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ERIC Number: EJ1226173
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Modeling Resilient and Adaptable Work-Integrated Learning Practice: The Importance of Learning Dispositions in Initial Teacher Education
Usher, Adam S.
International Journal of Work-Integrated Learning, v20 n2 p113-126 2019
Global industry requires resilience and adaptability to match the new fluid necessities of 21st Century reality. Learning as a finite suite of knowledge and skills at university to prepare for a static career is now anathema, with industry demanding constant new insight and innovation to meet the needs of an ever-changing global society. In the case of initial teacher education, however, programs that purposefully develop these capabilities are not prevalent, with knowledge and skills sets too often being presented as script and thus reinforcing static thinking and teaching practices. This paper explores qualitative data collected across a network of globally focused secondary schools in Denmark and presents a positive approach for cooperative work-integrated education (CWIE) educators and institutions in initial teacher education that is based on the explicit modeling of learning dispositions. Importantly, the approach can also be seen as being the basis for any practice across professional fields where resilience and adaptability are essential.
Descriptors: Resilience (Psychology), Vocational Adjustment, Preservice Teacher Education, Cooperative Education, 21st Century Skills, High School Teachers, Foreign Countries, Teacher Attitudes, Modeling (Psychology), Cooperating Teachers, Student Teaching
New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: email@example.com; Web site: https://www.ijwil.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Denmark