Development of an engagement framework for a first year teacher education program

Hua Geng; Jenny Buckworth; Janice Crerar; Donna Robbins; Therese Kersten; Richard Midford

Development of an engagement framework for a first year teacher education program

Hua Geng, Jenny Buckworth, Janice Crerar, Donna Robbins, Therese Kersten, Richard Midford

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper published in Proceedings › peer-review

Abstract

This paper describes a research project that investigated first year pre-service teachers' learning experience and developed an engagement framework based upon the "transition pedagogy". Three components were identified in the framework: a) diversity of the first year pre-service teachers and their transition into the teaching profession, b) design of student engagement and assessment in teacher education programs, and c) Perceived Stress Scale (PSS) Screening and Support System. Teacher educators may find this paper useful in providing greater understanding of the learning experience of first year pre-service teachers. It also offers an evidence base for building support systems and strategies to improve retention rates, which can lead to ways of increasing education course completion rates.

Original language	English
Title of host publication	Teaching and learning uncapped
Editors	Roger Atkinson, Clare McBeth
Place of Publication	Australia
Publisher	Unknown
Pages	-
Number of pages	8
Volume	1
Publication status	Published - 2015
Event	Teaching and Learning Forum (TLF 2015 24th) - The University of Western Australia, Perth, Australia Duration: 29 Jan 2015 → 30 Jan 2015 Conference number: 2015 (24th)

Conference

Conference	Teaching and Learning Forum (TLF 2015 24th)
Abbreviated title	TLF
Country/Territory	Australia
City	Perth
Period	29/01/15 → 30/01/15

Cite this

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title = "Development of an engagement framework for a first year teacher education program",

abstract = "This paper describes a research project that investigated first year pre-service teachers' learning experience and developed an engagement framework based upon the {"}transition pedagogy{"}. Three components were identified in the framework: a) diversity of the first year pre-service teachers and their transition into the teaching profession, b) design of student engagement and assessment in teacher education programs, and c) Perceived Stress Scale (PSS) Screening and Support System. Teacher educators may find this paper useful in providing greater understanding of the learning experience of first year pre-service teachers. It also offers an evidence base for building support systems and strategies to improve retention rates, which can lead to ways of increasing education course completion rates.",

author = "Hua Geng and Jenny Buckworth and Janice Crerar and Donna Robbins and Therese Kersten and Richard Midford",

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volume = "1",

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editor = "Roger Atkinson and Clare McBeth",

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T1 - Development of an engagement framework for a first year teacher education program

AU - Geng, Hua

AU - Buckworth, Jenny

AU - Crerar, Janice

AU - Robbins, Donna

AU - Kersten, Therese

AU - Midford, Richard

N1 - Conference code: 2015 (24th)

PY - 2015

Y1 - 2015

N2 - This paper describes a research project that investigated first year pre-service teachers' learning experience and developed an engagement framework based upon the "transition pedagogy". Three components were identified in the framework: a) diversity of the first year pre-service teachers and their transition into the teaching profession, b) design of student engagement and assessment in teacher education programs, and c) Perceived Stress Scale (PSS) Screening and Support System. Teacher educators may find this paper useful in providing greater understanding of the learning experience of first year pre-service teachers. It also offers an evidence base for building support systems and strategies to improve retention rates, which can lead to ways of increasing education course completion rates.

AB - This paper describes a research project that investigated first year pre-service teachers' learning experience and developed an engagement framework based upon the "transition pedagogy". Three components were identified in the framework: a) diversity of the first year pre-service teachers and their transition into the teaching profession, b) design of student engagement and assessment in teacher education programs, and c) Perceived Stress Scale (PSS) Screening and Support System. Teacher educators may find this paper useful in providing greater understanding of the learning experience of first year pre-service teachers. It also offers an evidence base for building support systems and strategies to improve retention rates, which can lead to ways of increasing education course completion rates.

UR - http://clt.curtin.edu.au/events/conferences/tlf/tlf2015/contents-all.html

M3 - Conference Paper published in Proceedings

VL - 1

SP - -

BT - Teaching and learning uncapped

A2 - Atkinson, Roger

A2 - McBeth, Clare

PB - Unknown

CY - Australia

T2 - Teaching and Learning Forum (TLF 2015 24th)

Y2 - 29 January 2015 through 30 January 2015

ER -

Development of an engagement framework for a first year teacher education program

Abstract

Conference

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