Pages |
Abstract
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.
Keywords
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Social Sciences and Humanities
Social Sciences
Education
Authors
Rosie Le Cornu, Robyn Ewing,