scholarly journals A school university teacher education partnership: Reconceptualising reciprocity of learning

2019 ◽  
Vol 10 (1) ◽  
pp. 138-156
Author(s):  
Deb Kaye Clarke ◽  
Matthew Winslade
Keyword(s):  
Teacher Education ◽  
Longitudinal Research ◽  
Initial Teacher Education ◽  
Professional Experience ◽  
Collaborative Partnerships ◽  
Education Students ◽  
Regional University ◽  
Key Stakeholders ◽  
Bachelor Of Education ◽  
The University

As initial teacher education students transition to the profession, the experiences offered by the university and partner institutions require intentional, careful, and strategic planning, to ensure positive relational, organisational, and pedagogical experiences for all stakeholders (Lynch & Smith, 2012; Moss, 2008). To minimise the tensions between the theoretical positioning of the university and the practicality of the classroom, respectful and collaborative partnerships need to be central to the design and facilitation of professional experience programmes (Lynch & Smith, 2012). The ‘Hub’ is a longitudinal research and practice partnership between a NSW regional university with Initial Teacher Education (ITE) programmes, and a local, multi-campus secondary College. This paper describes the outcomes of one collaboratively designed initiative of the project: evaluating a team teaching approach in the Bachelor of Education degree. Survey and interview data were gathered from all key stakeholders regarding the efficacy of the ‘teaming’ of academics and teachers to facilitate workshops in professional experience subjects. Survey data were statistically analysed, while thematic analysis was applied to qualitative artefacts. Results of the initial pilot indicate significant value-adding to the professional experience subjects, particularly flagging students increased readiness for employability. Reciprocally, the school teachers indicated their increased understandings of the preparedness of ITE students to engage in professional experience, their heightened capacity to reflect on practice, and enhancement of their leadership and mentoring skills.

scholarly journals Primary specialisations in Australia: graduates’ perceptions of outcome and impact

2021 ◽  
Author(s):  
S. Main ◽  
M. Byrne ◽  
J. J. Scott ◽  
K. Sullivan ◽  
A. Paolino ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Primary Teacher ◽  
Advisory Group ◽  
Australian Government ◽  
Ongoing Research ◽  
Mixed Methods Case Study ◽  
Bachelor Of Education ◽  
The University

AbstractIn 2014, the Australian Government established the Teacher Education Ministerial Advisory Group (TEMAG) to advise on how teacher education programmes could ensure new teachers were adequately prepared for the classroom. Following this, the Australian Government endorsed a key recommendation of the TEMAG Action Now: Classroom Ready Teachers report, the inclusion of specialisations in primary Initial Teacher Education (ITE). This research was conducted at an Australian public university that, in 2016, had embedded specialisations in a revised primary teacher programme structure and was one of the first ITE institutions in Australia to graduate primary teachers with a specialisation. Using a mixed-methods case study design with convenience sampling, this study sought to investigate these primary graduates’ perceptions of undertaking a specialisation in relation to the development of content knowledge and pedagogical knowledge in the specialist area, as well as perceived employment advantages. This research took place over 4 years with participants having completed a Bachelor of Education (Primary) at least three months prior to participating. The participants reported benefits to having completed a primary specialisation but expressed concerns about their preparedness to teach their specialisation and whether it would result in any advantages for employment. Recommendations from the participants included teaching practice in their area of specialisation, consideration of specialist skills and changing the timetabling of the specialisation in the programme. Ultimately, there is a need for ongoing research in this area to determine the extent to which primary specialisations deliver the intended outcomes and impacts at both the policy driver level and the university level.

scholarly journals Professional Experience in Australian Initial Teacher Education: An Appraisal of Policy and Practice

2020 ◽  
Vol 10 (4) ◽  
pp. 116
Author(s):  
Susan Ledger ◽  
Christine Ure ◽  
Madeline Burgess ◽  
Chad Morrison
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Professional Experience ◽  
Policy And Practice ◽  
School Partnerships ◽  
Key Stakeholders ◽  
Competing Demands ◽  
University School Partnerships ◽  
School Supervision

Legislative guidelines regulate professional experience within initial teacher education (ITE) but little is known about teacher educators’ perspectives on how these guidelines are operationalised. ITE providers, in collaboration with school partners, implement a range of programs designed to develop pre-service teachers’ ‘classroom readiness’. We examine how current legislation influences the delivery of professional experience, the provision of funding, and support for university-school partnerships and in-school supervision. This analysis highlights ambiguities in the interpretation of the legislative guidelines, creating a disconnection between policy and practice, an over-reliance on the ‘good will’ of key stakeholders, and competing demands between the ‘actual’ and ‘hidden’ costs of professional experience. Without reform of both policy and practice ITE providers will continue to be constrained when attempting to meet regulatory expectations. These findings demonstrate a need for government departments and ITE regulators to work more closely to improve integration of policy and practice for professional experience.

scholarly journals The Reform of Teacher Education at the University of New Brunswick: Why and How?

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Mark Hirschkorn ◽  
Alan Sears ◽  
Sharon Rich
Keyword(s):  
Teacher Education ◽  
New Brunswick ◽  
Education Students ◽  
Education Literature ◽  
Number Of Factors ◽  
Education Community ◽  
Bachelor Of Education ◽  
Faculty Of Education ◽  
One Year ◽  
The University

In the fall of 2008, the Faculty of Education at the University of New Brunswick implemented its ‘new’ Bachelor of Education program. This was precipitated by a number of factors including pressure from the education community in New Brunswick, streamlining due to declining faculty numbers, and a drive to incorporate recommendations drawn from recent teacher education literature. Two of the changes made were: (a) the program is now completed in 1 year (formerly 2 years); (b) education students complete a one year practical component at the same time they complete their on campus components. The article concludes with some implications for faculty at other institutions who may be asking themselves – are they ready to make changes in their programs?

scholarly journals Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

Developing Education and Business Links

1997 ◽  
Vol 11 (3) ◽  
pp. 176-181
Author(s):  
Ian Abbott ◽  
Caron Coldicott ◽  
Moss Foley ◽  
Prue Huddleston ◽  
Peter Stagg
Keyword(s):  
Teacher Education ◽  
Continuing Professional Development ◽  
Initial Teacher Education ◽  
Business Studies ◽  
British Industry ◽  
Development Of Competencies ◽  
The Uk ◽  
Graduate Certificate ◽  
The University ◽  
Theoretical Issues

The Economics and Business Studies Post Graduate Certificate in Education (PGCE) at the University of Warwick has been at the forefront of developing links between initial teacher education and business. The latest stage in this process occurred in January 1996 when 22 PGCE students undertook a three-day residential course established in a partnership between the University of Warwick, Understanding British Industry (UBI) and the UK Post Office. This course was the first of its kind in the UK to be sponsored by an individual company and has been designed to provide a model which can be used in all areas of initial teacher education links between business and initial teacher education. The authors address practical and theoretical issues relating to the development of links between business and initial teacher education. The broader theoretical issues considered include the significance of this type of activity in relation to the changes taking place in initial teacher education in England and Wales, such as the development of competencies, the role of continuing professional development and the appropriateness of the model. The authors also address the practical implications of working with business, and the development of a residential programme in a crowded timetable, and assess some of the curriculum materials produced by students.

scholarly journals Developing Communities of Praxis: Bridging the theory practice divide in teacher education

2013 ◽  
Vol 47 (3) ◽  
pp. 359-377 ◽  
Author(s):  
Michael James Anderson ◽  
Kelly Freebody
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Teach For America ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Practical Significance ◽  
Education Policies ◽  
The University ◽  
New Education

Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.

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.

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