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The graduate teacher workforce: shaping teacher quality

Mayer, Diane, Dixon, Mary, Kline, Jodie, Moss, Julianne and Ludecke, Michelle 2014, The graduate teacher workforce: shaping teacher quality, in Proceedings of the British Educational Research Association Annual Conference, BERA, London, Eng., pp. 1-17.

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Title The graduate teacher workforce: shaping teacher quality
Author(s) Mayer, Diane
Dixon, Mary
Kline, Jodie
Moss, JulianneORCID iD for Moss, Julianne orcid.org/0000-0002-3086-0066
Ludecke, Michelle
Conference name British Educational Research Association Annual. Conference (2014: London, Eng.)
Conference location London, Eng.
Conference dates 23-25 Sep. 2014
Title of proceedings Proceedings of the British Educational Research Association Annual Conference
Publication date 2014
Start page 1
End page 17
Total pages 17
Publisher BERA
Place of publication London, Eng.
Summary This paper presents findings from an Australian large-scale longitudinal study designed to generate an evidentiary basis for policy decisions regarding teacher education and beginning teaching. The Studying the Effectiveness of Teacher Education (SETE) study investigated the career progression of graduate teachers from teacher education into teaching employment, tracking their perceptions over time on the relevance and effectiveness of their teacher education programs and their experience of beginning teaching. This paper examines notions of ‘preparedness’ and ‘effectiveness’ during the first years of teaching. We think of preparedness and effectiveness in terms of the graduate teachers’ attitudes and beliefs (Löfström & Poom-Valickis, 2013) about their own preparedness and effectiveness in relation to context (Alton-Lee, 2003) and personal qualities and variables (Beijaard, Verloop, & Vermunt, 2000). The findings support the established view that learning to teach is a continuum involving initial teacher education, induction into the profession and then ongoing professional learning and development (e.g. Conway, Murphy, Rath, & Hall, 2009; Putnam & Borko, 2000). But SETE data shows that this is not linear and that preparedness and effectiveness are not related in ways commonly reflected in the storylines of teacher education entrenched in the schooling and educational policy discourses in Australia. The longitudinal components of the quantitative and qualitative data highlight graduate teachers’ changing perspectives on the effectiveness of their teacher education in preparing them for the diverse contexts in which they begin teaching and their sense of effectiveness as beginning teachers. In respect to thinking about ‘being prepared’ and ‘being effective’, this study furthers the international debate on what matters in the field of teacher education and teacher education research.
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930399 Curriculum not elsewhere classified
HERDC Research category E2.1 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2014, BERA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30080821

Document type: Conference Paper
Collection: School of Education
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