{"title":"成为一名“课堂准备”老师意味着什么?","authors":"Lindsay Graieg","doi":"10.55254/1835-1492.1425","DOIUrl":null,"url":null,"abstract":"Questioning what it might mean to be a ‘classroom ready’ teacher is prompted by the process of developing a Master of Teaching program for submission to TEQSA on behalf of a Christian tertiary provider. A challenge to compliance is understood as emerging from within a worldview derived from the story of the Bible, a perspective which creates space to observe difference, particularly in relation to teacher identity and the purpose of schooling.","PeriodicalId":171026,"journal":{"name":"TEACH Journal of Christian Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"What it Might Mean to be a ‘Classroom Ready’ Teacher?\",\"authors\":\"Lindsay Graieg\",\"doi\":\"10.55254/1835-1492.1425\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Questioning what it might mean to be a ‘classroom ready’ teacher is prompted by the process of developing a Master of Teaching program for submission to TEQSA on behalf of a Christian tertiary provider. A challenge to compliance is understood as emerging from within a worldview derived from the story of the Bible, a perspective which creates space to observe difference, particularly in relation to teacher identity and the purpose of schooling.\",\"PeriodicalId\":171026,\"journal\":{\"name\":\"TEACH Journal of Christian Education\",\"volume\":\"2 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"TEACH Journal of Christian Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.55254/1835-1492.1425\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"TEACH Journal of Christian Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.55254/1835-1492.1425","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
What it Might Mean to be a ‘Classroom Ready’ Teacher?
Questioning what it might mean to be a ‘classroom ready’ teacher is prompted by the process of developing a Master of Teaching program for submission to TEQSA on behalf of a Christian tertiary provider. A challenge to compliance is understood as emerging from within a worldview derived from the story of the Bible, a perspective which creates space to observe difference, particularly in relation to teacher identity and the purpose of schooling.
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