Teacher educators speaking up: illuminating stories stifled by the iron-grip regulation of initial teacher education
Teacher educators speaking up: illuminating stories stifled by the iron-grip regulation of initial teacher education
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教师教育工作者发声：启发被初始教师教育的铁腕监管所扼杀的故事
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Kairen Call
中科院分区：
文献类型：
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作者：
R. Dwyer;A. Willis;Kairen Call
摘要本文旨在探讨在当前动荡和高度监管的政策环境中工作的教师教育工作者的生活经验。本文将简要概述过去10年来深刻塑造澳大利亚教师教育工作的政治和政策。我们写从我们自己的经验，作为三个积极教学的教师教育工作者，在区域昆士兰州与多样化和非传统的学生群体。我们试图通过一系列的叙述（重新）演示来阐明这些经验，提请注意我们所看到的关于制定政策改革的重要问题，特别注意对教师教育工作者和兼职教师的影响。
ABSTRACT This paper seeks to explore the lived experiences of teacher educators working in the midst of the current tumultuous and highly regulatory policy landscape. The paper will briefly outline the politics and policies that have profoundly shaped teacher educators’ work in Australia over the past 10 years. We write from our own experiences, as three actively-teaching teacher educators, working with a diverse and nontraditional student population in regional Queensland. We seek to illuminate these experiences through a series of narrative (re)presentations, drawing attention to what we see as important questions regarding the enactment of policy reforms, paying particular attention the impacts on teacher educators and preservice teachers.