Table of Contents

Chapter 1 Teacher Education Research and the Policy Reform Agenda.- Chapter 2 Reform and the Reconceptualisation of Teacher Education in Australia.- Chapter 3 Innovation and Transformation of Initial Teacher Education: Employer and Graduate Perspectives.- Chapter 4 Digital Credentialing: Does it offer a Meaningful Response to Initial Teacher Education Reform?.- Chapter 5 Innovating in First Year Pre-Service Teacher Education: "Buddy up".- Chapter 6 Reconceptualising First Year Professional Experience: Enacting a Repertoire of Learning Focused Talk for Efficacy in Teaching Practice.- Chapter 7 Rethinking the Observation Placement: A Community/Cohort Approach to Early Professional Experiences.- Chapter 8 Images of Teaching: Discourses within which Pre-service Teachers Construct their Professional Identity as a Teacher upon Entry to Teacher Education Courses.- Chapter 9 Exploring the Becoming of Pre-Service Teachers in Paired Placement Models.- Chapter 10 Internships in Initial Teacher Education in Australia: A Case Study of the Griffith Education Internship.- Chapter 11 Advancing Partnership Research: A Spatial Analysis of a Jointly-Planned Teacher Education Partnership.- Chapter 12 Activating Teaching Dispositions in Carefully Constructed Contexts: Examining the Impact of Classroom Intensives.- Chapter 13 Classroom Ready? Building Resilience in Teacher Education.- Chapter 14 Beginning Teacher Perceptions of Causality for their Professional Highs and Lows during their First Year of Teaching.- Chapter 15 Teaching and Teacher Education: The Need to go Beyond Rhetoric.   

About the Author

Robyn Brandenburg is an Associate Professor in the Faculty of Education, Federation University Australia. Student and teacher learning are at the core of her teaching and research. She has published widely and is nationally and internationally renowned for her work in reflective practice, teacher educator pedagogy and student feedback and evaluation. Her books, Powerful Pedagogy (Springer, 2008) and Pedagogies for the Future (Co-edited, SENSE, 2013) are highly regarded by her peers. Robyn has led education research projects and has received awards for her research and teaching including an Office for Learning and Teaching National Teaching Excellence Award (2013).
Simone White is the Chair of Teacher Education at Monash University and current President of the Australian Teacher Education Association (ATEA). Professor White’s publications, research and teaching are focused on the key question of how to best prepare teachers and leaders for diverse communities. Professor White's current research areas focus on teacher education curriculum and pedagogy, supporting early career teachers in diverse settings, teacher professional learning and building and maintaining university-school/community partnerships.

Sharon McDonough is an early career academic in the Faculty of Education and Arts at Federation University Australia where she is the program leader for the Master of Education Studies). In 2013 Sharon was awarded an Office of Learning and Teaching National Citation for Outstanding Contributions to Student Learning. Sharon researches in the field of self-study, teacher emotion and embodiment, mentoring and classroom observations.

Jenene Burke is Associate Dean, Learning and Teaching, in the Faculty of Education and Arts at Federation University Australia. She is a Senior Lecturer and also coordinates the Master of Special Education in the School of Education. Jenene has worked in teacher education for over 17 years after a career as secondary teacher and educational administrator. Jenene’s research interests include inclusive education, disability studies in education, learning partnerships, play and pedagogy.