This chapter examines what emerges when a group of colleagues work together as a course team to embed and then bring to life practice-based education standards within a course ' in this case primary teacher education ' in the form of curricular strategies. Key features of this intentional work are that it occurs over time and must be continually revisited and benchmarked against the standards to ensure that the program is on target and aligned with the very standards that underpin it. I will examine both the preconditions for such work to happen, and also the results of engaging in benchmarking against a set of enacted standards. Although this work relates specifically to the field of teacher education, I encourage readers to think about what broader lessons can be drawn out that would apply to the field and profession they are (educating) within.
|Title of host publication||Practice-based education|
|Subtitle of host publication||Perspectives and strategies|
|Editors||Franziska Trede Franziska Trede|
|Place of Publication||Rotterdam, The Netherlands|
|Number of pages||14|
|Publication status||Published - 2012|
Letts, W. (2012). Translating practice-based education standards into curricular strategies: A case from teacher education. In F. T. F. Trede (Ed.), Practice-based education: Perspectives and strategies (pp. 213-226). Sense Publishers.