How can universities support beginning teachers?
Hudson, Peter B. (2012) How can universities support beginning teachers? Journal of Higher Education Theory and Practice, 12(3), pp. 50-59.
Many beginning teachers struggle in teaching, consequently, tertiary education has been criticised for not preparing preservice teachers well enough. This qualitative study uses interviews and questionnaires to investigate 10 first-year teachers’ understandings of how universities can support them more effectively. The findings indicated that university preparation needed more literacy (particularly reading and spelling), numeracy, catering for lower socio-economic students, understanding behaviour differentiation, and communicating with parents. A two-prong approach may support beginning teachers: (1) timely induction and mentoring within school settings, and (2) research for advancing teacher education coursework to ensure currency of addressing beginning teachers’ needs.
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|Item Type:||Journal Article|
|Keywords:||Beginning teachers, Coursework, University-school partnerships, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2012 Ohio State University Press.|
|Deposited On:||04 Feb 2013 04:47|
|Last Modified:||03 Dec 2016 03:19|
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