Preparing to teach : perceptions of graduate entry teacher education students


Autoria(s): Beutel, Denise A.; Crosswell, Leanne
Data(s)

01/03/2012

Resumo

International reviews of teaching and teacher education have highlighted the importance of quality teachers in improving the outcomes of students. Teachers may enter the teaching profession through a variety of pathways. Currently in Australia, one pathway is through graduate entry teacher education programs in which people who already hold university degrees outside of education can undertake one-year formal teacher preparation programs. It may be argued that graduate entry teachers value add to the teaching profession as they bring with them a range of careers and wealth of experiences often beyond those of teachers who enter the profession through traditional four-year Bachelor of Education programs. This paper reports on a study that investigated the preparedness to teach of a group of graduate entry teacher education students as they prepared to exit from university and enter the teaching profession. The study concluded that this group of graduating teachers perceived that the field experience components in their formal teacher education programs contributed most to their beginning professional learning. The study revealed also that this group of graduating teachers sought further professional learning opportunities in the canonical skills of teaching. These findings may be used to inform the design of future teacher education programs.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/52673/

Publicador

IAMURE Press

Relação

http://eprints.qut.edu.au/52673/1/52673A.pdf

http://ejournals.ph/index.php?journal=IAMURE-EDUC&page=article&op=viewArticle&path%5B%5D=5243

Beutel, Denise A. & Crosswell, Leanne (2012) Preparing to teach : perceptions of graduate entry teacher education students. IAMURE: International Journal of Education, 2(1), pp. 96-106.

Direitos

Copyright 2012 Please consult the authors.

Fonte

School of Cultural & Professional Learning; Faculty of Education

Palavras-Chave #130000 EDUCATION #130313 Teacher Education and Professional Development of Educators #transition to profession #reflective practice #professional standards #teacher education #teacher induction #HERN
Tipo

Journal Article