Module three L3S210
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This module aims to extend understandings of teacher professionalism and the connection between educational research and practice. It discusses approaches to conceptualizing professionalism, including essentialist and socially constructed views. The module also explores the individual notion of "professionality" and how research can inform teaching practices to address challenges in education. Activities guide students to develop research strategies, mind maps, and presentations on their topic to link theory and practice.
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Module three L3S210
- 26. Modelling the process for topic exploration The Australian National Curriculum
Notas do Editor
- ideas: Need for a national curriculum; history; quality; consensus/co-operation; benefits/potential (avoid unnecessary duplication, smooth transitions between states; close gaps in academic standards & achievement between states; boost retention rates); aim of National Curriculum Board (synthesis of best elements); commonalities: language to report achievement, standards, types of skills; curriculum consistency; National approach = core (essential content & skills), nationally consistent assessment standards, shared language, and a common nomenclature for reporting achievement; Challenges: state defense of systems; membership of Board; teacher/union involvement
- Hindrances to the development of an extended professionality
- Strategies for the development of an extended professionality
- collaboration with school practitioners trusting, respectful and credible researcher-practitioner partnership with each making a unique contribution to issues under investigation; collaborative & co-constructivist approach; engagement in ongoing conversation; mutual ownership; mutually appropriate entry points for researcher, practitioner & school; no single model or blueprint, approach responsive to project
- ideas: Need for a national curriculum; history; quality; consensus/co-operation; benefits/potential (avoid unnecessary duplication, smooth transitions between states; close gaps in academic standards & achievement between states; boost retention rates); aim of National Curriculum Board (synthesis of best elements); commonalities: language to report achievement, standards, types of skills; curriculum consistency; National approach = core (essential content & skills), nationally consistent assessment standards, shared language, and a common nomenclature for reporting achievement; Challenges: state defense of systems; membership of Board; teacher/union involvement