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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) Article 4. ISSN 1835-517X (2019) [Refereed Article]


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Official URL: https://ro.ecu.edu.au/ajte/vol44/iss5/4/

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:Specialist Studies in Education
Research Field:Teacher Education and Professional Development of Educators
Objective Division:Education and Training
Objective Group:Teaching and Instruction
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:2019-07-09
Downloads:0

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