Professional experience preparation: does distance make a difference?

Paper


Masters, Yvonne and Winn, Stephen. 2011. "Professional experience preparation: does distance make a difference?" Wright, Jan (ed.) International Conference of the Australian Association for Research in Education (AARE 2011): Researching Across Boundaries. Hobart, Australia 27 Nov - 01 Dec 2011 Hobart, Australia.
Paper/Presentation Title

Professional experience preparation: does distance make a difference?

Presentation TypePaper
AuthorsMasters, Yvonne (Author) and Winn, Stephen (Author)
EditorsWright, Jan
Journal or Proceedings TitleProceedings of the 2011 AARE International Research in Education Conference
ERA Conference ID50546
Number of Pages15
Year2011
Place of PublicationHobart, Australia
Web Address (URL) of Paperhttp://www.aare.edu.au/publications-database.php/6197/professional-experience-preparation-does-distance-make-a-difference
Conference/EventInternational Conference of the Australian Association for Research in Education (AARE 2011): Researching Across Boundaries
International Conference of the Australian Association for Research in Education
Event Details
International Conference of the Australian Association for Research in Education (AARE 2011): Researching Across Boundaries
Event Date
27 Nov 2011 to end of 01 Dec 2011
Event Location
Hobart, Australia
Event Details
International Conference of the Australian Association for Research in Education
Abstract

Professional experience (or practicum) is one aspect of teacher education that crosses several perceived boundaries including those between theory and practice, university and
school. A further boundary in many institutions is believed to exist between on-campus and off-campus (distance education/external) study. Crossing these boundaries presents challenges with both preparation and support for professional experience. These challenges have been exacerbated as higher education institutions pursue new ways of delivering courses in an era of rapid change and increased accountability. Professional experience is
regulated by state accreditation bodies and by the Commonwealth Government and new national teaching standards and national accreditation of teacher education courses are
currently being implemented. This is resulting in further examination of how professional experience can be enhanced for all stakeholders. At a university where more than 75% of
students study off-campus it is imperative that approaches to professional experience actively engage the students in a positive and productive manner.
At the end of 2010, all teacher education students at the University of New England who had completed at least one school placement were invited to participate in a pilot survey. This survey was designed to explore their perceptions of the effectiveness of their preparation for
placement and the support structures available during placement. The survey was also designed to ascertain whether there was any difference in perception not only between oncampus and off-campus students, but also across courses and across age groups. The discussions presented here focus on student perceptions of their preparedness for
professional experience placements. In particular, the perceptions of off-campus students are compared and contrasted with those of the on-campus cohort. While there has been a general presumption that on-campus students would feel better prepared than off-campus students, the data show nuances in the perceptions based not predominantly on mode of study, but rather other determinants such as age. These data will provide directions for enhanced preparation for all students.

Keywordsprofessional experience; teacher preparation; distance education
ANZSRC Field of Research 2020520102. Educational psychology
390307. Teacher education and professional development of educators
390405. Educational technology and computing
Public Notes

© 2011 AARE. This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.

Byline AffiliationsUniversity of New England
Institution of OriginUniversity of Southern Queensland
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