A Synthesis of Practice Applications in Teacher Education

  • Mellita Jones
  • Karen McLean


This chapter examines the cogent features of the practice examples of personalising learning in teacher education that have been depicted in the second part of this book. The key practices that appear to provide successful achievement of each of the four tenets for personalising learning: Learner as Central, Communities of Collaboration, ICT and Lifelong Learning are synthesised and presented. Taken together, the sections comprising this chapter provide a synthesis of practice that informs the emergence of a guide for visualising personalising learning in teacher education.


  1. Appleton, K. (1995). Student teachers’ confidence to teach science: Is more science knowledge necessary to improve self-confidence? International Journal of Science Education, 17(3), 357–369.CrossRefGoogle Scholar
  2. Aspland, T. (2006). Changing patterns of teacher education in Australia. Educational Research and Perspectives, 33(2), 140–163.Google Scholar
  3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice-Hall.Google Scholar
  4. Barab, S., & Duffy, T. (2012). From practice fields to communities of practice. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (2nd ed., pp. 29–65). New York: Routledge.Google Scholar
  5. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). New York: Open University Press.Google Scholar
  6. Bloom, B. (Ed.). (1956). Taxonomy of educational objectives. Book I: The cognitive domain. New York: Longman.Google Scholar
  7. Brandenburg, R., Glasswell, K., Jones, M., & Ryan, J. (Eds.). (2017). Reflective theory and practice in teacher education. Singapore: Springer.Google Scholar
  8. Darling-Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programs. San Francisco: Wiley.Google Scholar
  9. Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press.CrossRefGoogle Scholar
  10. Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.Google Scholar
  11. Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching, 15(2), 273–289.CrossRefGoogle Scholar
  12. Gunter, H., Hall, D., & Mills, C. (Eds.). (2014). Education policy research: Design and practice at a time of rapid reform. London: Bloomsbury Publishing.Google Scholar
  13. Herrington, J., Ostashewski, N., Reid, D., & Flintoff, K. (2014). Mobile technologies in teacher education: Preparing pre-service teachers and teacher educators for mobile learning. In M. Jones & J. Ryan (Eds.), Successful teacher education: Partnerships, reflective practice and the place of technology (pp. 137–151). Rotterdam: Sense Publishers.Google Scholar
  14. Jones, M., & Ryan, J. (2014). Successful and ‘transferable’ practice. In M. Jones & J. Ryan (Eds.), Successful teacher education: Partnerships, reflective practice and the place of technology (pp. 177–194). Rotterdam: Sense Publishers.Google Scholar
  15. Kazempour, M. (2014). I can’t teach science! A case study of an elementary pre-service teacher's intersection of science experiences, beliefs, attitude, and self-efficacy. International Journal of Environmental and Science Education, 9(1), 77–96.Google Scholar
  16. Keamy, R. K., Nicholas, H., Mahar, S., & Herrick, C. (2007). Personalising education: From research to policy and practice. (Paper No. 11. Office of Education Policy and Innovation). Melbourne: Department of Education and Early Childhood Development.Google Scholar
  17. Korthagen, F. (2011). Making teacher education relevant for practice: The pedagogy of realistic teacher education. Orbis Scholae, 5(2), 31–50.CrossRefGoogle Scholar
  18. Korthagen, F. (2016). Pedagogy of teacher education. In J. Loughran & M. Hamilton (Eds.), International handbook on teacher education (Vol. 1, pp. 311–346). Singapore: Springer.CrossRefGoogle Scholar
  19. Kosnik, C. (2001). The effects of an inquiry oriented teacher education program on a faculty member: Some critical incidents and my journey. Reflective Practice: International and Multidisciplinary Perspectives, 2(1), 65–80.
  20. Kruse, J. W. (2013). Implications of the nature of technology for teaching and teacher education. In M. P. Clough, J. K. Olson, & S. Niederhauser (Eds.), The nature of technology: Implications for learning and teaching (pp. 345–370). Rotterdam: Sense Publishers.CrossRefGoogle Scholar
  21. Land, S., Hannafin, M., & Oliver, K. (2012). Student-centered learning environments: Foundations, assumptions and design. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (2nd ed., pp. 3–25). New York: Routledge.Google Scholar
  22. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation (learning in doing: Social, cognitive and computational perspectives). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  23. Le Cornu, R., & Ewing, R. (2008). Reconceptualising professional experiences in pre-service teacher education… reconstructing the past to embrace the future. Teaching and Teacher Education, 24(7), 1799–1812.CrossRefGoogle Scholar
  24. Lortie, D. C. (1975). Schoolteacher. Chicago: Chicago University Press.Google Scholar
  25. Loughran, J. (2006). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. Abingdon: Routledge.Google Scholar
  26. Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271–283.CrossRefGoogle Scholar
  27. Loughran, J., & Hamilton, M. (2016). Developing an understanding of teacher education. In J. Loughran & M. Hamilton (Eds.), International handbook on teacher education (Vol. 1, pp. 3–22). Singapore: Springer.CrossRefGoogle Scholar
  28. Manyika, J. (2016). Technology, jobs and the future of work. Briefing note prepared for the fortune Vatican forum December 2016. McKinsey Global Institute.Google Scholar
  29. Newhouse, C. P. (2015). When does technology improve learning? In M. Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and critical questions (pp. 197–213). Melbourne: Cambridge University Press.Google Scholar
  30. Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York: Basic Books.Google Scholar
  31. Patrick, C.-J., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2008). The WIL [Work Integrated Learning] report: A national scoping study [Australian Learning and Teaching Council (ALTC) final report]. Brisbane: Queensland University of Technology. Retrieved from and
  32. Romeo, G., Edwards, S., McNamara, S., Walker, I., & Ziguras, C. (2003). Touching the screen: Issues related to the use of touchscreen technology in early childhood. British Journal of Educational Technology, 34(3), 329–339.CrossRefGoogle Scholar
  33. Saribas, D. (2015). Investigating the relationship between pre-service teachers’ scientific literacy, environmental literacy and life-long learning tendency. Science Education International, 26(1), 80–100.Google Scholar
  34. Selwyn, N. (2012). Education in a digital world. London: Routledge.Google Scholar
  35. Smit, K., de Brabander, C., & Martens, R. (2014). Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation. Scandinavian Journal of Educational Research, 58(6), 695–712.CrossRefGoogle Scholar
  36. Swennen, A., Lunenberg, M., & Korthagen, F. (2008). Preach what you teach! Teacher educators and congruent teaching. Teachers and Teaching: Theory and Practice, 14(5–6), 531–542.CrossRefGoogle Scholar
  37. Teacher Education Ministerial Advisory Group (TEMAG). (2014). Action now: Classroom ready teachers. Retrieved from
  38. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
  39. Zaranis, N. (2016). The use of ICT in kindergarten for teaching addition based on realistic mathematics education. Education and Information Technologies, 21(3), 589–606.CrossRefGoogle Scholar
  40. Zeichner, Z., & Liston, D. (2014). Reflective teaching: An introduction (2nd ed.). New York: Routledge.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  • Mellita Jones
    • 1
  • Karen McLean
    • 1
  1. 1.Australian Catholic UniversityBallaratAustralia

Personalised recommendations