Reflecting on improving our practice : using collaboration as an approach to enhance first year transition in higher education

This paper is concerned with teacher collaboration in higher education. Specifically, it focuses on how a 'community of practice' emerged and developed during the process of enhancing first-year transition for pre-service teachers. It is written from the perspective of five teacher educato...

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Published inThe Australian journal of teacher education Vol. 34; no. 3; pp. 18 - 29
Main Authors Donnison, Sharn, Edwards, Debra, Itter, Diane, Martin, Dona, Yager, Zali
Format Journal Article
LanguageEnglish
Published Edith Cowan University 01.06.2009
Subjects
Australia
Communities of Practice
Cooperative programs
Educational Improvement
Educational Innovation
Educational Practices
Experiential Learning
First Year Seminars
First year students
Foreign Countries
Higher education
La Trobe University. Bendigo Campus
La Trobe University. School of Education
Learner Engagement
Learning communities
Preservice teacher education
Program Descriptions
School Holding Power
Secondary postsecondary transition
Student engagement
Student needs
Student teachers
Teacher Collaboration
Teacher cooperation
Teacher Education Programs
Teacher Educators
Teacher motivation
Teaching Methods
Transition
Transition programs
Transitional Programs
Australia
Bendigo (Vic)
Victoria
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Summary:This paper is concerned with teacher collaboration in higher education. Specifically, it focuses on how a 'community of practice' emerged and developed during the process of enhancing first-year transition for pre-service teachers. It is written from the perspective of five teacher educators and is situated within the literature of the first year in higher education and teacher collaboration. In this paper the authors describe how the process of conceptualising an innovative first-year teacher education program, designed to facilitate student retention and engagement, increased their own engagement, motivation and teaching practice. The authors' experiences suggest that collaboration in higher education is not only beneficial to those involved in a community of practice, but also enhances student engagement and transition. [Author abstract]
Bibliography:Refereed article. Includes bibliographical references.
AustJTeachEdu.jpg
Australian Journal of Teacher Education; v.34 n.3 p.18-29; June 2009
ISSN:0313-5373
1835-517X
1835-517X
DOI:10.14221/ajte.2009v34n3.2