The Longitudinal Teacher Education Workforce Study (LTEWS) investigated the career progression of graduate teachers from teacher education into teaching employment in all states and territories across Australia in 2012 and the first half of 2013, and tracked their perceptions, over time, of the relevance and effectiveness of their teacher education programs. Specifically, it investigated: The career progression of the 2011 teacher education graduates from teacher education into, andpossible exit from, teaching employment, including their utilisation into teaching, their retention and attrition in teaching in their early years, and their geographic and schools sector mobility; and, The views of teacher education graduates over time on the relevance and effectiveness of their teacher education for their teaching employment, including the relationship between their views of their teacher education and their early career teaching career.LTEWS was conducted concurrently with the Studying the Effectiveness of Teacher Education (SETE) project, which is a three-year project investigating these issues in Queensland and Victoria. SETE is funded by the Australian Research Council, the Victorian Department of Education and Early Childhood Development (DEECD), the Queensland Department of Education, Training and Employment (QDETE), the Victorian Institute of Teaching (VIT), and the Queensland College of Teachers (QCT). LTEWS focused on data collection in states and territories other than Queensland and Victoria. The findings from the SETE study were incorporated with the LTEWS findings to provide a national data set.
Field of Research
130108 Technical, Further and Workplace Education
Socio Economic Objective
930501 Education and Training Systems Policies and Development
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