Conference paper
Reframing the Research and Work Skills Development Framework Facets to Support Becoming a Teacher
Proceedings of the 2017 International Conference on Models of Engaged Learning and Teaching, pp.1-10
International Conference on Models of Engaged Learning and Teaching (I-MELT), 2017 (Adelaide, Australia, 11-Dec-2017–13-Dec-2017)
University of Adelaide
2017
Abstract
Attrition in the education profession is increasing, and this is putting pressure on teacher education programs to adapt and focus on work-ready graduates. Professional experience placements have a long history in teacher education, and there has often been a focus on assessing the cognitive aspect of professional practice. This emphasis has emerged in response to the requirement for graduates to achieve a set of largely cognitive standards as a measure of their readiness for the profession. The purpose of this paper is to reframe the facets of the Research Skills Development (RSD) and Work Skill Development (WSD) frameworks to integrate and identify the connections between the cognitive and affective domain within the context of teacher education. The facet reframing will draw on the Work Readiness Scale (WRS) currently used to assess health professionals for entry into the workforce. The current framing of language within the RSD, WSD, and WRS lacks the connectedness required to support teacher educators to develop cognitive and affective aspects required for work ready graduates. Hence, a hybrid reframing of the six facets has been developed to support teacher educators to develop programs that evidence a fluid connection between cognitive and affective aspects of becoming a teacher. Further research will explore the breadth of student journeys to becoming a teacher and developing their work readiness from the commencement of their program through to graduation.
Details
- Title
- Reframing the Research and Work Skills Development Framework Facets to Support Becoming a Teacher
- Authors
- Deborah Heck (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
- Contributors
- J Willison (Editor)
- Publication details
- Proceedings of the 2017 International Conference on Models of Engaged Learning and Teaching, pp.1-10
- Conference details
- International Conference on Models of Engaged Learning and Teaching (I-MELT), 2017 (Adelaide, Australia, 11-Dec-2017–13-Dec-2017)
- Publisher
- University of Adelaide
- Date published
- 2017
- Copyright note
- Copyright © 2017 The Authors. This work is licensed under a Creative Commons Attribution (CC-BY) License.
- Organisation Unit
- School of Education - Legacy; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99450310602621
- Output Type
- Conference paper
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