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This paper reports research which examines the effectiveness and outcomes of an innovative teacher education which prepares beginning teachers who have already had full careers in other professions and industries. This research draws on quantitative and qualitative data gathered over 3 years to study the experience of these 'beginning' teachers as they undertake their initial teacher education and enter the profession similtaneously. It highlights the elements of teacher education which support praxis inquiry and critical engagement with pedagogy and educational reform for mature people who are changing professions. Importantly, the research draws on a range of data collection strategies which support authentic representation of practice and the principle of collaborative practitioner research, both of which will be explored in this paper. This work is a benchmark practice in the University commitment to enhancing educational access, participation and success for young people in the region.The methodolgy for this research involves questionnaire, narrative cases, work sample and portfolio evidence of practice and case studies to gather and present both demographic, descriptive statistics and rich deep data about the experience of these mature people as they experience their initial teacher education program at university, their first 3 years of teaching and also the experiences of their students and peers. Critically, the development of data sources which support authentic representation of practice and which are analysed collaboratively with practitioners provide a means for the research itself to be a critical pedagogical tool in the construction of teacher knowledge and competence in the course.. This data reports that these career change teachers valued highly their induction to teaching both at the school and university; that they bring strong knowledge and experience to the classroom and the culture of the school; and that they are confident in stimulating innovation and reform in their classrooms and schools within the first 2 years of teaching. On graduation from their teacher education program, most we confidently approved as fully registered teachers; a process which normally requires two years probation as a classroom teacher. As a result of programs and similar innovative educational partnerships at Victoria University, the University has established a special project Access and Success in the West which is designed to be a University-wide response to the development of education experience, aspiration, outcomes and career opportunities for all young people in the western region of Melbourne. This paper will illustrate some of the developments in this project. Australian Council of Deans of Education. (2004) New Teaching, New Learning: A Vision for Australian Education, ACDE. Blackburn, J. (Chair) (1985) Ministerial Review of Postcompulsory Schooling, Report Volume 1. Department of Education and Training. (2003) Blueprint for Government Schools, DET. Department of Education and Training. (2002) Curriculum and Standards Framework, DET, available at http://www.sofweb.vic.edu.au.Gardner, H. (1993) Frames of Mind: The theory of multiple intelligences, London: Fontana. Lather, P. (2001) Validity as an Incitement to Discourse: Qualitative Research and the Crisis of Legitimation, in Richardson, V. (Ed) Handbook of Research on Teaching Fourth Edition, Washington DC: AERA, pp. 241-249. Kruger, T. (Chair) (1999) Innovative Approaches to Site-Based Teacher Education, Report to DETYA, Victoria University of Technology. Luke, A. (2004) Education from Australia to Asia: a conversation with Allan Luke, Professional Educator, 3(1), pp. 14-17. Neuman, W. L. (2003) Social research methods: Qualitative and quantitative approaches, 5th Edition, Boston: Allyn and Bacon. Patton, M. Q. (2002) Qualitative research and evaluation methods, Thousand Oaks California: SAGE Publications. Sykes, G. (1994) Change as Interpersonal and Organisational Conflict Michigan State University. Referring to Peter Marris Loss and Change (1974) Victoria University. (2004) Project Partnerships 2004, Bachelor of Education P-12, School of Education, Victoria University and also at http://accel.vu.edu.au/partnerships .Victorian Curriculum and Assessment Authority. (2004) Victorian Curriculum Reform 2004 Consultation Paper: A Framework of Essential Learning, VCAA.
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