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Online initial teacher education in Australia: affordances for pedagogy, practice and outcomes
Citation
Downing, JJ and Dyment, JE and Stone, C, Online initial teacher education in Australia: affordances for pedagogy, practice and outcomes, Australian Journal of Teacher Education, 44, (5) ISSN 1835-517X (2019) [Refereed Article]
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Copyright Statement
Copyright 2019 The Authors
DOI: doi:10.14221/ajte.2018v44n5.4
Abstract
This paper reports on interviews with 19 senior teacher educators from 18 universities across Australia who offer fully online courses in initial teacher education (ITE). Teacher educators provided insight into four focus areas related to online ITE: 1) institutional practices; 2) affordances; 3) challenges; and 4) research priorities. Analysis revealed teacher educators perceived that online ITE can not only match on campus delivery but is also able to respond to reform agendas in ITE, including attracting students with attributes and characteristics that are likely to see them succeed as teachers, enabling students to experience contemporary approaches to learning, building strong partnerships between schools and universities, and helping address teacher shortages in rural/regional areas.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Keywords: | online education, teacher education |
| Research Division: | Education |
| Research Group: | Education systems |
| Research Field: | Teacher education and professional development of educators |
| Objective Division: | Education and Training |
| Objective Group: | Teaching and curriculum |
| Objective Field: | Teacher and instructor development |
| UTAS Author: | Downing, JJ (Dr Jillian Downing) |
| UTAS Author: | Dyment, JE (Associate Professor Janet Dyment) |
| ID Code: | 133736 |
| Year Published: | 2019 |
| Deposited By: | Education |
| Deposited On: | 2019-07-09 |
| Last Modified: | 2019-08-20 |
| Downloads: | 10 View Download Statistics |
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