Selection and Rejection in Teacher Education: Qualities of Character Crucial in Selecting and Developing Teacher Education Students

Autor/inn/en	McGraw, Amanda; Fish, Tim
Titel	Selection and Rejection in Teacher Education: Qualities of Character Crucial in Selecting and Developing Teacher Education Students
Quelle	In: Asia-Pacific Journal of Teacher Education, 46 (2018) 2, S.120-132 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fish, Tim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2017.1355048
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Selection Criteria; Student Recruitment; Personality; High Stakes Tests; Admission Criteria; College Entrance Examinations; Qualitative Research; Teacher Characteristics; Teacher Effectiveness; Achievement Rating; Foreign Countries; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Selection criterion; Auslesekriterium; Personalität; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Aufnahmeprüfung; Qualitative Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Ausland; Australien
Abstract	The focus of recent Australian political and media reports on the selection of candidates for initial teacher education programs has focused on the Australian Tertiary Admission Rank (ATAR) score as one of the key indicators of worth. This narrative study conducted in an Australian regional university focuses on the life stories of twelve pre-service teachers (PSTs) who received lower ATAR scores and who may well have been rejected by other universities. The PSTs' narratives highlight that low achievement levels in the final years of schooling did not prevent them from being able to succeed in teacher education programs. We argue that high stakes tests as gatekeeping devices are simplistic measures that fail to recognise important qualities of character crucial to effective teaching. We suggest that qualities of character such as these are hard to quantify but are central to both selecting entrants to, and developing PSTs during, their teacher education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01