scholarly journals An evidence-based case for quality online initial teacher education

2019 ◽  
Vol 35 (6) ◽  
pp. 64-79 ◽  
Author(s):  
Lina Pelliccione ◽  
Valerie Morey ◽  
Rebecca Walker ◽  
Chad Morrison
Keyword(s):  
Teacher Education ◽  
Digital Divide ◽  
Evidence Base ◽  
Rapid Expansion ◽  
Initial Teacher Education ◽  
Sufficient Evidence ◽  
Access To Education ◽  
Online Delivery ◽  
The Past ◽  
Digital Equity

The rapid expansion of fully online delivery of initial teacher education (ITE) seen in the past decade has generated some concerns about impact on teacher quality. This is set within broader, sustained concerns about ITE generally. Much of the criticism of online ITE has been made without sufficient evidence to support the claims, largely due to the still-nascent evidence base. The data presented here contributes to that evidence base by providing demographic and academic achievement insights for cohorts of graduate teachers (N = 2008) across the years 2012 to 2018 who have engaged in fully online ITE at an Australian university. The literature has recognised the traditional barriers to accessing higher education for many of these students, including women, the mature-aged, and those with family and work responsibilities. Performance data for online ITE students within their programs demonstrates that they are breaking through these barriers associated with the digital divide. Analysis of who these people are, where they come from, and how they are performing provides valuable insights into online ITE, at a time when the value of broadening access to education and digital equity are being widely acknowledged.

scholarly journals What has the Coalition Government done for the development of initial teacher education?

2015 ◽  
Author(s):  
Jennie Golding
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
A Priori ◽  
Evidence Base ◽  
Initial Teacher Education ◽  
Coalition Government ◽  
Rigorous Evaluation ◽  
The Past ◽  
Qualified Teacher ◽  
Beginner Teachers

The past five years have seen significant changes to the structures and content of routes to Qualified Teacher Status (QTS) in this country, and to the balance of contributions to these routes between schools and higher education (HE). Such developments do not always address emerging knowledge about the needs of beginner teachers; further, changes have implications for teacher further professional development as well as for the health of education research in this country. However, changes have catalysed overdue evaluation of more established routes and a priori thinking about how such needs could best be met. The Carter Review (DfE, 2014b) offers some useful ways forward that should be complemented by rigorous evaluation of the range of outcomes of initial teacher education over short, medium, and long terms, making full use of the evidence base.

Understanding teacher supply: Where do online Initial Teacher Education students fit?

2017 ◽  
Vol 61 (1) ◽  
pp. 88-100 ◽  
Author(s):  
Daniel Edwards ◽  
Paul Weldon
Keyword(s):  
Teacher Education ◽  
Workforce Planning ◽  
The State ◽  
Initial Teacher Education ◽  
Education Students ◽  
Significant Group ◽  
Online Delivery ◽  
Teacher Supply ◽  
Supply Planning ◽  
Teacher Workforce

Curriculum delivery in higher education is changing rapidly, notably in the area of online delivery. Initial Teacher Education (ITE) in Australia is no exception to this, and this article explores this growth with a particular focus on its implications for workforce planning for teachers. In this planning in Australia, ITE students are usually considered part of the ‘supply pipeline’ for the state in which their university is located. However, with online delivery, students could potentially be enrolled on the other side of the country (or the world) from the physical location of their institution. The data presented here show that of the growing cohort of external ITE graduates, a small but significant group resides outside of the state in which their institution of enrolment is located. This exploration of data highlights some new evidence which has consequences for teacher supply planning and offers insight to inform future teacher workforce projections.

Teacher Education in Australia

2017 ◽  
Author(s):  
Diane Mayer ◽  
Wayne Cotton ◽  
Alyson Simpson
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Relevant Literature ◽  
Initial Teacher Education ◽  
Sufficient Evidence ◽  
Teacher Education Programs ◽  
Current Policy ◽  
Education Programs ◽  
Policy Problem ◽  
Federal Intervention

The past decade has seen increasing federal intervention in teacher education in Australia, and like many other countries, more attention on teacher education as a policy problem. The current policy context calls for graduates from initial teacher education programs to be classroom ready and for teacher education programs to provide evidence of their effectiveness and their impact on student learning. It is suggested that teacher educators currently lack sufficient evidence and response to criticisms of effectiveness and impact. However, examination of the relevant literature and analysis of the discourses informing current policy demonstrate that it is the issue of how effectiveness is understood and framed, and what constitutes evidence of effectiveness, that needs closer examination by both teacher educators and policymakers before evidence of impact can be usefully claimed—or not.

scholarly journals Facilitating Transfer of Training in NZ and Samoan Student Teachers

2017 ◽  
Vol 22 ◽  
pp. 122
Author(s):  
Lex McDonald ◽  
Rasela Tufue-Dolgoy
Keyword(s):  
Teacher Education ◽  
Qualitative Study ◽  
Student Teachers ◽  
Transfer Process ◽  
Transfer Of Training ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Future Research ◽  
The Past ◽  
Key Players

Initial teacher education is a complex multifaceted process with one of the pivotal components being transfer of the training.  In the past, minimal attention has been given to how teacher educators interact with student teachers to facilitate implementation of ideas in the classroom. The purpose of this study was to explore teacher educators’ knowledge of transfer of training as an approach to assisting student teachers achieve outcomes in the classroom. It was an exploratory qualitative study and 16 teacher educators (10 New Zealanders and 5 Samoan) were interviewed. The findings from the two sets of educators were similar but a few differences were noted. The teacher educators understood transfer as an important concept and practice involving a set of key players. They could not specifically link their practice to transfer theories, strategies or a strategic framework for implementation. Knowledge of transfer effectiveness and the means of evaluating its occurrence were largely unknown as was the literature on transfer barriers. Nevertheless, most could relate their approach to a transfer process and report successes but it was concluded that they were largely uninformed by the transfer of training literature. Implications for practice and the need for future research were outlined.

scholarly journals Post-Soviet Identity and Teacher Education: Past, Present, Future

2020 ◽  
Vol 15 (3) ◽  
pp. 145-163
Author(s):  
Aydar Kalimullin ◽  
◽  
Maria Zhigalova ◽  
Alima Ibrasheva ◽  
Lasira Kobylyanskaya ◽  
...  
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Historical Background ◽  
Education Policies ◽  
Political Factors ◽  
Effective Strategies ◽  
The Past ◽  
Anthropological Research ◽  
Research In Education ◽  
Cis Countries

Research into the historical background of ongoing global and national reforms is essential for the development of effective strategies, models and content of teacher education. Historical and anthropological research in education offers a good perspective on the matter as it draws from interdisciplinary and cross-cultural scientific approaches, thus helping to fully comprehend socio�cultural processes. The article explores the development of teacher education in the Post-Soviet countries (Russia, Belarus, Kazakhstan, Moldova, Ukraine) from its beginning in pre-revolutionary Russia up to the present day. The purpose of the research is to analyze the evolution of initial teacher education up to the end of the 20th century and its further transformation during the past thirty years. Until the early 1990s, the teacher education system represented a common education area that shared the same content and approaches to pedagogical education. After that, compromised by political factors, the system was transformed. The juxtaposition of convergent trends and national features of teacher education systems in the Post-Soviet countries provides an opportunity to thoroughly assess current teacher education policies through the lens of pedagogical, geopolitical, economic and cultural partnership of the CIS countries.

Teacher Education and Digital Equity

2017 ◽  
pp. 120-136
Author(s):  
Anita Rao Mysore
Keyword(s):  
United States ◽  
Teacher Education ◽  
Digital Divide ◽  
School Administrators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Digital Equity ◽  
K 12

For close to two decades, researchers have discussed the prevalence of digital divide in the United States. Scholars have also proposed principles to bring about digital equity. The purpose of this chapter is to examine both conceptual and empirical reviews and studies conducted in this millennium to bring about digital equity. The chapter informs teacher education programs, researchers, school administrators, policymakers, teachers, and other stakeholders about evidences and recommendations to bring about digital equity in US K-12 and teacher education.

scholarly journals Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

2020 ◽  
Vol 12 (12) ◽  
pp. 4923
Author(s):  
Daniela Maria Cretu ◽  
Felicia Morandau
Keyword(s):  
Teacher Education ◽  
Bibliometric Analysis ◽  
Inclusive Education ◽  
Web Of Science ◽  
Research Literature ◽  
Initial Teacher Education ◽  
The Past ◽  
Cross Border ◽  
Starting Point ◽  
Inclusive Policy

In the context of international demands in recent decades to strengthen the commitment to inclusive policy and practices within education systems, teacher education has been challenged to find ways to prepare teachers capable of addressing the various needs of learners. The goal of this paper is to examine the research literature on initial teacher education for inclusive education (ITEIE) by using bibliometric analysis carried out on 440 documents indexed by Web of Science (WoS). The findings support the understanding of the ITEIE field regarding the evolution across time, the contributions in the field, the relevant journals, authors, and papers, the collaboration patterns. Although there has been a significant increase in the number of published works over the years, only a small number of countries and researchers have made significant contributions to the field. The analyses performed with VOSviewer software indicated poor collaboration among participating countries and authors. Several general topics have been addressed in the field over the past 25 years. There is a need to develop more cross-border research groups to ensure progress in the field. By mapping the emerging ITEIE research literature, this study can be a starting point for the development of new studies in the area.

scholarly journals Initial Teacher Education in Hungary: Issues, Policies, Practices

2020 ◽  
Vol 4 (1) ◽  
pp. 49-74
Author(s):  
Magdolna Chrappán ◽  
◽  
Erika Kopp ◽  
Csilla Pesti ◽  
◽  
...  
Keyword(s):  
Teacher Education ◽  
Secondary Education ◽  
Teacher Preparation ◽  
Type System ◽  
Initial Teacher Education ◽  
Upper Secondary Education ◽  
The Past ◽  
International Trends ◽  
Upper Secondary ◽  
Mentoring System

Initial teacher education has gone through some radical changes in the past two decades: the two-cycled, Bologna-type system was introduced in 2006, but a few years later, in 2013 it was restored to the so-called undivided system. In resonance with international trends and national processes and developments, these reforms resulted in the appearance of some new elements in teacher education such as the mentoring system or the use of portfolios, while some other existing components with longer traditions (e.g. the pillar of practice schools) have gained even more importance. This paper aims to summarize and reflect on these changes and elements of initial teacher education through a critical pair of lenses, focusing on teacher preparation for lower and upper secondary education (ISCED levels 2 and 3) by contextualizing teacher education and revealing the challenges and progressive elements.

Teacher Education and Digital Equity

2017 ◽  
pp. 2113-2129
Author(s):  
Anita Rao Mysore
Keyword(s):  
United States ◽  
Teacher Education ◽  
Digital Divide ◽  
School Administrators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Digital Equity ◽  
K 12

For close to two decades, researchers have discussed the prevalence of digital divide in the United States. Scholars have also proposed principles to bring about digital equity. The purpose of this chapter is to examine both conceptual and empirical reviews and studies conducted in this millennium to bring about digital equity. The chapter informs teacher education programs, researchers, school administrators, policymakers, teachers, and other stakeholders about evidences and recommendations to bring about digital equity in US K-12 and teacher education.

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