Studying the Effectiveness of Teacher Education: Early by Diane Mayer, et al.

By Diane Mayer, et al.

This booklet presents an evidentiary foundation for coverage judgements relating to preliminary instructor schooling and starting instructing and informs the layout and supply of instructor practise courses. in response to a rigorous research of foreign literature and the coverage context for instructor schooling globally, and assessing information generated via a longitudinal learn performed in Australia, it investigates the effectiveness of instructor schooling in getting ready lecturers for the diversity of faculty settings during which they start their instructing careers.

Over 4 years, the learning the Effectiveness of instructor schooling (SETE) undertaking tracked approximately 5,000 lately graduated lecturers and 1,000 university principals in Australia to catch group info and gauge graduate lecturers’ and principals’ perceptions in their preliminary instructor teaching programs. This ebook bargains a synthesis of the examine findings and makes use of the SETE as a catalyst for leading edge theorization of the effectiveness of instructor education.

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Extra info for Studying the Effectiveness of Teacher Education: Early Career Teachers in Diverse Settings

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A Focus on Perceptions 31 A Focus on Perceptions SETE set out to backward map teachers’ perceptions of effectiveness in their school context to their preparation for teaching. Our focus has been on how the graduate teachers perceived their teacher preparation as effective in relation to preparing them for the context in which they are working (Berry et al. 2010; Creemers and Kyriakidēs 2008), and to identify characteristics of various programs that are deemed effective for teachers in diverse school contexts within the broader social, political, historical and economic contexts within which initial teacher education is developed and regulated (Cochran-Smith and Power 2010).

Hamilton, M. (2016). Developing an understanding of teacher education. In J. Loughran & M. ), International handbook of teacher education (Vol. 1, pp. 3–22). Dordrechdt: Springer. Mockler, N. (2013). The slippery slope to efficiency? An Australian perspective on school/university partnerships for teacher professional learning. Cambridge Journal of Education, 43(3), 1–17. 818103. Organization for Economic Cooperation & Development (OECD). (2005). Attracting, developing and retaining effective teachers.

Survey Participant Profiles 39 There were notable differences in the professional experience arrangements experienced by program type: • 65% of Master’s graduates experienced a distributed practicum, 34% of Bachelor’s graduates and 17% of graduate teachers with a Graduate Diploma. • 96% of graduates with a Graduate Diploma experienced a block practicum, 95% of Bachelor’s graduates and 86% of graduate teachers with Master’s qualifications. • 39% of graduate teachers with Bachelor’s degrees experienced an internship, 27% of graduates with Master’s qualifications and 17% of graduate teachers with a Graduate Diploma.

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