Personalising Learning in Teacher Education
This volume sheds light on debates about personalised learning in teacher education by exploring the popular emergence of personalising learning in education and hence its significance in teacher education in the 21st century. It examines personalising le
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Personalising Learning in Teacher Education
Mellita Jones • Karen McLean
Personalising Learning in Teacher Education
Mellita Jones Australian Catholic University Ballarat, VIC, Australia
Karen McLean Australian Catholic University Ballarat, VIC, Australia
ISBN 978-981-10-7928-3 ISBN 978-981-10-7930-6 (eBook) https://doi.org/10.1007/978-981-10-7930-6 Library of Congress Control Number: 2017964510 © Springer Nature Singapore Pte Ltd. 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd. part of Springer Nature. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore
Foreword
An inquiry into education does not begin merely in an experience of curiosity, but rather with a tangible sense of its problematic nature. Many educational researchers have developed their standpoints on learning and teaching practices from the idea of emancipatory and democratic education that empowers people’s agency and participation in all the spheres of social-political life, including their capabilities to live and learn with others. The project of building an educated and democratic society through schooling has been inherently difficult to achieve in so far as, according to Illich (1973, p. 9), policymakers, teachers and students continue to confuse “teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new”. This view of education as schooling has intensified over the last three decades, in particular with the rise of neo-liberal policies of educational accountability and standards-based reforms. Today, the standardisation of schooling and teacher education and the accountability of teac
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