A Role for Research in Initial Teacher Education Admissions: A Case Study from One Canadian University

Autor/inn/en	Thomson, Dianne; Cummings, Everton; Ferguson, Amanda K.; Moizumi, Erica Miyuki; Sher, Yael; Wang, Xiaoyan; Broad, Kathryn; Childs, Ruth A.
Titel	A Role for Research in Initial Teacher Education Admissions: A Case Study from One Canadian University
Quelle	In: Canadian Journal of Educational Administration and Policy, (2011) 121, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Stellungnahme; Preservice Teacher Education; Teacher Education Programs; Case Studies; Role Perception; Admission Criteria; College Admission; Foreign Countries; Research Utilization; Research Needs; Theory Practice Relationship; Educational Policy; College Applicants; Enrollment Influences; Canada + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Case study; Fallstudie; Case Study; Role conception; Rollenverständnis; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung; Ausland; Forschungsumsetzung; Forschungsbedarf; Theorie-Praxis-Beziehung; Politics of education; Bildungspolitik; College applications; Studienbewerber; Kanada
Abstract	This article argues for the importance of broad and on-going research to support initial or pre-service teacher education program admissions. Examples from a large initial teacher education program at one Canadian university illustrate the contributions of research to the evaluation and refinement of admission processes. These examples include anonymous surveys and confidential interviews of current pre-service teachers about their experiences of answering application questions about their social identity, how they decided to apply to and attend the program, and their expectations of teacher education and teaching. Research studies about the perspectives of and agreement among the application raters are also discussed. Finally, how the operational needs of the admission processes shape the research agenda and the emerging research findings in turn shape the admission processes is explored. (As Provided).
Anmerkungen	Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10