Internships in Initial Teacher Education in Australia: A Case Study of the Griffith Education Internship

Jervis-Tracey, Paula; Finger, Glenn

doi:10.1007/978-981-10-0785-9_10

Cited by 2 publications

(1 citation statement)

References 8 publications

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“…In Australia, whilst literature on extended practicums and internships is increasing, (Broadley, Ledger & Sharplin, 2013;Conroy, et al, 2015;Dinham, 2012;Foxall, 2014;Hall, 2014;Jervis-Tracey & Finger, 2016;Scandlers et al, 2014;White et al, 2017), there are surprisingly few systematic reviews or policy analyses pertaining to teaching internships, or even a common understanding of the term 'internship'. The recent Longitudinal Teacher Education and Workforce Study (LTEWS) defined internships as a "near independent teaching experience towards the end of a teacher education program" (Mayer et al, 2013 p. 182).…”

Section: Teacher Internships: Backgroundmentioning

confidence: 99%

Australian Teacher Education Policy in Action: The Case of Pre-service Internships

Ledger

2018

AJTE

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Studies on internships within initial teacher education have existed in literature since the early 1900s, they have espoused the benefits of experiential learning or critiqued the variance available in terms of structure, length of time and purpose. However, little research on teacher internships has been reported within a policy context. This study employs a modified 'policy trajectory' framework to capture the impact of teacher internship models emerging from policy reform in Australia driven by the National Partnership Agreement on Improving Teacher Quality Program (NPTQ). It highlights how policy contexts and practices are inextricably interconnected and influenced by key policy 'threads' related to people, philosophy, place, processes and power (5Ps). Significant benefits of internships are revealed. Variations in resourcing, influence and local conditions evidence enactment of NPTQ resulted in uneven and potentially inequitable outcomes. The authors call for more research, transparency and enhanced accountability for government investment for internships.

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Section: Teacher Internships: Backgroundmentioning

confidence: 99%

Australian Teacher Education Policy in Action: The Case of Pre-service Internships

Ledger

2018

AJTE

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Possible links between Indonesian science teacher’s TPACK perception and demographic factors: Self-reported survey

Ibrohim

Purwaningsih

Munzil

et al. 2022

EURASIA J Math Sci Tech Ed

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TPACK is a trending teacher expertise framework for teaching using digital technology. However, not many studies have revealed the relationship of the seven TPACK factors with demographic factors. This study aimed to determine the effect of gender, teaching experience, place of teaching, and level of education on the perception of TPACK for science teachers. A total of 1,357 high school science teachers were involved in this research. The survey data were analyzed using the Mann-Whitney U and Kruskal-Wallis tests. Overall results show that gender influences the perception of TPACK. On the teaching experience factor, teachers with less than five years of teaching experience have higher perceptions of TK, TPK, TCK, and TPACK. The teacher's workplace significantly differs in perceptions of TK and TCK. Regarding education level, teachers with a master's degree education have a higher and significantly higher TPACK perception than teachers with a bachelor's degree.

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Internships in Initial Teacher Education in Australia: A Case Study of the Griffith Education Internship

Cited by 2 publications

References 8 publications

Australian Teacher Education Policy in Action: The Case of Pre-service Internships

Australian Teacher Education Policy in Action: The Case of Pre-service Internships

Possible links between Indonesian science teacher’s TPACK perception and demographic factors: Self-reported survey

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