Titlebook: Reconstructing the Work of Teacher Educators; Finding Spaces in Po Theresa Bourke,Deborah Henderson,Simone White Book 2022 The Editor(s) (i

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How Teacher Educators Do Policy: Enacting Primary Specialisationsterial and discursive facets of operationalising a science primary specialisation into practice. In this highly regulated space, the work of these two policy actors showed that despite being constrained by various factors such as the boundaries of accreditation, space for agentic ways of working ope

TAP

Keep Inquiring: A Collective Examination of Elementary Mathematics Specialist Preparationer time on the program. Findings focus on three inquiries, including those in . (2018), . (2020), and . (2021). Outcomes investigated included participants’ specialised content knowledge for teaching mathematics, mathematical beliefs, and instructional practices in classrooms, as well as their views

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BOLUS

Building Transdisciplinary Professional Practice Capabilities in Early Childhood Teacher Educationd university dietetics students in the early years? This qualitative research focused on collaborative partnerships between a peak Early Childhood Education and Care (ECEC) organisation and the Faculties of Education and Health within one urban Australian university, to develop a model of transdisci

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Collaborating to Work with and Against the Grain: Reshaping Outbound Mobility Programs (OMPs) in Pree engagement in flexible communication channels and dialogic reflections and learning. Findings from this study indicate that the success of the program rests on the mutual respect and trust built amongst the team members over time that enabled them to agentively shape it to meet the needs of pre-se

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Exploring the Impacts of a Teaching Performance Assessment on Australian Initial Teacher Education Ple in the final semester of a teacher education program supported or diminished their sense of agency. The study’s findings suggest that despite some initial reservations about incorporating a high-stakes capstone assessment in the final semester of teacher education programs, teacher educators and

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Method as an Opportunity for Collaborative Agency: An Australian Delphi Inquiry Into Teacher Educato teacher learning. This extensive list highlights the important role of teacher educators as agentic policy actors whose choices and priorities among a crowded field of possible assessment priorities impacts on the learning of pre-service teachers. The chapter concludes with an analysis of the chall

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Learning the ‘Emotional Rules’ of Teaching: Constructing the Emotionally Authentic Professional Selfchnocratic instrumentalism’. This new paradigm has reshaped what is of value in education, namely, rational performance-based targets achieved via the standardisation of curriculum, teaching methodologies and large-scale testing regimes. In line with these priorities, teacher education has been resh