The influence of an international context on a teacher educator’s knowledge, practice and identity

Michael David Phillips

The influence of an international context on a teacher educator’s knowledge, practice and identity

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

Abstract

The knowledge required by pre-service teachers has been explored by a range of researchers with many agreeing that contemporary pre-service teachers require technological, pedagogical and content knowledge. This chapter explores the influence of specific contexts on the forms of knowledge required for effective practice and suggests that teachers in the making need to be aware of the ways in which different contextual elements shape the use of knowledge as well as classroom practices.

Original language	English
Title of host publication	Narratives of Learning Through International Professional Experience
Editors	Angela Fitzgerald, Graham Parr, Judy Williams
Place of Publication	Singapore
Publisher	Springer
Pages	125-138
Number of pages	14
ISBN (Electronic)	9789811048678
ISBN (Print)	9789811048661
Publication status	Published - 2017

Keywords

Knowledge
Context
TPACK

Cite this

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The influence of an international context on a teacher educator’s knowledge, practice and identity. / Phillips, Michael David.

Narratives of Learning Through International Professional Experience. ed. / Angela Fitzgerald; Graham Parr; Judy Williams. Singapore : Springer, 2017. p. 125-138.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

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KW - TPACK

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The influence of an international context on a teacher educator’s knowledge, practice and identity

Abstract

Keywords

Other files and links

Building intercultural competence and professional confidence through collaboration in an Italian IPE

Mentoring-learning in a cross-language and cross-cultural framework: Australian pre-service teachers and Israeli mentor-teachers

Processes of practice and identity shaping teachers’ TPACK enactment in a community of practice

Cite this