Promoting lifelong learning partnerships, pathways and andragogies: issues in evaluating and redesigning the postcompulsory teacher education professional experience at The University Of Southern Queensland

Tyler, Mark A. and Arden, Catherine H. and Danaher, Patrick Alan (2006) Promoting lifelong learning partnerships, pathways and andragogies: issues in evaluating and redesigning the postcompulsory teacher education professional experience at The University Of Southern Queensland. In: 4th International Lifelong Learning Conference: Lifelong Learning: Partners, Pathways and Pedagogies, 13-16 June 2006, Yeppoon, Australia.

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Abstract

[Abstract]: Drawing on criticality, critical theory and the humanist tradition in education, the authors explicate several issues in evaluating and redesigning the postcompulsory teacher education professional experience at USQ. The challenge rests with developing partnerships, pathways and andragogies that simultaneously fulfil stakeholder expectations and promote lifelong learning for all participants.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright for the volume is held by the Lifelong Learning Conference Committee. The authors retain individual copyright of their own papers. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission. Print copy held in USQ Library at call no. 378.173 Lif.
Depositing User: epEditor USQ
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 11 Oct 2007 00:33
Last Modified: 02 Jul 2013 22:35
Uncontrolled Keywords: lifelong learning, postcompulsory teacher education, professional experience, critical theory, humanist tradition
Fields of Research (FOR2008): 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
URI: http://eprints.usq.edu.au/id/eprint/1026

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