Australian Journal of Teacher Education
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.
Recommended Citation
Downing, J. J., Dyment, J. E., & Stone, C. (2019). Online Initial Teacher Education in Australia: Affordances for Pedagogy, Practice and Outcomes. Australian Journal of Teacher Education, 44(5). https://doi.org/10.14221/ajte.2018v44n5.4