Springer Studying the Effectiveness of Teacher Education: Early Career Teachers in Diverse Settings

This book provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching and informs the design and delivery of teacher preparation programs. Based on a rigorous analysis of international literature and the policy context for teacher education globally, and assessing data generated through a longitudinal study conducted in Australia, it investigates the effectiveness of teacher education in preparing teachers for the variety of school settings in which they begin their teaching careers. Over four years, the Studying the Effectiveness of Teacher Education (SETE) project tracked roughly 5,000 recently graduated teachers and 1,000 school principals in Australia to capture workforce data and gauge graduate teachers’ and principals’ perceptions of their initial teacher education programs. This book offers a synthesis of the research findings and uses the SETE as a catalyst for innovative theorization of the effectiveness of teacher education. From the Back Cover This book provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching and informs the design and delivery of teacher preparation programs. Based on a rigorous analysis of international literature and the policy context for teacher education globally, and assessing data generated through a longitudinal study conducted in Australia, it investigates the effectiveness of teacher education in preparing teachers for the variety of school settings in which they begin their teaching careers. Over four years, the Studying the Effectiveness of Teacher Education (SETE) project tracked roughly 5,000 recently graduated teachers and 1,000 school principals in Australia to capture workforce data and gauge graduate teachers’ and principals’ perceptions of their initial teacher education programs. This book offers a synthesis of the research findings and uses the SETE as a catalyst for innovative theorization of the effectiveness of teacher education. About the Author Diane Mayer is Professor and Dean of Education and Social Work at The University of Sydney, Australia. Her research examines issues associated with the policy and practice of teacher education and induction into the profession.  Mary Dixon is Associate Professor and Director of Research Partnerships in School of Education, Deakin University, Australia. Her research focus is on pedagogy in the locations of school classrooms and teacher education. Jodie Kline was a Research Fellow on the SETE project at Deakin University 2010-2015. Her mixed-methods research focuses on rural and regional teacher education, with the view to disrupting deficit narratives about rural students and their communities.  Alex Kostogriz is Professor and Head of School at the Australian Catholic University. He has an extensive research track record in the area of literacy/language education and teacher education and professional practice. Julianne Moss is Professor and Director of REDI – Research for Educational Impact, at Deakin University, Australia. Her research interests lie in visual research and the intersection of these methods with student diversity, teacher professional knowledge and social change.. Leonie Rowan is an Associate Professor at Griffith University, Australia. Her research interests relate to the social contexts of education, gender studies, educational justice and the multiple ways in which educators can meet the needs of diverse student populations.  Bernadette Walker-Gibbs is an Associate Professor at Deakin University, Australia. Her research focuses on place-based pedagogy, teacher identity, and initial teacher education. She is an established leader in the field of rural education and pedagogy. Simone White is Professor and Chair of Teacher Education at Monash University, Australia. Her research focuses on: teacher education research