ORCID Profile
0000-0002-0859-4996
Current Organisations
University of Cambridge Sainsbury Laboratory
,
University of Tasmania
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Publisher: Kaplan Higher Education Academy Pte Ltd
Date: 09-07-2020
Publisher: Edith Cowan University
Date: 05-2018
Publisher: Kaplan Higher Education Academy Pte Ltd
Date: 29-09-2021
Publisher: Informa UK Limited
Date: 03-04-2023
Publisher: Edith Cowan University
Date: 06-2014
Publisher: Edith Cowan University
Date: 11-2016
Publisher: IUScholarWorks
Date: 29-12-2021
DOI: 10.14434/JOSOTL.V21I4.32757
Abstract: In this essay, as a group of teacher educators, we discuss our experience of “walking the walk” of teacher education transformation at a time of urgent change. We reflect upon our process of integrating three key priorities in our preservice teacher education courses: education for sustainability trauma-informed practice and Indigenizing curriculum. Specifically, we reflect on how these processes were adapted according to the needs of in idual courses and units, while at the same time making space for our strengths and our “unlearnings” as academics, and for the ethical considerations that troubled us. In this essay, we explore walking the walk of change and integrating social, environmental, and cultural justice principles in our work together toward equipping and enabling new teachers to be themselves agents of change.
Publisher: Kaplan Higher Education Academy Pte Ltd
Date: 29-09-2021
Publisher: Elsevier BV
Date: 08-2018
Publisher: Springer Science and Business Media LLC
Date: 16-06-2021
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for William Baker.