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Using appreciative inquiry to frame the appraisal of an Australian Initial Teacher Education Program


Allen, JM and Innes, M, Using appreciative inquiry to frame the appraisal of an Australian Initial Teacher Education Program, Australian Journal of Teacher Education, 38, (11) pp. 1-16. ISSN 0313-5373 (2013) [Refereed Article]


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Copyright 2013 The Authors

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DOI: doi:10.14221/ajte.2013v38n11.8


This paper reports on a study that investigated the process and outcomes of using Appreciative Inquiry (AI) in an Australian initial teacher education (ITE) program review. The aim of the study, which drew on a sample of teaching staff involved in this Master of Teaching program, was to gain an understanding of the extent to which the application of the AI framework can be used effectively in the review of ITE programs. AI promotes collegial reflective practice and the generation of positive resolutions and thus aligned with the purposes of the review that were to foster collaboration, strengthen staff morale and, subsequently, build a stronger program for students. This paper provides a perceptual account of the AI review process as reported by the facilitators and a sample of review participants, and contributes to international literature in the areas of ITE program appraisal, organisational reform and Appreciative Inquiry.

Item Details

Item Type:Refereed Article
Keywords:Appreciative Inquiry, initial teacher education, organisational reform, program appraisal
Research Division:Education
Research Group:Education systems
Research Field:Higher education
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Allen, JM (Dr Jeanne Allen)
UTAS Author:Innes, M (Ms Maureen Innes)
ID Code:86524
Year Published:2013
Deposited By:Education
Deposited On:2013-09-20
Last Modified:2017-11-21
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