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    Purpose, practice and theory: Teacher educators' beliefs about professional experience

    Access Status
    Fulltext not available
    Authors
    Morrison, Chad
    Date
    2016
    Type
    Journal Article
    
    Metadata
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    Citation
    Morrison, C. 2016. Purpose, practice and theory: Teacher educators' beliefs about professional experience. Australian Journal of Teacher Education. 41 (3): pp. 105-125.
    Source Title
    Australian Journal of Teacher Education
    DOI
    10.14221/ajte.2016v41n3.7
    ISSN
    0313-5373
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/73159
    Collection
    • Curtin Research Publications
    Abstract

    The purposes of professional experience within initial teacher education programs are varied (Russell, 2005). However, there is limited literature explaining (a) university-based teacher educators' beliefs about its purposes and (b) how these purposes are reflected in practice. This study investigated these themes. A pragmatic mixed-method research design (Tashakkori & Teddlie, 2010) was developed to survey teacher educators from one Australian and one New Zealand university (n = 56). Participants were anonymously surveyed using a diamond ranking activity (requiring placement of 9 of 11 professional experience purpose statement cards, pre-determined from literature) and open response items seeking explanations of placement determining criteria and statement elimination. Following analysis of questionnaire data, focus groups were utilised to further explore the aggregated findings. Survey data were analysed by weighting frequencies of each statement. Analysis of the data indicated significant variation of perspectives amongst the teacher educators and resulted in the clustering of purposes into four groups. This paper presents these data from the Australian university cohort (n = 26). This study, the first of a series designed to elucidate understandings of teacher educators' purposes for professional experience, reinforces the importance of professional experience as authentic workplace learning within initial teacher education. The findings also reveal the complex beliefs that underpin teacher educators' practices when preparing, mentoring and supervising preservice teachers for and within professional experience.

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