Abstract
Higher education is increasingly responding to the need for flexible, accessible study options for diverse student cohorts. This includes offering courses available in fully online mode that incorporate work integrated learning (WIL) which contribute to preparing work-ready graduates. This chapter presents one university’s approach to delivering fully online initial teacher education (ITE), its embedded WIL components and innovative approaches for support and supervision. Survey responses from 56 online ITE graduates showed that participants were predominantly mature-aged females transitioning from other careers and who juggled multiple responsibilities during the final WIL. Overall, graduates were satisfied with their WIL and intended to stay in teaching for their whole career. Most were employed as teachers, with approximately one-quarter employed at their final WIL placement school. Insights gained about this component of fully online ITE are of global significance given the sustained interest in the capacity and retention of teachers in Australia and across the world.
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Walker, R., Morrison, C., Beltman, S., Morey, V. (2020). Graduate Perspectives of Work Integrated Learning in Fully Online Initial Teacher Education: A Global Imperative. In: Fox, J., Alexander, C., Aspland, T. (eds) Teacher Education in Globalised Times. Springer, Singapore. https://doi.org/10.1007/978-981-15-4124-7_15
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