If we were to reinvent teacher education with what we now know about the brain and how children learn, with a focus on equity, what would it look like? How [...]
If we were to reinvent teacher education with what we now know about the brain and how children learn, with a focus on equity, what would it look like? How can teacher educators prepare future teachers for increasingly diverse school populations and to foster the creativity so crucial for the innovation age?
Featuring Australian scholars and international speakers from Hong Kong, the United States, South Africa, Canada, England and New Zealand, this symposium will propose new frameworks for teacher education for a changing world
The research symposium Reframing Teacher Education for Learning Equity is presented by the University of Newcastle’s (UON) Faculty of Education and Arts, the School of Education and the Centre of Excellence for Equity in Higher Education to launch the Global Learning Equity Network.
The Global Learning Equity Network has been established by the School of Education at the University of Newcastle to reinvent teacher education around the emerging knowledge bases about learning and the profound role teachers play in addressing issues of equity and student success in a rapidly changing world.
A panel of eminent international scholars from a range of fields such as creativity, neuroscience, child development, psychology, equity, and culturally responsive education, along with representatives from Australian and international teacher accreditation bodies have been convened by UON’s School of Education to formulate a set of evidence-based frameworks to guide future teacher education globally for learning, equity and the common good.
The learning equity for teacher education frameworks will be launched at the Research Symposium, Reframing Teacher Education for Learning Equity at the University of Newcastle, Friday 11 March 2016. View symposium program here.
Purchase your tickets via Eventbrite.
(Friday) 8:30 am - 4:15 am
Great Hall, University of Newcastle
University Drive, Callaghan NSW
Faculty of Education & Arts