1 Introduction: Practice theory and the theory of practice architectures.- 2 Learning Spaces and Practices for Participation in Primary School Lessons: A focus on classroom interaction.- 3 Learning Educational Theory in Teacher Education.- 4 Practice Architectures of Simulation Pedagogy: From fidelity to transformation.- 5 Infants' Practices: Shaping (and shaped by) the arrangements of early childhood education.- 6 Mentoring as Part of a Trellis of Practices that Support Learning.- 7 Using the Theory of Practice Architectures to Explore VET in Schools Teachers' Pedagogy.- 8 Collegial Mentoring for Professional Development.- 9 School Development in Tough Times.- 10 Leading as a Socially Just Practice: Examining educational leading through a practice lens.- 11 Provoking Praxis amidst a Faculty Restructure: A practice architecture perspective.- 12 Articulating the Practice Architectures of Collaborative Research Practice.- 13 Coming to 'Practice Architectures': A genealogy of the theory.- 14 Roads Not Travelled, Roads Ahead: How the theory of practice architectures is travelling.- 15 Transforming education and professional practice.
Kathleen Mahon is an Adjunct Research Fellow at the Research
Institute for Professional Practice, Learning and Education,
Charles Sturt University, Australia. She has taught in
universities, secondary schools and outdoor education centres in
Australia. Kathleen is a member of the Pedagogy Education and
Praxis (PEP) international research network and is actively
involved in cross-national projects related to teacher education
and higher education. Her research interests include educational
and research praxis, higher education pedagogy, the professional
learning of teachers, and practice theory. Kathleen’s doctoral
research examined how critical pedagogical praxis is nurtured in
higher education.
Susanne Francisco has worked in
universities, schools and Vocational Education and Training
organisations, and is currently a teacher educator in Adult and
Vocational Education at Charles Sturt University. She has held
research and professional development positions in the Australian
Commonwealth government. Her research interests include work-based
learning; mentoring; continuing professional learning; the learning
of casual employees; and leading teaching and learning in adult and
vocational education. Susanne is a member of the PEP international
research network.
Stephen Kemmis is Professor
Emeritus in the Research Institute for Professional Practice,
Learning and Education, Charles Sturt University, Wagga Wagga,
Australia. He is co-author with Wilfred Carr of Becoming Critical:
Knowledge, Education and Action Research (Falmer, 1986) and, with
Robin McTaggart and Rhonda Nixon, of The Action Research Planner:
Doing Critical Participatory Action Research (Springer, 2014). His
recent writings on the theories of practice architectures and
ecologies of practices include (with Wilkinson, Edwards-Groves,
Grootenboer & Bristol) Changing Practices, Changing Education
(Springer, 2014). Stephen is a member and co-founder of the PEP
international research network.
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