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DOI

10.14221/ajte.1996v21n2.5

Abstract

In 1996, the University of Sydney implemented a two-year postgraduate form of initial teacher preparation, the Master of Teaching degree. The program incorporates an integrated core study based on use of a distinctive case methodology, together with reflective approaches and portfolio assessment. After meeting practicum requirements, candidates will enter an internship with a conditional “licence to teach”. This paper will examine the processes which led to the devising and introduction of the M.Teach, including factors which could hinder achievement of its goals. Conditions for revision and innovation in Australia will be compared with those applying in the United States and the United Kingdom, with a view to identifying some current trends which are affecting the preparation of teachers world-wide.

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Link to publisher version (DOI)

10.14221/ajte.1996v21n2.5