Reportgreen2014

Best Practice Teacher Education Programs and Australia’s Own Programs

Lawrence Ingvarson · Kate Reid · Sarah Buckley · Elizabeth Kleinhenz · Geoff N Masters · GLENN L. ROWLEY

106 citations0/0 files storedACEReSearch Repository (Australian Council for Educational Research)

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Teacher Education and Leadership Studies Evaluation of Teaching Practices Teacher Education and Assessments

Abstract

This report was prepared by the Australian Council for Educational Research (ACER) to support the work of the Teacher Education Ministerial Advisory Group (TEMAG). ACER was requested to undertake evidence-based research and benchmarking of world’s best practice teacher education programs against Australia’s own programs, which included: (a) identifying best practice principles for the design, delivery and assessment of teacher education programs; and (b) articulating the features of teacher education programs that most effectively support successful transition to effective practice.

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References

1986Those Who Understand: Knowledge Growth in Teaching 1987Knowledge and Teaching:Foundations of the New Reform 2008Content Knowledge for Teaching 2005Preparing teachers for a changing world: what teachers should learn and be able to do 2005Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement 2006Constructing 21st-Century Teacher Education 2004The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data 2009Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress

Cited by

2020Investigating special education teachers knowledge and skills: Preparing general teacher preparation for professional development 2019Online initial teacher education: a systematic review of the literature 2022Using a Systems Perspective to Develop Underlying Principles for Systemic Educational Reform

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