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An inquiry, case based approach to teacher education : findings and implications

journal contribution
posted on 06.12.2017, 00:00 by R Ewing, David Smith, Michael Horsley
Inquiry and case based approaches to professional education have been popular in Australian universities during the last decade. These approaches use cases, issues and/or problems derived from everyday practice as a basis for learning about a profession within a context of the learners taking a major responsibility for decisions about their own learning. This article uses the experiences of the Master of Teaching (M.Teach) degree at the University of Sydney in Australia to consider the advantages and limitations of inquiry and cases as the foundation for pre service teacher education. It draws own evaluation and case study data to reflect on the use of cases to prepare teachers to work in a post-industrial context.

History

Volume

6

Issue

2

Start Page

46

End Page

56

Number of Pages

11

ISSN

1441-9319

Location

Sydney, NSW

Publisher

University of Sydney

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

University of Sydney;

Era Eligible

Yes

Journal

Change : transformations in education.

Exports

CQUniversity

Exports