Professional experience preparation: does distance make a difference?

Masters, Yvonne and Winn, Stephen (2011) Professional experience preparation: does distance make a difference? In: International Conference of the Australian Association for Research in Education (AARE 2011): Researching Across Boundaries, 27 Nov-1 Dec 2011, Hobart, Australia.

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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.

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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 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.
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited: 29 Aug 2014 02:25
Last Modified: 07 Jul 2017 01:58
Uncontrolled Keywords: professional experience; teacher preparation; distance education
Fields of Research (2008): 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
Fields of Research (2020): 52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology
39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
39 EDUCATION > 3904 Specialist studies in education > 390405 Educational technology and computing
Socio-Economic Objectives (2008): E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education

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