Characteristics of preservice teachers in multi-campus settings : using demographics and epistemological beliefs to unpack stereotypes
Exley, Beryl E., Walker, Sue, & Brownlee, Joanne M. (2008) Characteristics of preservice teachers in multi-campus settings : using demographics and epistemological beliefs to unpack stereotypes. Australian Journal of Teacher Education, 33(6).
The last two decades have seen the massification of preservice teacher education and critiques of its quality in Australia and elsewhere. Part of the strategy of massification has been the establishment of satellite campuses in growth corridors. This paper enters the debate on the quality of preservice candidates. The purpose of this research is two-fold: to note comparisons and parallels in demographics across main and satellite campuses, and to advance research on the epistemological beliefs of first year preservice teachers according to campus location. In doing so, we offer an alternative metric for characterising these two groups of students. The results show that the students from both campuses are demographically diverse but are similar in terms of the beliefs they hold about knowing and learning. These findings talk-back to the critique of entry standards for preservice teachers in general and satellite campus students in particular.
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|Item Type:||Journal Article|
|Keywords:||Personal epistemology, Preservice teachers, Teacher education, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
Current > Schools > School of Early Childhood & Inclusive Education
|Copyright Owner:||Copyright 2008 Social Science Press|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher|
|Deposited On:||16 Dec 2008 00:50|
|Last Modified:||20 Mar 2013 01:04|
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