Dealing with the demands of the Deakin University-Teach For Australia program: Four perspectives

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Abstract

This paper sets out to explain the Deakin University-Teach For Australia (DU-TFA) program for preparing teachers Australia-wide, with a focus on Western Australia (WA), and to offer insight into how the DU-TFA beginning teachers, known as Associates, ‘dealt with’ the demands of the program. It is not an evaluation of the DU-TFA program; rather, through qualitative research methods, it offers the perspectives of four Associates on how they ‘dealt with’ the demands of the program, and the suggestions they make for modifications to the program to alleviate some of these demands. The suggestions may prove useful to TFA and its new partner university, as well as to other initial teacher education (ITE) programs. The paper provides the background to the TFA program, inclusive of its purpose, its operations, and the mentoring approach it employs with its partner university to support the Associates. The qualitative research methodology used to gather the data, and the limitations of the study, are also explained.
Original languageEnglish
Article number7
Pages (from-to)427-443
Number of pages16
JournalIssues in Educational Research
Volume29
Issue number2
Publication statusPublished - 14 Apr 2019

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qualitative research
teacher
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research method
methodology
evaluation
education

Cite this

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Dealing with the demands of the Deakin University-Teach For Australia program : Four perspectives. / Evangelinou-Yiannakis, Angela.

In: Issues in Educational Research, Vol. 29, No. 2, 7, 14.04.2019, p. 427-443.

Research output: Contribution to journalArticle

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