Abstract
The Choosing Our Best study seeks to describe and map the approaches and mechanisms used by Australian Initial Teacher Education (ITE) Providers to select students into courses. It focuses on processes not based on the Australian Tertiary Admission Rank (ATAR).
Institutions regularly review their course entry requirements and the TEMAG report provided recommendations for consideration by ITE providers in this regard. This study reflects institutional action following adoption of the recommendation regarding the use of academic and non-academic selection approaches.
The data show a variety of institutional approaches to the selection mechanisms and processes for entry into Initial Teacher Education (ITE) courses with approaches resulting from institution mission, context and strategic priorities. All are rigorous and publicly available through the respective Academic Board or Senate.
The data suggest institutions:
Have strategies for consideration of equity, and access and participation. They are consistent and not ad hoc in their use of bonus points and targeted approaches, which provide additional student support
Have rigorous entry requirements, but see the ITE course as important in refining the qualities and dispositions of the pre-service students
Regularly review their entry approaches and mechanisms to ensure they fit their institutional mission
See the need to work collaboratively with other key stakeholders to raise the status of teaching as a career.
Institutions regularly review their course entry requirements and the TEMAG report provided recommendations for consideration by ITE providers in this regard. This study reflects institutional action following adoption of the recommendation regarding the use of academic and non-academic selection approaches.
The data show a variety of institutional approaches to the selection mechanisms and processes for entry into Initial Teacher Education (ITE) courses with approaches resulting from institution mission, context and strategic priorities. All are rigorous and publicly available through the respective Academic Board or Senate.
The data suggest institutions:
Have strategies for consideration of equity, and access and participation. They are consistent and not ad hoc in their use of bonus points and targeted approaches, which provide additional student support
Have rigorous entry requirements, but see the ITE course as important in refining the qualities and dispositions of the pre-service students
Regularly review their entry approaches and mechanisms to ensure they fit their institutional mission
See the need to work collaboratively with other key stakeholders to raise the status of teaching as a career.
| Original language | English |
|---|---|
| Place of Publication | Australia |
| Publisher | Australian Council of Deans Of Education |
| Commissioning body | Department of Education (Australia) |
| Number of pages | 65 |
| Publication status | Published - Jul 2017 |
| Externally published | Yes |