Arnold, Julie (2015) Tracing the mindshift in preservice teachers: learning landscapes. PhD thesis, Victoria University.

Abstract

The search for quality and relevance in higher education curriculum drives educational reform. In 2004, research supporting an ‘Inquiry into the suitability of current preservice teacher education courses’ was presented to the Parliamentary Committee on Education and Training in Victoria (Victorian Parliament, Education and Training Committee 2005) and another in 2009 titled, ‘Inquiry into effective strategies for teacher professional learning’ Final report (Victorian Parliament, Education and Training Committee 2009). In response to this reconceptualisation of teacher education for the 21st century, questions have been raised by academics; and in this new context, debate and research are focussing on the hegemony of preservice teacher education (Shulman 1987; Cochran-Smith 2001; Loughran 2006). Reform of teacher education has been a focus of historical and contemporary community debate. The development of educational programs for teachers implies the generation of higher levels of thinking, metacognition and learning to enable preservice teachers to think about their own thinking (Pohl 2000). The aim of this research is to describe the layers of learning experiences and development involved in preservice teacher education and, in particular, to articulate a reflective pedagogical paradigm that is inherent in the process of becoming a reflective practitioner. Research into higher education plays a meaningful role by informing contemporary public debate and assisting in directing policy-makers in the development and optimisation of higher education.

Search Google Scholar

Repository staff login