Abstract
While there is a well-rehearsed international literature that points to the difficulties, many graduates face upon entering the profession, and the impact of external forces such as stakeholders’ perceptions of the role of teachers in the context of education reform, the SETE project uniquely frames an Australian evidence base of perceptions of the effectiveness and preparedness of graduate teachers. The evidence that was gathered for the first key research question affirms that teacher education is a complex and multifaceted endeavour.
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Notes
- 1.
Chi square tests for independence (with Yates Continuity Correction) examined the relationship between graduate teachers in the top and bottom 25% for effectiveness and teachers’ school mobility. The relationship between the top and bottom 25% for effectiveness and school mobility from Round 2 to 3 was significant (x 2 (1, n = 168) = 10.67, p = 0.001, π = 0.269). The relationship between the top and bottom 25% for effectiveness and school mobility from Round 3 to 4 was near significant (x 2 (1, n = 165) = 3.04, p = 0.081, π = 0.152).
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Mayer, D. et al. (2017). How Well Equipped are Graduates to Meet the Requirements of the Diverse Settings in Which They are Employed?. In: Studying the Effectiveness of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-3929-4_4
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