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Developing a Survey Instrument to Explore Career Pathways of Past Teacher Education Students

Citation

Kidd, L, Developing a Survey Instrument to Explore Career Pathways of Past Teacher Education Students, Proceedings of the Annual Conference of the Australian Teacher Education Association 2015, 8-10 July 2015, Darwin, Australia, pp. 1-11. (2015) [Refereed Conference Paper]


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Copyright Statement

Copyright 2015 Australian Teacher Education Association

Official URL: http://atea.edu.au/

Abstract

Despite reported shortages of teachers world-wide, around 50% of teacher education students do not establish themselves in the teaching profession. It is therefore important to confirm the career pathways these students undertake and that teacher education degrees are of benefit to them throughout their career. This paper describes the method used to construct the survey required for the larger study that will explore the career pathways of past teacher education students. Developing the new survey was simplified by identifying and adapting questions from established surveys used in previously published projects. Demographic questions and those related to motivations, career pathways and occupational reflections were categorised into themes for further consideration. The majority of the questions in the new survey were from the established surveys, some of which were re-worded to better suit the purpose of the larger study, and additional questions were included where required to ensure the research questions of the larger project were answered.

Item Details

Item Type:Refereed Conference Paper
Keywords:teacher education, careers,
Research Division:Education
Research Group:Other Education
Research Field:Education not elsewhere classified
Objective Division:Education and Training
Objective Group:Other Education and Training
Objective Field:Workforce Transition and Employment
Author:Kidd, L (Mrs Lynda Kidd)
ID Code:102186
Year Published:2015
Deposited By:Education
Deposited On:2015-08-04
Last Modified:2016-03-31
Downloads:0

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