Studying the effectiveness of teacher education Report Principals and new teachers in Victoria and Queensland are invited to participate in a longitudinal study designed to investigate teacher preparation and induction. The project, known as Studying the Effectiveness of Teacher Education (SETE), is focusing on how well new teachers feel prepared for the variety of school settings in which they are employed, and also analyses graduate employment destinations, pathways into the profession and teacher attrition and retention. The SETE project is the first of its kind in Australia in terms of breadth and scope, involving up to 15,000 early career teachers and 1,600 principals. Its results will inform policies and practices for effective pre-service teacher education and induction into the profession. SETE emerged from, and is supported by, a strong partnership between Deakin University, the Victorian Department of Education and Early Childhood Development (DEECD), the Queensland Department of Education and Training (QDET), the Victorian Institute of Teaching (VIT), the Queensland College of Teachers (QCT) and Griffith University. It has received funding from the Australian Research Council.
This paper, the final paper in the Keeping Connected special issue, presents the key findings of the overall study and focuses on the challenging process of re-imagining a hospital setting as a community of learning for young people in light of these findings. The paper focuses on young people as learners within the overarching themes emanating from the Keeping Connected research such as normalcy, diversity and communication. Taking up Slee's notion of 'the irregular school', we describe how one setting in a large urban paediatric hospital in Victoria, Australia, is transforming the way in which children and young people are supported to maintain their connectedness to learning. We reflect on the evidence of the Keeping Connected project to inform the ways in which a hospital can respond to young people's needs as learners and offer a model of inclusion as a form of cultural change in this important out-of-school setting. Directions for future research are also offered.
Studying the effectiveness of teacher education Report Principals and new teachers in Victoria and Queensland are invited to participate in a longitudinal study designed to investigate teacher preparation and induction. The project, known as Studying the Effectiveness of Teacher Education (SETE), is focusing on how well new teachers feel prepared for the variety of school settings in which they are employed, and also analyses graduate employment destinations, pathways into the profession and teacher attrition and retention. The SETE project is the first of its kind in Australia in terms of breadth and scope, involving up to 15,000 early career teachers and 1,600 principals. Its results will inform policies and practices for effective pre-service teacher education and induction into the profession. SETE emerged from, and is supported by, a strong partnership between Deakin University, the Victorian Department of Education and Early Childhood Development (DEECD), the Queensland Department of Education and Training (QDET), the Victorian Institute of Teaching (VIT), the Queensland College of Teachers (QCT) and Griffith University. It has received funding from the Australian Research Council.
Using ‘visual narrative’ theoretically and practically, this paper explores issues of inclusive education, during a period of curriculum reform and renewal in Australia. In Australia, the middle years of schooling, Years 5 to 9, are well researched and known as a period when students disengage with learning and participation in schooling. Research in the middle years affirms the importance of engaging with ‘student voice’. In this special edition, we are aiming to highlight how the use of visual imagery can be a rich source of understanding, illustrating students’ self‐knowledge of schooling. Methodologically we refer to our research approach as ‘visual narrative’. Other writers in this edition use the term ‘photo voice’. For researchers it is important to highlight the differing orientations that ‘visual narrative’ and ‘photo voice’ signify. The terms are not mutually exclusive but highlight differing research possibilities and emphasis. Our argument, through the use of visual narrative produced by middle years’ students, is that visual texts open out some innovative possibilities for understanding inclusive education and supporting new relationships with our research community. Such approaches are not new; however, in a field such as special education that purports to support marginalised groups, liberatory research methods are under‐represented. This paper aims to open out these discussions and provide a way forwards for teachers and researchers interested in breaking apart why it is that inclusive education remains a never‐ending struggle.
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