Reimagining the School-University Partnership and the Role of the School-Based Professional Experience Coordinator: A New South Wales Case Study-Reference-Cited by-同舟云学术

Reimagining the School-University Partnership and the Role of the School-Based Professional Experience Coordinator: A New South Wales Case Study

Published:2022 Issue: Volume: Page:27-41
ISSN:
Container-title:School-University Partnerships—Innovation in Initial Teacher Education
language:
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Author:

Winslade Matthew^ORCID,Loughland Tony^ORCID,Eady Michelle^ORCID

Publisher

Springer Nature Singapore

Link

https://link.springer.com/content/pdf/10.1007/978-981-19-5057-5_3

Reference38 articles.

1. Action Now: Classroom Ready Teachers (2014). Teacher Education Ministerial Advisory Group (TEMAG). Retrieved at: https://www.studentsfirst.gov.au/teacher-educationministerialadvisory-group

2. Akkerman, S., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169.

3. Akkerman, S., & Bruining, T. (2016). Multilevel boundary crossing in a professional development school partnership, Journal of the Learning Sciences, 25(2), 240–284.

4. Allen, J. M., & Peach, D. (2007). Exploring connections between the in-field and on-campus components of a preservice teacher education program: A student perspective. Asia-Pacific Journal of Cooperative Education, 8, 23–36.

5. Australian Institute for Teaching and School Leadership. (AITSL). (2017). Australian professional standards for teachers. Retrieved at https://www.aitsl.edu.au/teach/standards

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