What some researchers have said in their contributions to this book:
Our greatest challenge was to bridge the gap between students’ conceptual knowledge
and the practical applications of that knowledge. ... our candidates must be ready
to teach upon their first teaching assignment. (Peggy Saunders and Forrest
Crawford, USA)
... research has the potential of not only informing but also supporting teacher
practice and pre-service education programmes. (Debra Panizzon, Australia)
... little is currently published about research into international professional
practice doctorates ... the findings identified thus far will inform our thinking
on the nature of such a doctorate ... (Julia Ibbotson, et al., England and
Israel)
Our goal is to prepare teachers who are emotionally and intellectually better prepared
to embrace the challenges of their chosen profession over the course of a long and
rewarding career. (Caroline Riches and Fiona Benson, Canada)
... action research enabled a change of practice and motivated me to sustain the
acquired practice. (Sesutho Kesianye, Botswana)
... the Niitsitapi [first nation] Teacher Education Program was a long process that
... required the University community to think in different ways ... (Cathy
Campbell, Canada)
Every child has dreams that may never be fulfilled, especially for females in PNG.
By ensuring that every child has access to quality learning, we lay the foundation
for growth, transformation, innovation, opportunity and equality. (Teng
Waninga, et al., Papua New Guinea)
But we still have the initial problem: what exactly was it in this childhood experience
of Vygotsky’s that inspired his interest in child development and associated pedagogy?
(Kelvin McQueen, Australia)
There were alternating experiences of a struggle to make sense of theories and data
and sudden insights into personal practice and working together in this new way—and
these occurred at different times for different individuals. (Murray Fletcher
and Gael Donaghy, New Zealand)
... teacher educators seem to have lost their voice in arguing for—and helping to
shape—the kinds of schools and education that will allow teachers to practice well
and children to learn and thrive. (Jim Greenberg, USA)
|
Cost of the book
This publication is priced at $AU 27.50 incl. GST Postage and packaging costs are
extra (details on URL below).
Enquiries
For enquiries regarding the book contact the editors:
Purchase Details
To purchase a copy of INTERNATIONAL RESEARCH in TEACHER EDUCATION: Current Perspectives
by credit card use the secure online ordering URL below:
URL:
https://www.conferencecompany.com.au/iste/bookorderform.php
Mail: UNE Conference Company
UNE, Armidale, NSW, 2351
Australia
Fax: 61 2 6773 3766
E-Mail: confco@une.edu.au
About the Editors
John Maurer and Warren Halloway, the book’s editors, have between them more than
60 years of involvement in teacher education. This experience has extended internationally
to developing countries, particularly Papua New Guinea, where the appetite and need
for education resources is great. Both John and Warren are Fellows of the Australian
College of Educators where they have been recognised for their respective contributions
to teacher education.
- The Hon Dr Richard Torbay, MP; Speaker of the Legislative Assembly
of NSW; Chancellor, University of New England
|