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Abstract

This paper reports on interviews with 19 senior teacher educators from 18 universities across Australia who offer fully online courses in initial teacher education (ITE). Teacher educators provided insight into four focus areas related to online ITE: 1) institutional practices; 2) affordances; 3) challenges; and 4) research priorities. Analysis revealed teacher educators perceived that online ITE can not only match on campus delivery but is also able to respond to reform agendas in ITE, including attracting students with attributes and characteristics that are likely to see them succeed as teachers, enabling students to experience contemporary approaches to learning, building strong partnerships between schools and universities, and helping address teacher shortages in rural/regional areas.

Item Type:	Article
Authors/Creators:	Downing, JJ and Dyment, JE and Stone, CM
Keywords:	online education, teacher education
Journal or Publication Title:	Australian Journal of Teacher Education
Publisher:	Edith Cowan University
ISSN:	1835-517X
DOI / ID Number:	10.14221/ajte.2018v44n5.4
Copyright Information:	Copyright 2019 The Authors
Related URLs:	Google Scholar: Downing, JJ UTAS Profile: Downing, JJ Google Scholar: Dyment, JE UTAS Profile: Dyment, JE
Item Statistics:	View statistics for this item

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