Developing knowledge and leadership in pre-service teacher education systems
Data(s) |
01/12/2015
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Resumo |
Pre-service teacher education institutions are large and complex organizations, which are notoriously difficult to change. One factor is that many change efforts focus largely on individual pre-service teacher educators altering their practice. We report here on our experience using a model for effecting change, which views pre-service teacher education institutions and educators as a part of a much broader system. We identified numerous possibilities for, and constraints on, embedding change, but focus only on two in this paper: participants’ knowledge of change strategies and their leadership capacities. As a result of our study findings and researcher reflections, we argue that being a leader in an academic area within pre-service teacher education does not equate to leadership knowledge or skills to initiate and enact systems-wide change. Furthermore, such leadership capacities must be explicitly developed if education for sustainability is to become embedded in pre-service teacher education. |
Formato |
application/pdf |
Identificador | |
Publicador |
Cambridge Journals |
Relação |
http://eprints.qut.edu.au/82887/3/82887.pdf DOI:10.1017/aee.2015.24 Ferreira, Jo-Anne, Davis, Julie M., & Ryan, Lisa (2015) Developing knowledge and leadership in pre-service teacher education systems. Australian Journal of Environmental Education, 31(02), pp. 194-207. |
Direitos |
Copyright 2015 The Author(s) |
Fonte |
Children & Youth Research Centre; Faculty of Education; School of Early Childhood |
Palavras-Chave | #050203 Environmental Education and Extension #130103 Higher Education #130200 CURRICULUM AND PEDAGOGY #130313 Teacher Education and Professional Development of Educators #preservice teachers #change management #education for sustainability #leadership #educational leadership #education for sustainable development #HERN |
Tipo |
Journal Article |