Collaborative Partnership: Developing Pre-service Teachers as Inclusive Practitioners to Support Students with Disabilities

Since the introduction of anti-discrimination legislation including Australian Disability Discrimination Act, 1992 and the Disability Standards of Education, 2005, there is an increasing demand on all schools to cater effectively for more students with disabilities within an inclusive school community context. This investigation explored a proactive partnership model designed to equip pre-service teachers with deeper role understandings in teaching students with disabilities. This collaborative model involved sustained professional experiences in schools on four mornings each week over 38 weeks, offered in conjunction with their final-year teacher education studies in Diversity and Inclusive Education. A unique emphasis of this qualitative study was a focus on identifying conducive real-life experiences and ideal teacher qualities for undertaking challenging inclusive practitioner roles. Findings highlighted the perspectives of school leaders, special education mentors and pre-service teachers in improving inclusive learning outcomes for all students while developing an effective collaborative partnership model for teacher education.     

Mentoring the Mentor: Professional development through a school-university partnership

Governments worldwide have invested in teaching standards and performance benchmarks to improve teacher preparation and teacher quality that impacts student achievement. As a means of addressing these imperatives, the Australian government has recently encouraged formal partnerships between tertiary providers, schools and education systems in delivering teacher education and professional development, in particular for mentors. This article documents challenges and initial findings of the first year of a school-university partnership involving an Australian regional university and K-12 teacher-mentors located in rural schools. It describes the design and implementation of a contextualised professional development model, using participatory action research to build teacher capacity for mentoring and foster a culture of collaborative inquiry. The model discussed reflects a systematic approach to constructing knowledge, skills and roles essential to effective mentoring.     

终身教育中远程教育的角色变换

在构建终身教育体系进程中,终身教育与远程教育的关联性及其相互影响,是一项值得研究的重要课题。以＂终身教育-远程教育＂为研究主题,采用文献计量法等研究方法,通过剖析这一关联主题的研究状况,得出以下结论：研究＂终身教育-远程教育＂主题的论文数量呈逐年上升趋势;终身教育和远程教育之间存在两种关系,即＂整体与部分＂和＂目的与路径＂关系;与此相对应,远程教育在终身教育体系中扮演两类角色,即＂教育形态（或教育方式）＂和＂教育手段＂角色。在当今网络环境支撑的知识时代,远程教育在构建终身教育体系中将发挥越来越重要的作用。     

Reimagining the role of mentor teachers in professional experience: moving to I as fellow teacher educator

New accreditation requirements for Australian initial teacher education programs require that universities and schools establish quality partnerships to ensure strong links between pre-service teachers’ university-based learning and school-based professional learning experiences. This paper focuses on the shifts of identity, thinking and practice that occurred for five school-based mentor teachers as they co-created new professional experience practices alongside university-based teacher educators in a Teaching Academies of Professional Practice (TAPP) project. Interview data was analysed through the theoretical framework of Dialogical Self Theory to examine how the repositioning of mentor teachers as fellow teacher educators allowed for expansion in the understanding and enactment of their role. The findings of this study suggest that partnerships between schools and universities can enhance learning opportunities for all participants when commitments are made to creating collaborative and dialogical spaces to support new approaches to teacher education.     

Reforming teacher education in the context of lifelong learning: the case of the BEd degree programme in Ireland

Lifelong learning has become a prominent fixture in educational policy in recent years in many countries around the world. In terms of teacher education, it is now widely accepted that initial teacher education is insufficient for the lifelong professional needs of teachers. From September 2012, initial teacher education in Ireland will be offered as a radically different four-year BEd degree programme. This reform of initial teacher education offers immense potential for teacher educators to re-imagine their programmes in light of a range of guiding paradigms and theoretical frameworks, including lifelong learning. This paper provides a rationale for developing programmes in initial teacher education in the context of lifelong learning. A number of recommendations for lifelong primary teacher education are offered in light of current reforms that are taking place in Ireland.     

Demonstrating a situated learning approach for in-service teacher education in rural India: The Quality Education Programme in Rajasthan

Recent educational policy in India has repositioned elementary school teachers as active, reflective practitioners, not just ‘deliverers’ of syllabus material. This article examines innovations in teacher support in Rajasthan's government schools through the ‘Quality Education Program.’ Drawing on qualitative research of collaborative learning processes, the paper discusses two support strategies used by the program: professional dialogic interactions and modeling of pedagogic strategies, which paralleled introductory or developmental phases within a ‘collaborative apprenticeship model’ of teacher professional development. In doing so, the paper outlines the potential of situated, collaborative approaches for Indian in-service teacher education and education development reform, more broadly.     

Towards collaborative professional learning in the first year early childhood teacher education practicum: issues in negotiating the multiple interests of stakeholder feedback

This paper analyses data from two sources of stakeholder feedback – first year pre‐service teachers and supervising teachers/centre directors – about the issues involved in creating more collaborative approaches to the first year early childhood teacher education practicum at an Australian regional university. The collection of this feedback was part of a broader participatory action research project directed at maximising both the effectiveness of the pre‐service teachers' knowledge acquisition and meaning‐making and the sustainability of the partnership underpinning the practicum. The paper provides new insights into a hitherto under‐researched area, that of pre‐service early childhood teachers' professional learning experiences in child care contexts. It uses, as a basis, the work of Cardini. The main findings are that there are multiple viewpoints and competing interests, resulting in asymmetries, dissonance and the potential for conflict.     

终身教育理念背景下的澳大利亚职业与技术教育改革

20世纪澳大利亚职业与技术教育的改革深受终身学习与终身教育理念的影响,确立了特征鲜明的职业教育与培训的体制、机制以及教学培训的模式和评估标准。职业教育国家框架的建立明确了澳大利亚职业教育与培训与初等教育、中等教育以及高等教育的衔接关系。澳大利亚职业与技术教育的改革经验对我国发展职业教育、构筑终身教育体系具有重要的借鉴意义。     

终身学习法立法中应当关注的几个重要问题

教育部2006年职业教育工作要点已将推进“终身学习法”立法列入日程,考察各国各地已颁之终身学习法,虽有内容设计简明扼要,相关法规连贯、配套,教育措施刚性,细化政府职能等特点,但也存在对终身学习主体的权利义务规定较少,对法律责任的规定不很明确等缺陷。为此,建议我国终身学习法应扬长避短,在终身性、多样性、社会性、统一性等原则基础上,准确选择和安排终身学习法立法内容,以促进终身学习立法体系的构建和终身学习的发展。     

我国农村终身教育体系构建的价值、障碍及其对策

农村终身教育体系的构建具有有利于和谐社会的构建、学习型社会的构建等重要的价值,但是目前农村终身教育体系构建存在一些诸如农村终身教育理念淡薄等问题,因此需要在推进终身教育立法进程、资源建设,为农村终身教育体系构建奠定社会基础等方面寻找对策。     

The potential of teaching schools in enabling student teacher learning for the teaching profession

In 2011 the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa was promulgated. This framework proposes the establishment of teaching schools to strengthen pre-service teacher education. This study arises from this initiative. A generic qualitative study was undertaken to explore the views of research participants from selected teacher education institutions and schools in South Africa on the potential of teaching schools to enable student teacher learning for the teaching profession. The key findings are that teaching schools can potentially make a distinctive contribution towards enabling student teacher learning for the teaching profession through student teachers experiencing good teaching in a model environment and through coordinating experiences in coursework and at the school. The discussion of the findings points to the distinctive potentialities of teaching schools for strengthening teacher education. The notion of hybridity and third space is invoked as a heuristic to shed light on the developing of a true collaborative relationship between the teacher education institution and the teaching school for enabling student teacher learning for the teaching profession.     

《终身教育法》修正后韩国终身教育振兴政策的动向及特征

近10年来,从终身教育的立法到各项政策的推广实施,韩国终身教育领域出现了前所未有的变化。2007年修正的韩国《终身教育法》的公布不仅明确了终身教育的范围,而且也使中央与地方的职责与权限更加明确,并通过重组力图建构更加完善且有效率的终身教育行政与财政支援体制。为了振兴终身教育,韩国大力开展了相应的支援计划：终身学习城市支援计划;终身学习账户制度;终身学习中心大学培育计划;终身教育专业人员的培养及其能力提升计划等。呈现的特点：一是国家相关政策的制定与引导是推进终身教育的根本动力．足够的经费和人力资源支撑是必要条件。二是注重整合各类教育资源,特别是在建立多样的终身教育机构和设施等平台的同时,也注重发挥学校教育的作用。三是实施面向全员并开展全程的终身教育,特别注重增加弱势群体的教育机会。这次修正不仅促进了各自治团体终身教育基础设施的建设,提升了社区网络的发展水平,而且还建立了将学习成果运用于地方的循环体系,促进了国民对终身教育的理解及参与,推动了韩国社会的协调发展。     

终身学习视野下的基础教育改革

终身学习不仅包含着学习者学习权利与积极行动、追求心灵充实并体验快乐原则的个性诉求,也包含着政府的制度完善与机会提供、致力于经济发展并推进社会公平的社会性目的。终身学习思想对基础教育具有某种本质规定和内在要求,终身学习视野下基础教育改革的主要路径包括促进基础教育均衡发展、引导儿童快乐学习、成人的学习榜样示范和社会教育的辅助与补充作用。     

基于社会教育的韩国终身教育立法进程研究

韩国社会教育的实践对韩国教育和社会发展产生了非常重要的影响.随着终身教育理念的传人,韩国一系列针对正规教育体系和社会教育的改革都蕴含了终身教育的价值取向,在对<社会教育法>改革和扩充的基础上逐渐有了终身教育的实际内容,最终形成了<终身教育法>,成为继美国和日本之后第三个为终身教育立法的国家.     

Managing Messes and Coping with Uncertainty: reviewing training for teachers in post‐compulsory education and training

Abstract

Post‐compulsory teacher training in England has been under review, and standards developed by the Further Education Staff Development Forum were to be launched in January 1999 as a precursor to a mandatory qualification for teachers in further education in England and Wales. Until now, many further education colleges have worked in partnership with higher education institutions to run Certificate in Education programmes, which aim to develop both practical teaching skills and critical knowledge and understanding of teaching and learning in a post‐compulsory context. A review of one such programme is outlined here. In a context where further education teachers must help to widen participation and promote lifelong learning, it is argued that any new arrangements for initial teacher training and continuing professional development need to include ‘competence’ in the practical skills involved in teaching and learning, but must also go beyond this, and aim to develop critical knowledge and understanding of the changing context in which staff work. It is argued that turning the new Further Education National Training Organisation standards for further education teachers in England and Wales into a National Vocational Qualification (NVQ) is inadequate to this task. A strengthened partnership between further and higher education providers to develop more robust and coherent approaches to professional capability is advocated.     

国外终身教育立法启示——基于美、日、韩法规文本的分析

与国外发达国家终身教育法制化的现状相比,我国仍然处在滞后状态。即使有个别的地方性法规。也存在法律效应的局限性。因此。我国终身教育缺乏实质性的措施。研究和梳理国外终身教育立法经验,对我国国家层面终身教育立法具有重要意义。美国《终身学习法》没有刻意构建一个庞大而完整的终身教育体系,而是将“终身教育”的推动放置于某一个接近的范畴,以避免法规“空泛”的弊端,但此举削弱了终身教育在国民教育体系中的地位。日本《终身学习振兴法》被置于产业振兴的层面,但国家与政府为民众提供公益性的学习机会等涉及终身教育本质理念的内容,仍然没有得到应有的体现。韩国《终身教育法》是目前世界上比较完整的法规,但对于国民在终身教育中的主体地位重视不足。我国终身教育立法需要解决的主要问题是：保护公民的终身学习权,坚持以政府为主导,建立终身教育体系,架构终身教育“立交桥”,建设学分银行,设置终身教育机构和专职教育管理人员,将终身教育经费列入国家教育经费预算。     

农村中小学英语教师专业化路径新探

以广西河池农村中小学英语教师为例,探讨其专业化建设路径,主要是构建学习组织,夯实教师专业知识;创新培训模式,提升教师专业能力;倡导行动研究,提高教师教研水平;提倡终身学习,催生教师专业自觉;强化实践反思,促进教师成长发展;完善评价制度,生成教师幸福教育。     

如何从机制上保障公民终身教育权益的实现——有感于《上海市终身教育促进条例》

《国家中长期教育改革和发展规划纲要（2010--2020年）》对建立终身学习的学习型社会有明确的定位,如何从机制上保障公民接受终身教育,在我国建立学习型社会,《上海市终身教育促进条例》做了示范。     

Adult Education/Lifelong Learning Policies in Greece in the Early 2010s

This article argues that adult education/lifelong learning policies in Greece, as these are expressed by law 3879/2010 "Development of Lifelong Learning and Other Provisions," have the characteristics of the "statist" model of lifelong learning in Europe, namely strong governmental control and centralization. However, there are also characteristics of the "social partnership" model: regulations through a legal framework and stronger involvement of social partners and local government. Finally, under the influences of European education policy, a special emphasis in Greek policies is placed on the issues of accreditation/quality assurance and the formation of a qualifications framework. These issues are dominant in the market-driven systems of lifelong learning, are consistent with the model of "voluntary partnership," and stress the individualization of the responsibility for learning.     

A ‘Partnership in Teaching Excellence’: ways in which one school–university partnership has fostered teacher development

This paper reports on some of the factors that contribute to an effective partnership between an urban Australian university and a State Department of Education. The partnership, currently in its third year of implementation, entails as a key purpose the development of school Centres of Excellence which contribute to the preparation of pre-service teachers. The foundational aims of the partnership include addressing the gap between theory and practice, facilitating pre-service teacher recruitment and providing a guarantee of future employment for identified Faculty of Education students through the provision of pre-service teacher scholarships. Data for the study were collected via two program reviews, conducted at the end of the first and third years of the program. Findings point to ways in which the partnership has enhanced pre-service teacher engagement and learning and also indicate ways in which partners in both institutions might further strengthen the partnership.