Professional experience: learning from the past to build the future

References

• Akkerman, S., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169. doi:10.3102/0034654311404435
   Web of Science ®Google Scholar
• Australian Institute for Teaching and School Leadership (AITSL). (2011). National professional standards for teachers. Melbourne: Ministerial Council for Education Early Childhood Development and Youth Affairs.
   Google Scholar
• Beck, C., & Kosnik, C. (2002). Professors and the practicum: Involvement of university faculty in preservice practicum supervision. Journal of Teacher Education, 53(1), 6–19. doi:10.1177/0022487102053001002
   Web of Science ®Google Scholar
• Bloomfield, D. (2006). The discursive space of professional experience: Student teachers negotiating identity ( EdD thesis). CSU, Bathurst.
   Google Scholar
• Bloomfield, D. (2009). Working within and against neoliberal accreditation agendas: Opportunities for Professional Experience. Asia Pacific Journal of Teacher Education, 37(1), 27–44.
   Web of Science ®Google Scholar
• Boulton, H., & Hramiak, A. (2012). E-flection: The development of reflective communities of learning for trainee teachers through the use of shared online weblogs. Reflective Practice: International and Multidisciplinary Perspectives, 13(4), 503–515. doi:10.1080/14623943.2012.670619
   Google Scholar
• Britton, L., & Anderson, K. (2010). Peer coaching and pre-service teachers: Examining an under-utilised concept. Teaching and Teacher Education, 26, 306–314. doi:10.1016/j.tate.2009.03.008
   Web of Science ®Google Scholar
• Bruner, J. (1996). The culture of education. London: Harvard University Press.
   Google Scholar
• Bullock, S. M. (2009). Learning to think like a teacher educator: Making the substantive and syntactic structures of teaching explicit through self-study. Teachers and Teaching: Theory and Practice, 15(2), 291–304. doi:10.1080/13540600902875357
   Web of Science ®Google Scholar
• Bullock, S. M., & Russell, T. (2010). Does teacher education expect too much from field experience? (Chap. 5) In T. Falkenberg & H. Smits (Eds.), Field experiences in the context of reform of Canadian teacher education programs. Manitoba: University of Manitoba.
   Google Scholar
• Bullough, R. V. J., Jr, Young, J., & Draper, R. J. (2004). One year teaching internships and the dimensions of beginning teacher development. Teachers and Teaching: Theory and Practice, 10(4), 365–394. doi:10.1080/1354060042000224124
   Google Scholar
• Calderhead, J. (1991). The nature and growth of knowledge in student teaching. Teaching and Teacher Education, 7(5–6), 531–535. doi:10.1016/0742-051X(91)90047-S
   Web of Science ®Google Scholar
• Carter, B. (2013). Situating beginning teachers in professional work through a regional community partnership ( Unpublished PhD thesis). Victoria University, Melbourne.
   Google Scholar
• Clandinin, J. (2009). Attending to changing landscapes: Shaping the interwoven identities of teachers and teacher educators. Asia-Pacific Journal of Teacher Education, 37(2), 141–154. doi:10.1080/13598660902806316
   Web of Science ®Google Scholar
• Clarke, A. (2006). The nature and substance of cooperating teacher reflection. Teaching and Teacher Education, 22(7), 910–921. doi:10.1016/j.tate.2006.04.039
   Web of Science ®Google Scholar
• Clarke, A., Collins, J., & Triggs, V. (2012). The mentoring profile inventory: An online professional development resource for cooperating teachers. Teaching Education, 23(2), 167–194. doi:10.1080/10476210.2011.625086
   Google Scholar
• Cochran-Smith, M. (1991). Learning to teach against the grain. Educational Review, 61(3), 279–310.
   Web of Science ®Google Scholar
• Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators. Teaching and Teacher Education, 19, 5–28. doi:10.1016/S0742-051X(02)00091-4
   Web of Science ®Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (2004). Practitioner inquiry, knowledge and university culture. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 1, pp. 601–649). Dordrecht: Kluwer Academic.
   Google Scholar
• Cochran-Smith, M., Villegas, A., Abrams, L., Chavez-Moreno, L., Mills, T., & Stern, R. (2015). Critiquing teacher preparation research: An overview of the field, part II. Journal of Teacher Education, 66(2), 109–121. doi:10.1177/0022487114558268
   Web of Science ®Google Scholar
• Cohen, E., Hoz, R., & Kaplan, H. (2013). The practicum in pre-service teacher education: A review of empirical studies. Teaching Education, 24(4), 345–380. doi:10.1080/10476210.2012.711815
   Google Scholar
• Council of Australian Governments (COAG). (2008). National partnership agreement on improving teacher quality. Retrieved May 30, 2011, from http://www.coag.gov.au/intergov_agreements/federal_financial_relations/docs/national_partnership/national_partnership_on_improving_teacher_quality.pdf
   Google Scholar
• Dang, T. K. A. (2013). Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers. Teaching and Teacher Education, 30, 47–59. doi:10.1016/j.tate.2012.10.006
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2006). Powerful teacher education. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Day, C., & Gu, Q. (2010). The new lives of teachers. London: Routledge.
   Google Scholar
• Ellis, V., Blake, A., McNicholl, J., & McNally, J. (2011). The work of teacher education: Final report. Bristol: ESCalate.
   Google Scholar
• Feiman-Nemser, S., & Buchmann, M. (1987). When is student teaching teacher education? Teaching and Teacher Education, 3(4), 255–273. doi:10.1016/0742-051X(87)90019-9
   Web of Science ®Google Scholar
• Fox, A., & Wilson, E. (2015). Networking and the development of professionals: Beginning teachers building social capital. Teaching and Teacher Education, 47, 93–107. doi:10.1016/j.tate.2014.12.004
   Web of Science ®Google Scholar
• Gaffey, C., & Dobbins, R. (1996). Tertiary teacher educators: Do they make a difference in practicum. PEPE Monograph, 1, 105–122.
   Google Scholar
• Gu, Q., & Day, C. (2007). Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23, 1302–1316. doi:10.1016/j.tate.2006.06.006
   Web of Science ®Google Scholar
• Guyton, E., & McIntyre, D. J. (1990). Student teaching and school experiences. In W. R. Houston (Ed.), Handbook of research on teacher education. London: Macmillan.
   Google Scholar
• Hayes, D., Mills, M., Christie, P., & Lingard, B. (2006). Teachers & schooling making a difference: Productive pedagogies, assessment and performance. Sydney: Allen & Unwin.
   Google Scholar
• Holt-Reynolds, D. (2000). What does the teacher do? Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher. Teaching and Teacher Education, 16, 21–32. doi:10.1016/S0742-051X(99)00032-3
   Web of Science ®Google Scholar
• Hou, H. (2015). What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning. Teaching and Teacher Education, 46, 6–16. doi:10.1016/j.tate.2014.10.005
   Web of Science ®Google Scholar
• Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: MIT Press.
   Google Scholar
• Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A. M., Pearce, J., & Hunter, J. (2014). Early career teachers stories of resilience. London: Springer.
   Google Scholar
• Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22, 1020–1041. doi:10.1016/j.tate.2006.04.022
   Web of Science ®Google Scholar
• Kruger, T., Davies, A., Eckersley, B., Newell, F., & Cherednichenko, B. (2009). Effective and sustainable university-school partnerships, beyond determined efforts by inspired individuals. Canberra: Teaching Australia.
   Google Scholar
• Krutka, D., Bergman, D., Flores, R., Mason, K., & Jack, A. (2014). Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers. Teaching and Teacher Education, 40, 83–93. doi:10.1016/j.tate.2014.02.002
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
   Google Scholar
• Le Cornu, R. (1999). The 3Rs of practicum reform. In 3rd National cross faculty practicum conference proceedings booklet. Adelaide: PEPE. 1997.
   Google Scholar
• Le Cornu, R. (2004, July 7–10). Learning circles: Providing spaces for renewal of both teachers and teacher educators. Refereed paper presented at the Australian Teacher Education conference, Bathurst.
   Google Scholar
• Le Cornu, R. (2005). Peer mentoring: Engaging pre-service teachers in mentoring one another. Mentoring & Tutoring: Partnership in Learning, 13(3), 355–366. doi:10.1080/13611260500105592
   Google Scholar
• Le Cornu, R. (2006, July 5–8). Reculturing the practicum through scholarly learning conversations. Refereed paper presented at the Australian Teacher Education Conference, Fremantle.
   Google Scholar
• Le Cornu, R. (2007, July 3–6). Learning circles in the practicum: An initiative in peer mentoring. Refereed paper presented at the Australian Teacher Education Conference, Wollongong.
   Google Scholar
• Le Cornu, R. (2008, July 8–11). The changing role of the ‘university supervisor’ in professional experience. Paper presented at the ATEA conference, Sunshine Coast.
   Google Scholar
• Le Cornu, R. (2009). Building resilience in pre-service teachers. Teaching and Teacher Education, 25(5), 717–723. doi:10.1016/j.tate.2008.11.016
   Web of Science ®Google Scholar
• Le Cornu, R. (2010). Changing roles, relationships and responsibilities in changing times. Asia Pacific Journal of Teacher Education, 38(3), 195–206. doi:10.1080/1359866X.2010.493298
   Web of Science ®Google Scholar
• Le Cornu, R. (2012a). School co-ordinators: Leaders of learning in professional experience. Australian Journal of Teacher Education, 37(3), 18–33. doi:10.14221/ajte.2012v37n3.5
   Google Scholar
• Le Cornu, R. (2012b). A sustainable model for experiential learning. In T. Kerry (Ed.), International perspectives on higher education: Challenging values and practice. London: Continuum.
   Google Scholar
• Le Cornu, R., & Ewing, R. (2008). Reconceptualising professional experiences in pre service teacher education…reconstructing the past to embrace the future. Teaching and Teacher Education, 24(7), 1799–1812. doi:10.1016/j.tate.2008.02.008
   Web of Science ®Google Scholar
• Levin, B. (2008). Thinking about knowledge mobilisation. Toronto: OISE.
   Google Scholar
• Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271–283. doi:10.1177/0022487114533386
   Web of Science ®Google Scholar
• Martinez, K. (1990). Critical reflections on critical reflection on teacher education. The Journal of Teaching Practice, 10(2), 20–28.
   Google Scholar
• McCormack, A., Gore, J., & Thomas, K. (2006). Early career teacher professional learning. Asia-Pacific Journal of Teacher Education, 34(1), 95–113. doi:10.1080/13598660500480282
   Google Scholar
• McLaughlin, M. (1997). Rebuilding teacher professionalism in the United States. In A. Hargreaves & R. Evans (Eds.), Beyond educational reform: Bringing teachers back in. Buckingham: Open University Press.
   Google Scholar
• McLoughlin, C., & Lee, M. J. (2010). Developing an online community to promote engagement and professional learning for preservice teachers using social software tools. Journal of Cases on Information Technology, 12(1), 17–30. doi:10.4018/jcit.2010010102
   Google Scholar
• Morrison, C., & Le Cornu, R. (2014, July 6–9). Teacher educators’ beliefs about the purposes of professional experience. Paper presented at the Australian Teacher Education Association (ATEA) Conference, Sydney.
   Google Scholar
• Mule, L. (2006). Preservice teachers’ inquiry in a professional development school context: Implications for the practicum. Teaching and Teacher Education, 22, 205–218. doi:10.1016/j.tate.2005.09.011
   Web of Science ®Google Scholar
• Mutton, T., & Butcher, J. (2007). More than managing? The role of the initial teacher training coordinator in schools in England. Teacher Development, 11(3), 245–261. doi:10.1080/13664530701644565
   Google Scholar
• Nicholson, S. A., & Bond, N. (2003). Collaborative reflection and professional community building: An analysis of preservice teachers’ use of an electronic discussion board. Journal of Technology and Teacher Education, 11(2), 265–279.
   Google Scholar
• Nokes, J. D., Bullough, R. V., Jr., Egan, W. M., Birrell, J. R., & Hansen, J. M. (2008). The paired-placement of student teachers: An alternative to traditional placements in secondary schools. Teaching and Teacher Education, 24, 2168–2177. doi:10.1016/j.tate.2008.05.001
   Web of Science ®Google Scholar
• Nuttal, J., Brennan, M., Zipin, L., Tuinamuana, K., & Cameron, L. (2013). Lost in production: The erasure of the teacher educator in Australian university job advertisements. Journal of Education for Teaching, 39(3), 329–343.
   Web of Science ®Google Scholar
• Nuttal, J., Murray, S., Seddon, T., & Mitchell, J. (2006). Changing research contexts in teacher education in Australia: Charting new directions. Asia Pacific Journal of Teacher Education, 34(3), 321–332. doi:10.1080/13598660600927224
   Google Scholar
• Orland-Barak, L. (2014). Mediation in mentoring: A synthesis of studies in teaching and teacher education. Teaching and Teacher Education, 44, 180–188. doi:10.1016/j.tate.2014.07.011
   Web of Science ®Google Scholar
• Orland-Barak, L., & Hasin, R. (2010). Exemplary mentors’ perspectives towards mentoring across mentoring contexts: Lessons from collective case studies. Teaching and Teacher Education, 26(3), 427–437. doi:10.1016/j.tate.2009.05.009
   Web of Science ®Google Scholar
• Papatraianou, L. H. (2012). An exploratory investigation of early career teacher resilience ( Unpublished PhD thesis). University of South Australia, Adelaide.
   Google Scholar
• Parliament of Australia. (2007). Top of the class: Report on the inquiry into teacher education. Canberra: House of Representative Standing Committee on Education and Vocational Training.
   Google Scholar
• Peters, J. (2001). Professional development for new times. Paper presented at the Australian Association for Research in Education Conference, Perth.
   Google Scholar
• Ramsey, G. A. (2000). Quality matters: Revitalising teaching: Critical times, critical choices: Report of the review of teacher education. Sydney: NSW Department of Education and Training.
   Google Scholar
• Richardson, V. (1999). Teacher education and the construction of meaning. In G. Griffin (Ed.), The education of teachers, 98th yearbook NSSE. Chicago, IL: Chicago Press.
   Google Scholar
• Roffey, S. (2012). Pupil wellbeing – teacher wellbeing: Two sides of the same coin? Educational and Child Psychology, 29(4), 8–17.
   Google Scholar
• Santoro, N., Reid, J., Saltmarsh, D., & McMaugh, A. (2009). Editorial: Teacher education and the Bradley review. Asia Pacific Journal of Teacher Education, 37(2), 137–139. doi:10.1080/13598660902806290
   Web of Science ®Google Scholar
• Sim, C. (2006). Preparing for professional experiences – incorporating pre-service teachers as ‘communities of practice’. Teaching and Teacher Education, 22, 77–83. doi:10.1016/j.tate.2005.07.006
   Web of Science ®Google Scholar
• Southgate, E., Reynolds, R., & Howley, P. (2013). Professional experience as a wicked problem in initial teacher education. Teaching and Teacher Education, 31, 13–22. doi:10.1016/j.tate.2012.11.005
   Web of Science ®Google Scholar
• Sparks-Langer, G., & Colton, A. (1991). Synthesis of research on teachers’ reflective thinking. Educational Leadership, 48(6), 37–44.
   Web of Science ®Google Scholar
• Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning pre-service teachers’ understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455–465. doi:10.1016/j.tate.2009.06.006
   Web of Science ®Google Scholar
• Tang, E., & Lam, C. (2014). Building an effective online learning community (OLC) in blog-based teaching portfolios. The Internet and Higher Education, 20, 79–85. doi:10.1016/j.iheduc.2012.12.002
   Web of Science ®Google Scholar
• Utley, B. L., Basile, C. G., & Rhodes, L. K. (2003). Walking in two worlds: Master teachers serving as site coordinators in partner schools. Teaching and Teacher Education, 19, 515–528. doi:10.1016/S0742-051X(03)00049-0
   Web of Science ®Google Scholar
• Valencia, S., Martin, S., Place, N., & Grossman, P. (2009). Complex interactions in student teaching: Lost opportunities for learning. Journal of Teacher Education, 60(3), 304–322. doi:10.1177/0022487109336543
   Web of Science ®Google Scholar
• Vick, M. (2006). “It’s a Difficult Matter”1: Historical perspectives on the enduring problem of the practicum in teacher preparation. Asia Pacific Journal of Teacher Education, 34(2), 181–198. doi:10.1080/13598660600720579
   Google Scholar
• Wadell, J. (2007). The time is now. In D. Davis (Ed.), Resiliency reconsidered: Deconstructing the policy implications of the resiliency movement (pp. 123–145). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Wenger, E. (1999). Communities of practice. Learning, meaning and identity. Cambridge: Cambridge University Press.
   Google Scholar
• Westheimer, J. (1999). Communities and consequences: An inquiry into ideology and practice in teachers’ professional work. Educational Administration Quarterly, 35(1), 71–105. doi:10.1177/00131619921968473
   Web of Science ®Google Scholar
• Wideen, M., Mayer-Smith, J., & Moon, B. (1998). a critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68, 130–178. doi:10.3102/00346543068002130
   Web of Science ®Google Scholar
• Williams, J. (2014). Teacher educator professional learning in the third space: Implications for identity and practice. Journal of Teacher Education, 65(4), 315–326. doi:10.1177/0022487114533128
   Web of Science ®Google Scholar
• Zeichner, K. (1986). The practicum as an occasion for learning to teach. South Pacific Journal of Teacher Education, 14(2), 11–27. doi:10.1080/0311213860140202
   Google Scholar
• Zeichner, K. (1989). Preparing teachers for democratic schools. Action in Teacher Education, 11(1), 5–10. doi:10.1080/01626620.1989.10462708
   Google Scholar
• Zeichner, K. (1990). Changing directions in the practicum: Looking ahead to the 1990s. Journal of Education for Teaching, 16(2), 105–132. doi:10.1080/0260747900160201
   Web of Science ®Google Scholar
• Zeichner, K. (2005). Becoming a teacher educator: A personal perspective. Teaching and Teacher Education, 21, 117–124. doi:10.1016/j.tate.2004.12.001
   Web of Science ®Google Scholar
• Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college and university based teacher education. Journal of Teacher Education, 61(1–2), 89–99. doi:10.1177/0022487109347671
   Web of Science ®Google Scholar
• Zeichner, K., Payne, K., & Brayko, K. (2015). Democratizing teacher education. Journal of Teacher Education, 66(2), 122–135. doi:10.1177/0022487114560908
   Web of Science ®Google Scholar