Preparing to teach : perceptions of graduate entry teacher education students

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.

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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.

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ID Code: 52673
Item Type: Journal Article
Refereed: Yes
Additional Information: This article was also presented at the Asian Conference in Education (ACE 2012) held in Kuala Lumpur, Malaysia from 28-30th May 2012.
Keywords: transition to profession, reflective practice, professional standards, teacher education, teacher induction, HERN
ISSN: 2244-1514
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2012 Please consult the authors.
Deposited On: 24 Jul 2012 00:24
Last Modified: 22 Jun 2017 18:39

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