Introduction

Book chapter

Nuttall, Joce, Kostogriz, Alex, Jones, Mellita and Martin, Jenny. (2017). Introduction. In In Nuttall, Joce, Kostogriz, Alex, Jones, Mellita and Martin, Jenny (Ed.). Teacher education policy and practice : Evidence of impact, impact of evidence pp. vii-xii Springer. https://doi.org/10.1007/978-981-10-4133-4

Publication dates
Authors	Nuttall, Joce, Kostogriz, Alex, Jones, Mellita and Martin, Jenny
Editors	Nuttall, Joce, Kostogriz, Alex, Jones, Mellita and Martin, Jenny
Abstract	[Extract] This volume presents the second annual collaboration between Springer and the Australian Teacher Education Association examining contemporary policy and practice in teacher education. It is published amidst ongoing—and intensifying— debates about the impact of initial teacher education on pre-service teachers, classroom students, and teacher educators themselves. These debates raise questions not only about how the field of teacher education might demonstrate evidence of impact, but also the impact of evidence provided by teacher education research.
Page range	vii-xii
Year	2017
Book title	Teacher education policy and practice : Evidence of impact, impact of evidence
Publisher	Springer
Place of publication	Singapore, Singapore
ISBN	9789811041327
	9789811041334
Digital Object Identifier (DOI)	https://doi.org/10.1007/978-981-10-4133-4
Publisher's version	License All rights reserved File Access Level Controlled
Output status	Published
Online	03 May 2017
Print	2017
Publication process dates
Deposited	08 Jul 2022

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Kenny, John, Hobbs, Linda, Herbert, Sandra, Jones, Mellita, Chittleborough, Gail, Campbell, Coral, Gilbert, Andrew and Redman, Christine. (2014). Science teacher education partnerships with schools (STEPS) : Partnerships in science teacher education. Australian Journal of Teacher Education. 39(12), pp. 43 - 65. https://doi.org/10.14221/ajte.2014v39n12.4

Transformative learning in science education: Investigating pedagogy for action

Carter, Lyn, Rodriguez, Carolina Castano and Jones, Mellita. (2014). Transformative learning in science education: Investigating pedagogy for action. In In L. Bencze and S. Alsop (Ed.). Activist science and technology education pp. 531 - 545 Springer Science+Business Media Dordrecht. https://doi.org/10.1007/978-94-007-4360-1_30

Tensions between discourses of development, religion and human capital in early childhood education policy texts : The case of Indonesia

Formen, Ali and Nuttall, Joce. (2014). Tensions between discourses of development, religion and human capital in early childhood education policy texts : The case of Indonesia. International Journal of Early Childhood. 46(1), pp. 15 - 31. https://doi.org/10.1007/s13158-013-0097-y

Children’s Centre Coordinator Pedagogical Mentoring and Coaching Program Development Project

Nuttall, Joce. (2013). Children’s Centre Coordinator Pedagogical Mentoring and Coaching Program Development Project [Dataset]. Australian Catholic University. https://doi.org/10.26199/acu.8q674

The potential of developmental work research as a professional learning methodology in early childhood education

Nuttall, Joce. (2013). The potential of developmental work research as a professional learning methodology in early childhood education. Contemporary Issues in Early Childhood. 14(3), pp. 201 - 211. https://doi.org/10.2304/ciec.2013.14.3.201

Inter-professional work with young children in hospital: The role of 'relational agency'

Nuttall, Joce. (2013). Inter-professional work with young children in hospital: The role of 'relational agency'. The Early Years. 33(4), pp. 413 - 425. https://doi.org/10.1080/09575146.2013.830283

Lost in production: The erasure of the teacher educator in Australian university job advertisements

Nuttall, Joce, Brennan, Marie, Zipin, Lew, Tuinamuana, Katarina and Cameron, Leanne. (2013). Lost in production: The erasure of the teacher educator in Australian university job advertisements. Journal of Education for Teaching: international research and pedagogy. 39(3), pp. 329 - 343. https://doi.org/10.1080/02607476.2013.799849

Personalising learning in teacher education through technology

Jones, Mellita and McLean, Karen. (2012). Personalising learning in teacher education through technology. Australian Journal of Teacher Education. 37(1), pp. 75 - 92. https://doi.org/10.14221/ajte.2012v37n1.1

Challenges, opportunities, and capacity building in early childhood teacher education research in Australia and New Zealand

Nuttall, Joce. (2012). Challenges, opportunities, and capacity building in early childhood teacher education research in Australia and New Zealand. New Zealand Journal of Educational Studies. 47(1), pp. 65 - 78.

Creating a sustainable and supportive teaching practicum in rural and regional locations

Ryan, Josephine, Jones, Mellita and Walta, Caroline. (2012). Creating a sustainable and supportive teaching practicum in rural and regional locations. Australian and International Journal of Rural Education. 22(1), pp. 57 - 72.

Practicum assessment of culturally and linguistically diverse early childhood pre-service teachers

Nuttall, Joce and Ortlipp, Michelle. (2012). Practicum assessment of culturally and linguistically diverse early childhood pre-service teachers. European Early Childhood Education Research Journal. 20(1), pp. 47 - 60. https://doi.org/10.1080/1350293X.2012.650011

The use of video technology to enhance research capacity to meet scientific and moral criteria for evaluation for discursive psychological studies in education

Martin, Jenny and Clarke, David. (2012). The use of video technology to enhance research capacity to meet scientific and moral criteria for evaluation for discursive psychological studies in education. Joint AARE/APERA Inernational Conference. Sydney, NSW, Australia 2012 Australian Association for Research in Education. pp. 1-11

Continuing professional learning in the Asia-Pacific region: tensions and opportunities in teacher knowledge and the governance of education

Nuttall, Joce, Seddon, Terri and Phan, Hien TT. (2012). Continuing professional learning in the Asia-Pacific region: tensions and opportunities in teacher knowledge and the governance of education. In In C. Day (Ed.). The Routledge International Handbook of Teacher and School Development pp. 293 - 301 Routledge. https://doi.org/10.4324/9780203815564

Science students’ classroom discourse : Tasha’s umwelt

Martin, Jenny. (2012). Science students’ classroom discourse : Tasha’s umwelt. Research in Science Education. 42(2), pp. 233-259. https://doi.org/10.1007/s11165-010-9195-0

Multi-theoretic approaches to understanding the science classroom

Clarke, David, Xu, Li Hua, Arnold, Jenny, Seah, Lay Hoon, Hart, Christina, Tytler, Russell and Prain, Vaughan. (2011). Multi-theoretic approaches to understanding the science classroom. The ESERA 2011 Conference : Science learning and Citizenship. Université de Lyon, Lyon, France 05 - 09 Sep 2011 Lyon, France: European Science Education Research Association. pp. 26-40

Supervision and assessment of the early childhood practicum : experiences of pre-service teachers who speak English as a second language and their supervising teachers

Ortlipp, M. and Nuttall, Joce. (2011). Supervision and assessment of the early childhood practicum : experiences of pre-service teachers who speak English as a second language and their supervising teachers. Australasian Journal of Early Childhood. 36(2), pp. 87 - 94.

Collaborative partnerships: A model of professional learning in primary science for practising and preservice teachers

Jones, Mellita M.. (2010). Collaborative partnerships: A model of professional learning in primary science for practising and preservice teachers [Thesis]. https://doi.org/10.4226/66/5a95f73ec682f

Learning to teach in the early years classroom

Blaise, Mindy and Nuttall, Joce. (2010). Learning to teach in the early years classroom Oxford University Press.

Enhancing student motivation and their sense of feeling valued through a vertical re-structuring of the curriculum

Jones, Mellita. (2009). Enhancing student motivation and their sense of feeling valued through a vertical re-structuring of the curriculum. Curriculum Perspectives. 29(3), pp. 46 - 67.

Professional learning in early childhood settings

Edwards, Susan and Nuttall, Joce. (2009). Professional learning in early childhood settings Sense Publishers.

Introduction to Professional learning in early childhood settings

Edwards, Susan and Nuttall, Joce. (2009). Introduction to Professional learning in early childhood settings. In Professional learning in early childhood settings pp. 1 - 8 Sense Publishers.

Structure, agency, and artefacts: Mediating professional learning in early childhood education

Nuttall, Jocelyn Grace, Coxon, Lisa and Read, Sarah. (2009). Structure, agency, and artefacts: Mediating professional learning in early childhood education. In In S. Edwards and J. Nuttall (Ed.). Professional learning in early childhood settings pp. 97 - 114 Sense Publishers.

Macropolitical forces and micropolitical realities: implementing Te Whariki

Hedges, Helen and Nuttall, Jocelyn Grace. (2008). Macropolitical forces and micropolitical realities: implementing Te Whariki. In In A. C. Grasesser (Ed.). Nga kaupapa here: Connections and contradictions in education pp. 77 - 87 Cengage Learning Asia Pte Ltd.

Collaborative partnerships: A model for science teacher education and professional development

Jones, Mellita. (2008). Collaborative partnerships: A model for science teacher education and professional development. Australian Journal of Teacher Education. 33(3), pp. 61 - 76. https://doi.org/10.14221/ajte.2008v33n3.5

Research into initial teacher education in Australia: A survey of the literature 1995-2004

Murray, Sally, Nuttall, Joce and Mitchell, Jane. (2008). Research into initial teacher education in Australia: A survey of the literature 1995-2004. Teaching and Teacher Education. 24(1), pp. 225 - 239. https://doi.org/10.1016/j.tate.2007.01.013

Stories in ICT professional development

McNamara, Sue, Jones, Mellita and McLean, Karen. (2007). Stories in ICT professional development. In Partnerships in ICT Learning Study: Case Studies Department of Education, Employment, and Workplace Relations.

Theory, policy, and practice: Three contexts for the development of Australasia’s early childhood curriculum documents

Nuttall, Joce and Edwards, Suzy. (2007). Theory, policy, and practice: Three contexts for the development of Australasia’s early childhood curriculum documents. In In L. Keesing-Styles and H. Hedges (Ed.). Theorising early childhood practice : emerging dialogues pp. 77 - 88 Pademelon Press.

Expanding intersubjectivity: The potential of Bakhtinian dialogism to inform narrative assessment in early childhood education

White, Jayne and Nuttall, Joce. (2007). Expanding intersubjectivity: The potential of Bakhtinian dialogism to inform narrative assessment in early childhood education. First Years Nga Tau Tuatahi. 9(1), pp. 21 - 25.

Fieldwork supervision: A space for professional learning

Nuttall, Joce, Doecke, Brenton, Berry, Amanda, Illesca, Bella and Mitchell, Jane. (2007). Fieldwork supervision: A space for professional learning. In Changing perspectives on professional learning: Professionalism, identities and practice pp. 37 - 52 Sense Publishers. https://doi.org/10.1163/9789087901257_005

Changing research contexts in teacher education in Australia: Charting new directions

Nuttall, Joce, Mitchell, Jane and Seddon, Terri. (2006). Changing research contexts in teacher education in Australia: Charting new directions. Asia-Pacific Journal of Teacher Education. 34(1), pp. 321 - 332. https://doi.org/10.1080/13598660600927224

Listening to Ngaire: Teacher negotiation of the personal and the institutional in childcare.

Nuttall, Joce. (2006). Listening to Ngaire: Teacher negotiation of the personal and the institutional in childcare. Teachers and Teaching: Theory and Practice. 12(2), pp. 139 - 150. https://doi.org/10.1080/13450600500467316

Strategic Partnerships in ICT :a model of Professional Development shifting the focus of ICT as a vehicle for learning

McLean, Karen, McNamara, Sue and Jones, Mellita. (2006). Strategic Partnerships in ICT :a model of Professional Development shifting the focus of ICT as a vehicle for learning. IT's up here for thinking! ACEC 2006 Conference Proceedings. Cairns, Australia: Australian Computers in Education Conference. pp. 1 - 6

Teacher education: What are its prospects?

Mitchell, Jane, Murray, Sally and Nuttall, Joce. (2006). Teacher education: What are its prospects? In In B. Doecke, M. Howie and W. Sawyer (Ed.). Only connect: English teaching, schooling and community pp. 321 - 334 Wakefield Press.

Co-operating teachers' perspectives under scrutiny: A comparative analysis of Australia and Canada

Mitchell, Jane, Clarke, Anthony and Nuttall, Joce. (2006). Co-operating teachers' perspectives under scrutiny: A comparative analysis of Australia and Canada. Asia-Pacific Journal of Teacher Education. 35(1), pp. 5 - 25. https://doi.org/10.1080/13598660601111109

Re-engaging students in their learning through middle-school reform: A case study evalution of a vertically structured curriculum

Jones, Mellita M.. (2005). Re-engaging students in their learning through middle-school reform: A case study evalution of a vertically structured curriculum [Thesis]. https://doi.org/10.4226/66/5a94b3215e4b6