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ATEA SymposiumRe-positioning ‘place’ and professional learning: An
examination of teachers’ and teacher educators’ work in and for rural communities
Paper 2: Inter-university partnerships to support the rural and
regional practicum
Josephine Ryan & Mellita Jones - ACUCaroline Walta - La Trobe
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Overview of presentation
• Project aims• Research context• Project activities• Methodology• Findings• Discussion
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Aims of the project
The project aims to create a sustainable, supportive model of practicum in rural and regional locations through:
• inter-university cooperation (enabled other things and was a ‘think-tank”)• supportive technology;• creating improved partnerships
with rural and regional supervisors.
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Inter-university cooperation
• Generally competitive relationships between universities in teacher education
• Differing requirements documentation from university to university
House of Representatives Standing Committee on Education and Vocational Training (2007).Top of the class. Report on the inquiry into teacher education. [Electronic version]. House of Representatives
Ure, C. (2009). Practicum partnerships: exploring models of practicum organisation in teacher education for a standards-based profession. Parkville, Vic: University of Melbourne.
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Rural and regional teacher education
• Difficulties of attracting and retaining teachers• Absence of rural and regional in teacher education
Green, B. & Reid, J. (2004). Teacher education for rural–regional sustainability: changing agendas, challenging futures, chasing chimeras? Asia-Pacific Journal of Teacher Education, 32 (3), pp. 255-273.
Lyons, T., Choi, J., & McPhan, G. (Eds.). (2009). Innovation for equity in rural education: Symposium proceedings international symposium for innovation in rural education, 11-14 February, UNE: Armidale, 137-145. Electronic version retrieved January, 2010 from www.une.edu.au/simerr
White, S. (2008). Placing teachers? Sustaining rural schooling through place-consciousness in teacher education. Journal of Research in Rural Education, 23(7). http://jrre.psu.edu/articles/23-7.pdf
Department of Education, Employment and Workplace Relations (DEEW), (2010). Regional participation: The role of socioeconomic status and access. [Electronic version] accessed May 26, 2010. http://www.deewr.gov.au/HigherEducation/Programs/Equity/Documents/RegionalParticipation_report.pdf.
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Information communication technology
• Incessant change• Education at a distance• Teaching principles must prevail
Bangert, A. (2004). The seven principles of good practice: A framework for evaluating on-line teaching, The Internet and Higher Education, 7(3): 217-232.Fitzgerald, R., & Steele, J. (2008). Digital learning communities (DLC): Investigating the application of social software to support networked learning. ALTC project. [Electronic version http://www.mashedlc.edu.au/
Fitzgerald, R. & Steele, J. (2008). Digital Learning Communities (DLC): Investigating the Application of Social Software to Support Networked Learning. ALTC project. [Electronic version http://www.mashedlc.edu.au/]
Herrington, J., Herrington, A., Mantei, J., Olney, I., & Ferry, B. (2009). (Eds.), New technologies, new pedagogies: Mobile learning in higher education. Faculty of Education, University of Wollongong
Saba, F. (2005). Critical issues in distance education: A report from the United States. Distance Education, 26 (2), p. 255-272.
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Project activities1.Inter-university cooperation-shared supervision of each other’s PSTs-shared ICT platform to support learning during
the practicum -inter-university regional clusters of PSTs for
peer support in person and online learning
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Supportive technology Investigation of options such as Skype to
improve communication during practicum Direct communication with supervisors
through email Supervisor access to shared website
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Creating improved partnerships with rural and regional supervisors
Consultation about what creates strong practicum partnerships
Evaluation of communication options Perceptions about recognition and rewards
such as VIT/Master’s creditRyan, J.,Jones. M., Buchanan, M., Morris, P. Nuttall, M & Smith, C.,(2011). Effective
preservice teacher education ‘at a distance’: an investigation of the multimodal delivery of a secondary preservice teacher education program- perceptions of preservice teachers, teachers and university lecturers. In Mac Teer, C. Distance education. Ch. 6.New York: Nova Publishers
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Project design2010 Semester 2
Shared LMS (ACU & La Trobe)
2 regional clusters of PSTs from ACU and La Trobe
Supervision for each other in 2 areas of rural Victoria
2011Shared LMS
All students in ACU and La Trobe cohort in regional clusters (one purely online group)
Shared supervision based on location
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Methodology
Mixed mode study which aims to understand- Perceptions of participants of initiatives though
interview; survey and focus group; lecturer reflections
- Quality of the support and learning in regional clusters through discourse analysis of online discussions
Bernard, H., & Ryan, G. (2010). Analyzing qualitative data: Systematic approaches. Thousand Oaks, CA: Sage Publications
King, N., & Horrocks, C. (2010). Interviews in quantitative research. London: Sage Publications.
Richards, L. (2009). Handling qualitative data: A practical guide (2nd ed). London: Sage publications.
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FindingsInter-university supervision
• shared supervision presented few difficulties for lecturers (used each other’s documents)
• PSTs and supervisors were happy to see an ‘experienced ’ person; where from mattered less.
“I just saw it as...someone with experience and knowledge just gave me some advice and some guidance.” (PST)
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Shared ICT platform
Needs to be accessible/owned by all (Pebble Pad for main study)
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Supportive technology
1. Inter-university on-line discussion for support and sharing resources flourished;
2. Inter-university reflection more difficult to foster; hence structured discussions through PebblePad (called Professional learning teams);
3. Inter-university peer assessment explored in main study
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Supportive technology (continued)
• Use of Skype as a supervision tool-supervisors open to it -needs to be set up by PST
• Main study trialling various options (Skype & visit; Skype only; other ICT options-Facetime)
• Supervisor-PST-lecturer discussion room on Pebble Pad
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Creating improved partnerships with rural and regional supervisors
1. Supervisors divided as to what they want except direct email to supervisors is effective;
2. Recognition is complex:- Desirability of mentoring training;- Compulsory accreditation.
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For investigation
- Supervisor access to PebblePad (e.g. pod casts on mentoring)
- Elluminate as PD tool for supervisors;
- VIT module on mentoring.
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Questions and discussion
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Contact detailsALTC project: Pre-service Teacher Education Partnerships:
Creating an effective practicum model for rural and regional pre-service teachers
Josephine [email protected] [email protected] [email protected] [email protected]