國立虎尾科技大學 |

School-based Partnerships in Teacher Education = A Research Informed Model for Universities, Schools and Beyond /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	School-based Partnerships in Teacher Education/ edited by Linda Hobbs, Coral Campbell, Mellita Jones.
其他題名:	A Research Informed Model for Universities, Schools and Beyond /
其他作者:	Hobbs, Linda.
面頁冊數:	XIX, 285 p. 14 illus.online resource. :
Contained By:	Springer Nature eBook
標題:	Teaching. -
電子資源:	https://doi.org/10.1007/978-981-13-1795-8
ISBN:	9789811317958

School-based Partnerships in Teacher Education = A Research Informed Model for Universities, Schools and Beyond /
School-based Partnerships in Teacher EducationA Research Informed Model for Universities, Schools and Beyond /[electronic resource] :edited by Linda Hobbs, Coral Campbell, Mellita Jones. - 1st ed. 2018. - XIX, 285 p. 14 illus.online resource.

Part 1 Framing the STEPS Project Partnership Theory and Practice -- 1 Theory and practice: The context of partnerships in teacher education -- 2 Science Teacher Education Partnerships with Schools (STEPS) -- 3 Models of School-based practice: Partnerships in Practice -- Part 2 STEPS Interpretive Framework as a partnership model -- 4 Linking theory and practice through partnerships -- 5 Representing Partnerships Practices -- 6 Growing University-School Partnerships -- 7 A Partnership Journey Narrative: The case of Damtru, Science Teacher Educator -- 8 Growing through partnerships -- 9 Sustaining School-University Partnerships: Threats, Challenges and Critical Success Factors -- Part 3 Application of the partnership model in other contexts -- 10 Teacher Education at Trinity University meets the STEPS Interpretive Framework -- 11 A New Zealand collaborative university-school partnership: Applying the STEPS framework -- 12 The case of the Catholic Teacher Education Consortium: Using the STEPS framework to analyse a school-university partnership -- 13 Negotiating partnerships in a STEM teacher professional development program: Applying the STEPS Interpretive Framework -- 14 Scientists and Mathematicians in Schools: CSIRO, Australia -- 15 Case studies exploring the applicability of the STEPS Interpretive Framework in other Professions -- 16 Visionary practice.

This book demonstrates school-based approaches to primary science teacher education. The models used involve partnerships between universities and primary schools to engage pre-service primary teachers in classroom teaching and learning that effectively connects theory with practice separate to the formal practicum arrangements. The book is a culmination of the research and collaboration of researchers from five Australian universities involved in the Science Teacher Education Partnerships with Schools (STEPS) project, funded by the Australian Government Office for Learning and Teaching. While the STEPS project focused on partnerships in primary science teacher education, a key strength of the partnership model (the STEPS Interpretive Framework) developed and explored in this book is its applicability for cross-case, national, international, and inter-state analyses of partnership practices. This is shown through a number of case studies where the STEPS Interpretive Framework is applied and evaluated in the context of other school- or learning-related partnerships. These broad-ranging analyses illustrate the relevance of the model to a range of settings, both within and outside of education.

ISBN: 9789811317958

Standard No.: 10.1007/978-981-13-1795-8doiSubjects--Topical Terms:

555255
Teaching.

LC Class. No.: LB1024.2-1050.75

Dewey Class. No.: 370.711

School-based Partnerships in Teacher Education = A Research Informed Model for Universities, Schools and Beyond /
LDR:04015nam a22004095i 4500 001 988043
003 DE-He213
005 20200701010028.0
007 cr nn 008mamaa
008 201225s2018 si | s |||| 0|eng d
020 $a 9789811317958 $9 978-981-13-1795-8
024 7 $a 10.1007/978-981-13-1795-8 $2 doi
035 $a 978-981-13-1795-8
050 4 $a LB1024.2-1050.75
050 4 $a LB1705-2286
072 7 $a JNMT $2 bicssc
072 7 $a EDU046000 $2 bisacsh
072 7 $a JNMT $2 thema
082 0 4 $a 370.711 $2 23
245 1 0 $a School-based Partnerships in Teacher Education $h [electronic resource] : $b A Research Informed Model for Universities, Schools and Beyond / $c edited by Linda Hobbs, Coral Campbell, Mellita Jones.
250 $a 1st ed. 2018.
264 1 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2018.
300 $a XIX, 285 p. 14 illus. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
505 0 $a Part 1 Framing the STEPS Project Partnership Theory and Practice -- 1 Theory and practice: The context of partnerships in teacher education -- 2 Science Teacher Education Partnerships with Schools (STEPS) -- 3 Models of School-based practice: Partnerships in Practice -- Part 2 STEPS Interpretive Framework as a partnership model -- 4 Linking theory and practice through partnerships -- 5 Representing Partnerships Practices -- 6 Growing University-School Partnerships -- 7 A Partnership Journey Narrative: The case of Damtru, Science Teacher Educator -- 8 Growing through partnerships -- 9 Sustaining School-University Partnerships: Threats, Challenges and Critical Success Factors -- Part 3 Application of the partnership model in other contexts -- 10 Teacher Education at Trinity University meets the STEPS Interpretive Framework -- 11 A New Zealand collaborative university-school partnership: Applying the STEPS framework -- 12 The case of the Catholic Teacher Education Consortium: Using the STEPS framework to analyse a school-university partnership -- 13 Negotiating partnerships in a STEM teacher professional development program: Applying the STEPS Interpretive Framework -- 14 Scientists and Mathematicians in Schools: CSIRO, Australia -- 15 Case studies exploring the applicability of the STEPS Interpretive Framework in other Professions -- 16 Visionary practice.
520 $a This book demonstrates school-based approaches to primary science teacher education. The models used involve partnerships between universities and primary schools to engage pre-service primary teachers in classroom teaching and learning that effectively connects theory with practice separate to the formal practicum arrangements. The book is a culmination of the research and collaboration of researchers from five Australian universities involved in the Science Teacher Education Partnerships with Schools (STEPS) project, funded by the Australian Government Office for Learning and Teaching. While the STEPS project focused on partnerships in primary science teacher education, a key strength of the partnership model (the STEPS Interpretive Framework) developed and explored in this book is its applicability for cross-case, national, international, and inter-state analyses of partnership practices. This is shown through a number of case studies where the STEPS Interpretive Framework is applied and evaluated in the context of other school- or learning-related partnerships. These broad-ranging analyses illustrate the relevance of the model to a range of settings, both within and outside of education.
650 0 $a Teaching. $3 555255
650 0 $a Professional education. $3 661057
650 0 $a Vocational education. $3 661062
650 0 $a Learning. $3 555256
650 0 $a Instruction. $3 1253701
650 0 $a Science education. $3 1151737
650 1 4 $a Teaching and Teacher Education. $3 783596
650 2 4 $a Professional & Vocational Education. $3 671695
650 2 4 $a Learning & Instruction. $3 670152
650 2 4 $a Science Education. $3 668800
700 1 $a Hobbs, Linda. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1208443
700 1 $a Campbell, Coral. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1208444
700 1 $a Jones, Mellita. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1202225
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9789811317941
776 0 8 $i Printed edition: $z 9789811317965
776 0 8 $i Printed edition: $z 9789811346873
856 4 0 $u https://doi.org/10.1007/978-981-13-1795-8
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)