Early childhood pre-service teachers engage in collegial dialogue.

Kym SIMONCINI, Michelle Lasen, Sharn Rocco

Research output: A Conference proceeding or a Chapter in BookChapter

Abstract

Within professional teaching standards there is the expectation teachers should be willing and able to engage in professional dialogues about practice. But this aspect of teacher professionalism is rarely examined or explicitly taught in teacher education programmes. With this in mind, the authors designed an assessment task for 47 Australian Pre-Service Teachers (PSTs) that required them to interview their supervising teachers (in the chapter identified as School Based Teacher Educators: SBTEs) about the implementation of Education for Sustainability as a cross-curricular subject in the national curriculum. The pre-service teachers then had to write a reflective account of the interview process. Analysis of these reflective accounts highlights what enables and constrains professional dialogue and learning. We include this chapter in Learning and Teaching Around the World for its focus on research in educational practice and its exploration of factors that promote collegial conversations.
Original languageEnglish
Title of host publicationLearning and Teaching Around the World
EditorsKimberly Safford, Liz Chamberlain
Place of PublicationLondon
PublisherRoutledge
Chapter18
Pages153-162
Number of pages10
ISBN (Electronic)781138485204
ISBN (Print)9781138485211
Publication statusPublished - 2018

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SIMONCINI, K., Lasen, M., & Rocco, S. (2018). Early childhood pre-service teachers engage in collegial dialogue. In K. Safford, & L. Chamberlain (Eds.), Learning and Teaching Around the World (pp. 153-162). London: Routledge.