21,102 research outputs found
Stepping out into the real world of education : an introduction
No full text‘Stepping out into the real world of Education’ has been written to complement ‘Transitioning to the real world of Education’ (Millwater & Beutel, 2008). Both books are aimed at strategising the transition you are experiencing, from preservice teacher to professional educator, through issues that you will face as early career teachers from any specialist teaching strand - early childhood, primary, middle or secondary. ‘Transitioning to the real world of Education’ (Millwater & Beutel, 2008) addressed the particularities and practicalities of professional standards, life-long learning, teaching for diversity, values-education, teacher/student relationships, teaching in a digital age and teacher burnout. This text aligns with these and explores other areas, in recognition that your early career phase is the pivotal point of how much you commit to being a teacher in the long term
Transitioning to the real world of education : an introduction
No full textThe transition from student teacher to teacher of students is a significant phase in the professional lives of teachers with the quality of these initial experiences impacting significantly on teacher retention in the profession and later career development (Department of Education Science and Training [DEST], 2002). The support provided to teachers during this critical phase of their development lays the foundations for the quality of their professional experiences and their continued professional learning (Carter & Francis, 2001). This book has been designed to facilitate the transition to the real world of professional practice by providing some words of wisdom and practical guidance and support for early career teachers and graduating teacher education students
Transitioning to practice across the professions : some lessons from the teaching profession
No full textAcross the professions, there is strong interest in the transition between graduation and early stages of professional practice. Our initial literature search revealed that this period of transition is significant to professions that include nursing, vets, midwives, financial planners, lawyers, occupational therapists, doctors as well as our particular area of interest - teachers. This importance is easy to understand for in these applied fields new graduates need to be competent in applying and synthesizing their theoretical content knowledge on a daily basis, often with limited supervision and mentoring (Goetz, Tombs & Hampton, 2005). As such, this transition period is of critical importance to the individual and their feelings of competence and early profession learning. An added layer for graduates in these professions during this transition/probation period is that they are also expected to have well-developed 'soft skills' such as communication, problem solving, and teamwork (Oblinger & Verville, 1998; Rao & Sylvester, 2000) in order to be effective in their roles
Perspectives on practical experiences in professional education : an editorial and introduction
No full textHow important are the practical experiences through which our neophyte professionals are prepared for the real world of work? P. E. P. E. (Practical Experiences in Professional Education) Inc has generated this book with, not only, the aim of disseminating knowledge through networks within the professional silos of distinctive disciplines but to generate a space and platform for generic concepts and practices that can be examined and incorporated across many disciplines.\ud
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Mentoring, ethics and transitioning into the profession are explored in the book but each chapter illustrates how PEPE Inc has within its community a culture of engagement, experimentation and deep thinking that connects all aspects of learning in the field. Ken Zeichner’s research clearly shows that field experiences are important occasions for professional learning rather than merely times for pre-service candidates to demonstrate or apply things previously learned. Susan Groundwater-Smith acknowledges PEPE Inc on being a leader in supporting the evolution of a developmental practicum curriculum in the initial education of professionals, mainly in the field of education, but also with respect to the preparation of health and allied professionals, those preparing to become social workers and even in professional practices such as engineering and architecture
Student relationships : democratic classrooms
No full textDemocratic classrooms are learning environments that move students from being mere “tourists,” to active and engaged “citizens” with a voice in their own learning community (Frieberg, 1996). The positive impact of creating a democratic learning environment on both academic learning and behavioural outcomes is well documented within the literature (Birch & Ladd, 1997; Deiro, 1996; Murray, 2002; Murray & Pianta, 2007; Pianta, 1999). The key question seems to be: How can this be achieved while still maintaining a classroom that is well managed, effective and inclusive of all learners? Historically, most classroom environments were founded on strong hierarchical structures that relied heavily on teacher control and authority. Democratic classroom models have moved to include students as collaborative partners in the learning environment and aim to involve students in classroom decisions such as: the establishment of classroom rules and expectations, their own learning and behaviour, classroom processes and planning for curriculum and assessment (Pryor, 2002, 2004). In such classrooms, the focus is on quality working relationships both between teacher and student and student with fellow students. In this chapter we will discuss the theoretical frameworks that support democratic classrooms and how these can be successfully applied to classroom practice
Fast alarm broadcasting in critical event monitoring using wireless sensor networks
Full text linkIn mission-critical applications such as battlefield reconnaissance or industrial safety and security, a large number of sensor nodes are deployed in a large area to detect and report event related information to the end-users. When a critical event in the monitoring region is detected by a node, alarm should be broadcast to all the other nodes in the neighborhood. As the sensor nodes are expected to work for a long time without recharging their batteries, a sleep scheduling is always used during the monitoring process. However, sleep scheduling will cause serious delays in large scale Wireless Sensor Networks (WSNs), because sensor nodes always have to wait for the receiver nodes to wake up before being able to transmit packets to them. Therefore, a delay-efficient sleep scheduling needs to be designed for critical event monitoring, which can guarantee low broadcasting delay for all the nodes in the network
Teaching to diversity : teaching students who have culturally and linguistically diverse backgrounds
No full textThis chapter will examine variables for new teachers to consider in relation to teaching students who have culturally and linguistically diverse backgrounds. In essence everyone has a cultural and linguistic background; however, in today’s schools there is a growing diversity of student backgrounds that are different to that of a perceived “traditional,” monolingual, mono-cultural background of mainstream Australia. Today we find a new Australia that celebrates the diversity of its multiculturalism. Thirty years ago most Australian would not be dining out on Thai cuisine or drinking café latte; today these are in the mainstream. Thirty years ago most people would not have chosen to leave Australia to go on holidays; today many do. Australian society is changing along with the global trend of human movement that brings to our shores a meeting of a range of cultures and languages. These changes are reflected in the classroom
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