Characteristics of Preservice Teachers in Multi-Campus Settings: Using Demographics and Epistemological Beliefs to Unpack Stereotypes

Autor/inn/en	Exley, Beryl; Walker, Sue; Brownlee, Joanne
Titel	Characteristics of Preservice Teachers in Multi-Campus Settings: Using Demographics and Epistemological Beliefs to Unpack Stereotypes
Quelle	In: Australian Journal of Teacher Education, 33 (2008) 6, Artikel 1 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Epistemology; Beliefs; Standards; Preservice Teachers; Criticism; Foreign Countries; Educational Quality; Preservice Teacher Education; Comparative Education; Campuses; Stereotypes; Teacher Effectiveness; Student Characteristics; Surveys; Statistical Analysis; Longitudinal Studies; Australia + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Belief; Glaube; Standard; Kritik; Ausland; Quality of education; Bildungsqualität; Lehramtsstudiengang; Lehrerausbildung; Vergleichende Erziehungswissenschaft; Klischee; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Survey; Umfrage; Befragung; Statistische Analyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Australien
Abstract	The last two decades have seen the massification of preservice teacher education and critiques of its quality in Australia and elsewhere. Part of the strategy of massification has been the establishment of satellite campuses in growth corridors. This paper enters the debate on the quality of preservice candidates. The purpose of this research is two-fold: to note comparisons and parallels in demographics across main and satellite campuses, and to advance research on the epistemological beliefs of first year preservice teachers according to campus location. In doing so, we offer an alternative metric for characterising these two groups of students. The results show that the students from both campuses are demographically diverse but are similar in terms of the beliefs they hold about knowing and learning. These findings talk-back to the critique of entry standards for preservice teachers in general and satellite campus students in particular. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01