Evaluating quality in professional experience partnerships for graduate teacher employability
Over recent years, much has been said about the quality of Australian initial teacher education. Concerns about the preparation of pre-service teachers and the capacity of graduates to meet the demands of the classroom have re-emphasised professional experience as a fundamental component of high-qua...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Deakin University
2019-05-01
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| Series: | Journal of Teaching and Learning for Graduate Employability |
| Subjects: | |
| Online Access: | https://ojs.deakin.edu.au/index.php/jtlge/article/view/791 |
| _version_ | 1818476950740533248 |
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| author | Rebecca Walker Chad Morrison Iain Hay |
| author_facet | Rebecca Walker Chad Morrison Iain Hay |
| author_sort | Rebecca Walker |
| collection | DOAJ |
| description | Over recent years, much has been said about the quality of Australian initial teacher education. Concerns about the preparation of pre-service teachers and the capacity of graduates to meet the demands of the classroom have re-emphasised professional experience as a fundamental component of high-quality teacher preparation. Simultaneously, this focus on professional experience has emphasised the importance of partnerships. Through policy, the formalisation of partnerships between initial teacher education providers and early learning centres and schools has been linked to quality assurance and auditing cycles which report on the ways that providers prepare graduates for teaching. The employability of suitably-prepared graduates and their early career traction are of particular interest to policy makers, regulators and teacher educators alike. As a result, establishing an evidence base for quality in professional experience partnerships is paramount. This paper reports on the evolution of a strategic partnerships model between one provider and its growing network of partner schools. This model has been developed through a comprehensive evaluation process, examining the nature of formal partnerships and the outcomes associated with them. Data presented here highlights outcomes identified by stakeholders as influential and enacted through formal partnerships. Analysis of data also emphasises ongoing priorities for partnership development, implementation and evaluation, collectively understood to be closely connected to graduate employability. |
| first_indexed | 2024-12-10T09:31:53Z |
| format | Article |
| id | doaj.art-a07e43c66eef4967b06a52d112ac20c8 |
| institution | Directory Open Access Journal |
| issn | 1838-3815 |
| language | English |
| last_indexed | 2024-12-10T09:31:53Z |
| publishDate | 2019-05-01 |
| publisher | Deakin University |
| record_format | Article |
| series | Journal of Teaching and Learning for Graduate Employability |
| spelling | doaj.art-a07e43c66eef4967b06a52d112ac20c82022-12-22T01:54:20ZengDeakin UniversityJournal of Teaching and Learning for Graduate Employability1838-38152019-05-0110111813710.21153/jtlge2019vol10no1art791714Evaluating quality in professional experience partnerships for graduate teacher employabilityRebecca Walker0Chad Morrison1Iain Hay2Curtin UniversityCurtin UniversityMacquarie UniversityOver recent years, much has been said about the quality of Australian initial teacher education. Concerns about the preparation of pre-service teachers and the capacity of graduates to meet the demands of the classroom have re-emphasised professional experience as a fundamental component of high-quality teacher preparation. Simultaneously, this focus on professional experience has emphasised the importance of partnerships. Through policy, the formalisation of partnerships between initial teacher education providers and early learning centres and schools has been linked to quality assurance and auditing cycles which report on the ways that providers prepare graduates for teaching. The employability of suitably-prepared graduates and their early career traction are of particular interest to policy makers, regulators and teacher educators alike. As a result, establishing an evidence base for quality in professional experience partnerships is paramount. This paper reports on the evolution of a strategic partnerships model between one provider and its growing network of partner schools. This model has been developed through a comprehensive evaluation process, examining the nature of formal partnerships and the outcomes associated with them. Data presented here highlights outcomes identified by stakeholders as influential and enacted through formal partnerships. Analysis of data also emphasises ongoing priorities for partnership development, implementation and evaluation, collectively understood to be closely connected to graduate employability.https://ojs.deakin.edu.au/index.php/jtlge/article/view/791initial teacher educationprofessional experience partnershipsgraduate employability |
| spellingShingle | Rebecca Walker Chad Morrison Iain Hay Evaluating quality in professional experience partnerships for graduate teacher employability Journal of Teaching and Learning for Graduate Employability initial teacher education professional experience partnerships graduate employability |
| title | Evaluating quality in professional experience partnerships for graduate teacher employability |
| title_full | Evaluating quality in professional experience partnerships for graduate teacher employability |
| title_fullStr | Evaluating quality in professional experience partnerships for graduate teacher employability |
| title_full_unstemmed | Evaluating quality in professional experience partnerships for graduate teacher employability |
| title_short | Evaluating quality in professional experience partnerships for graduate teacher employability |
| title_sort | evaluating quality in professional experience partnerships for graduate teacher employability |
| topic | initial teacher education professional experience partnerships graduate employability |
| url | https://ojs.deakin.edu.au/index.php/jtlge/article/view/791 |
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