ORCID Profile
0000-0002-8382-0666
Current Organisation
Murdoch University
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Publisher: Canadian Center of Science and Education
Date: 18-11-2020
Abstract: Legislative guidelines regulate professional experience within initial teacher education (ITE) but little is known about teacher educators& rsquo 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& rsquo & lsquo classroom readiness& rsquo . 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 & lsquo good will& rsquo of key stakeholders, and competing demands between the & lsquo actual& rsquo and & lsquo hidden& rsquo 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.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 28-12-2019
DOI: 10.14742/AJET.5513
Abstract: 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 ide. 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.
Publisher: The Society for the Provision of Education in Rural Australia (SPERA)
Date: 16-11-2020
Abstract: The papers presented in this issue gravitate around notions of community within rural, regional and remote education. These concepts of community are not new to us in education, particularly those of us with an interest in the teaching and learning that happens beyond the city limits. This concept is not new to our readership either, having already devoted attention to community in an earlier issue in 2020 and across the journal’s significant history. What these papers offer here is new perspectives on the priorities being pursued, the programs being developed and the opportunities arising from engaging community in all aspects of rural teaching and learning.
Publisher: Springer Singapore
Date: 2020
Publisher: Springer Singapore
Date: 2018
Publisher: Informa UK Limited
Date: 26-12-2022
Publisher: SAGE Publications
Date: 31-10-2023
Publisher: Springer Singapore
Date: 2021
Publisher: Edith Cowan University
Date: 03-2016
Publisher: Springer Science and Business Media LLC
Date: 10-07-2014
Publisher: Edith Cowan University
Date: 09-2011
Publisher: Edith Cowan University
Date: 2011
Publisher: Informa UK Limited
Date: 09-02-2017
Publisher: Zenodo
Date: 2016
Publisher: Deakin University
Date: 03-05-2019
DOI: 10.21153/JTLGE2019VOL10NO1ART791
Abstract: Over recent years, much has been said about the quality of Australian initial teacher education. Concerns about the preparation of pre-service teachers and the capacity of graduates to meet the demands of the classroom have re-emphasised professional experience as a fundamental component of high-quality teacher preparation. Simultaneously, this focus on professional experience has emphasised the importance of partnerships. Through policy, the formalisation of partnerships between initial teacher education providers and early learning centres and schools has been linked to quality assurance and auditing cycles which report on the ways that providers prepare graduates for teaching. The employability of suitably-prepared graduates and their early career traction are of particular interest to policy makers, regulators and teacher educators alike. As a result, establishing an evidence base for quality in professional experience partnerships is paramount. This paper reports on the evolution of a strategic partnerships model between one provider and its growing network of partner schools. This model has been developed through a comprehensive evaluation process, examining the nature of formal partnerships and the outcomes associated with them. Data presented here highlights outcomes identified by stakeholders as influential and enacted through formal partnerships. Analysis of data also emphasises ongoing priorities for partnership development, implementation and evaluation, collectively understood to be closely connected to graduate employability.
Publisher: Edith Cowan University
Date: 04-2013
Publisher: Edith Cowan University
Date: 08-2018
Publisher: Edith Cowan University
Date: 07-2018
Publisher: Springer Science and Business Media LLC
Date: 11-01-2021
Publisher: Springer International Publishing
Date: 2018
Publisher: Edith Cowan University
Date: 06-2013
Publisher: SAGE Publications
Date: 31-10-2023
No related grants have been discovered for Chad Morrison.