Tanya Doyle
Biographic Data
| ID | 9697100 |
|---|---|
| NAME | Tanya Doyle |
| GIVEN NAMES | Tanya |
| FAMILY NAME | Doyle |
| SIGNATURE | DOYLE T |
| AFFILIATIONS | James Cook University |
| ORCID | 0000-0002-8032-1335 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
As ready as we possibly could be now
This study explores preservice teachers’ (PSTs) perceived readiness for stepping into the profession, and the Initial Teacher Education (ITE) experiences they value in developing this readiness. It reports on the first stage of a longitudinal evaluation of ITE experience using a qualitative participatory research approach to engage with PSTs across key stages in their final capstone year. The focus of this engagement was to identify the value att…
Epistemic governance of community readiness in ITE discourse
This critical discussion paper explores the epistemic governance of "community readiness" in and for teacher education. Classroom ready is often interpreted as technical skill which places emphasis on practice to the detriment of more complex interpretations of the relational nature of teachers' work, leading to a potential narrowing of teachers' professional roles. Importantly, classrooms do not exist in a vacuum. We seek to untangle the discurs…
No prominent works on this page.
Epistemic governance of community readiness in ITE discourse
This critical discussion paper explores the epistemic governance of "community readiness" in and for teacher education. Classroom ready is often interpreted as technical skill which places emphasis on practice to the detriment of more complex interpretations of the relational nature of teachers' work, leading to a potential narrowing of teachers' professional roles. Importantly, classrooms do not exist in a vacuum. We seek to untangle the discurs…
As ready as we possibly could be now
This study explores preservice teachers’ (PSTs) perceived readiness for stepping into the profession, and the Initial Teacher Education (ITE) experiences they value in developing this readiness. It reports on the first stage of a longitudinal evaluation of ITE experience using a qualitative participatory research approach to engage with PSTs across key stages in their final capstone year. The focus of this engagement was to identify the value att…
Teacher Education and Leadership Studies (2 works) · Capstone (1 work) · Citizen journalism (1 work) · Community of practice (1 work) · Corporate governance (1 work) · Early Childhood Education and Development (1 work) · Education and Critical Thinking Development (1 work) · Engineering (1 work) · Engineering ethics (1 work) · Epistemic community (1 work)