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 proceedingConference Paper published in Proceedings

    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 languageEnglish
    Title of host publicationTeaching and learning uncapped
    EditorsRoger Atkinson, Clare McBeth
    Place of PublicationAustralia
    PublisherUnknown
    Pages-
    Number of pages8
    Volume1
    Publication statusPublished - 2015
    EventTeaching and Learning Forum (TLF 2015 24th) - The University of Western Australia, Perth, Australia
    Duration: 29 Jan 201530 Jan 2015
    Conference number: 2015 (24th)

    Conference

    ConferenceTeaching and Learning Forum (TLF 2015 24th)
    Abbreviated titleTLF
    CountryAustralia
    CityPerth
    Period29/01/1530/01/15

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  • Cite this

    Geng, H., Buckworth, J., Crerar, J., Robbins, D., Kersten, T., & Midford, R. (2015). Development of an engagement framework for a first year teacher education program. In R. Atkinson, & C. McBeth (Eds.), Teaching and learning uncapped (Vol. 1, pp. -). Unknown.