Graduate Standards for Teachers: Final-Year Preservice Teachers Potentially Identify the Gaps

Autor/inn/en	Hudson, Suzanne M.; Hudson, Peter; Weatherby-Fell, Noelene L.; Shipway, Brad
Titel	Graduate Standards for Teachers: Final-Year Preservice Teachers Potentially Identify the Gaps
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 9, S.135-151, Artikel 8 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teachers; College Seniors; Graduation Requirements; Minimum Competency Testing; Self Disclosure (Individuals); Self Efficacy; Likert Scales; Student Surveys; Student Teacher Attitudes; Interviews; Lesson Plans; Instructional Effectiveness; Knowledge Base for Teaching; Teacher Student Relationship; Age Differences; Gender Differences; Collegiality; Teacher Collaboration; Faculty Development; Student Evaluation; School Safety; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? College; Colleges; Senior; Hochschule; Fachhochschule; Abschlussordnung; Self-efficacy; Selbstwirksamkeit; Likert-Skala; Schülerbefragung; Interviewing; Interviewtechnik; Lesson planning; Unterrichtsplanung; Unterrichtserfolg; Teaching theory; Theory of teaching; Unterrichtstheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Kollegialität; Lehrerkooperation; Schulnote; Studentische Bewertung; Ausland; Australien
Abstract	The Australian Professional Standards for Teachers (APST) were devised to identify the attributes, skills and practices required of teachers at various career stages. This study investigates final-year preservice teachers' self-reported confidence against the APST at the graduate career stage. This mixed-method study used a Likert scale survey and interviews. Preservice teachers indicated areas of confidence, and also identified potential gaps in their teacher preparation with 30% or more of preservice teachers indicating they lacked confidence to: Use strategies to support full participation of students with a disability; demonstrate understanding for teaching Aboriginal and Torres Strait Islander students; engage with parents and carers to support student learning; and report on student learning to parents and carers. Qualitative data (n=10) explained reasons for these potential gaps, such as a "lack of experience in these areas of teaching" and a need for "universities to ensure experiences in these areas during practicum". (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