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Using interviews to predict the success of teacher-education students

Citation

Hannan, GJ and Mulford, WR, Using interviews to predict the success of teacher-education students, South Pacific Journal of Teacher Education, 23, (1) pp. 61-70. ISSN 0311-2136 (1995) [Refereed Article]

DOI: doi:10.1080/0311213950230107

Abstract

In November 1987, the School of Education at the University of Tasmania at Launceston (then the Tasmanian State Institute of Technology) commenced a programme of pre-entry assessment of BEd applicants with a view to conducting an ongoing research programme aimed at improving the quality of trainee teachers. Pre-entry data gathering included English and mathematics skills, learning style, Higher School Certificate (HSC) aggregate scores and interview assessments of each applicant by a panel of at least two academic staff of the School. This paper reports findings from the interview data gathered on students who entered the BEd programme in 1989. In particular, the evidence from this cohort of students suggests that interview ratings by academic staff are successful predictors of future practice-teaching performance, whereas HSC aggregate scores are not at all predictive. In addition to this finding, the data indicate that staff interview assessments are only marginally weaker than HSC aggregate scores as predictors of academic performance on the BEd course. © 1995, Taylor & Francis Group, LLC. All rights reserved.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Education Systems
Research Field:Education Systems not elsewhere classified
Objective Division:Education and Training
Objective Group:Education and Training Systems
Objective Field:Education and Training Systems not elsewhere classified
Author:Hannan, GJ (Dr Greg Hannan)
Author:Mulford, WR (Professor Bill Mulford)
ID Code:8384
Year Published:1995
Deposited By:Sociology
Deposited On:1996-08-01
Last Modified:2011-08-25
Downloads:0

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