Teaching teachers: what [should] teacher educators "know" and "do" and how and why it matters
File version
Author(s)
Brownlee, Joanne Lunn
Ryan, Mary
Griffith University Author(s)
Primary Supervisor
Other Supervisors
Editor(s)
Date
Size
File type(s)
Location
License
Abstract
Research conducted internationally and nationally reveals a persistent finding: early career teachers feel under-prepared to work effectively with the full range of learners who comprise the contemporary school classroom. The National College for Teaching and Leadership survey of Newly Qualified Teachers (NQTs) (NCTL, 2015) revealed that UK graduates felt ill-prepared to meet “the needs of pupils from all ethnic back-grounds and those for whom English is an additional language” (pp. 88–89). Similarly, teachers in Canada contributing to The State of Educators’ professional Learning in Canada identified “working with all students in an inclusive environ-ment”; “supporting diverse learner needs”, “social issues (e.g., poverty)” and “equity and poverty education” as priorities for professional development (Campbell, et al., 2016,p.29).Furthermore,mostrecentlyin Australia, graduate teachers have reported feeling less than prepared when it comes to teaching students from culturally, linguistically and economically diverse backgrounds, students with a disability and those from Aboriginal and Torres Strait Islander families (Mayer et al., 2017;Rowan,Kline,&Mayer, 2017).
Journal Title
Asia-Pacific Journal of Teacher Education
Conference Title
Book Title
Edition
Volume
47
Issue
3
Thesis Type
Degree Program
School
Publisher link
Patent number
Funder(s)
Grant identifier(s)
Rights Statement
Rights Statement
Item Access Status
Note
Access the data
Related item(s)
Subject
Education systems
Curriculum and pedagogy
Specialist studies in education
Social Sciences
Education & Educational Research
Persistent link to this record
Citation
Rowan, L; Brownlee, JL; Ryan, M, Teaching teachers: what [should] teacher educators "know" and "do" and how and why it matters, Asia-Pacific Journal of Teacher Education, 2019, 47 (3), pp. 210-215