Audiographic Teleteaching in Pre-service Teacher Education

In recent years there has been concern about the equitable provision of education services across metropolitan and rural areas in Australia (Lunn 1997). In particular, much of the debate has revolved around the allocation and distribution of educational and community based resources and the extent to which they hnpact on the lives of teachers living aud working in geographicaliy isolated in areas. Recent political and social debate has highlighted a perceived disenfranchisement and marginalisation of rural and remote community which may be reflected in students learning outcomes in these areas. In this paper we examine two aspects of this debate. Firstly, what issues do local community members highlight as needing to be addressed, in terms of preparing, attracting and retaining teachers for teaching positions in rural and remote areas. Secondly, how can pre-service education courses incorporate the perceived needs of the local community into current programs. In particular, we examine the trial of a mentor/internship program underway at Queensland University of Technology. The program aims to develop partnerships between schools, university, education departments and local communities to better prepare beginning teachers for the particular needs of the rural community.

Section: And As Another Pointed Outmentioning

confidence: 99%

Listening to Country Voices: Preparing Attracting and Retaining Teachers for Rural and Remote Areas

Yarrow

Herschell

Millwater

1999

“…Boylan, Squires and Smith (1994) and Boylan (1993, 1994) have documented the use of audiographic teleteaching (Telematics) in the pre-service teacher education courses on both the Bathurst and Wagga Wagga campuses of CSU; and…”

Section: Links To the Australian Literaturementioning

confidence: 99%

“…To guide the development of questionnaires to be used in this study, available Australian literature on audiographics and video-conferencing was examined. In particular the work of: i) Boylan, Squires and Smith (1994) and Boylan (1993, 1994) were used for the development of the surveys and interview schedules for the students and teachers; and…”

Section: Links To the Australian Literaturementioning

confidence: 99%

Distance Teaching Via Video-Conferencing in New South Wales Schools

Boylan

Francis

1999

The use of interactive video-conferencing in the delivery of secondary education is a relatively new innovation in Australian secondary education. The use of video-conferencing in industry especially for executive level meetings in large corporations has been around much longer. The Department of School Education in Victoria has used video-conferencing since 1995 (Arms, 1998a). State departments of education in Tasmania, South Australia and Queensland have also examined the ways in which video-conferencing can be incorporated into their modes of delivery. More recently, the New South Wales Department of Education and Training has examined the potential for video-conferencing as a means of delivery of senior secondary subjects to students attending small rural schools.

“…In Australia, rurally based teacher education progtams have responded to this challenge in a number of ways. First, specific subjects on teaching in rural schools have been inclnded in the acadeotic studies, for example, Charles Sturt University (Boylan, Squires and Smith, 1994), University of Southern Queensland (King, 1994) and James Cook University (McSwan, 1985) have included rural education subjects in their pre-service courses.…”

mentioning

confidence: 99%

Practice Teaching in a Distance Education Centre

Boylan

1996

Practice teaching is an integtal component of pre-service teacher education courses. Watson, Halton, Grundy and Squires (1986) clearly demonstrated that most New South Wales teacher education students came from metropolitan backgtounds, received their university tuition in a city based institution and completed their practice teaching in city schools. However, Watson, et al (1986) claimed that most of the city trained teachers were reluctant to accept a teaching appointment outside of the city. Under these conditions, long term solutions to the problem of high rural teacher turnover were unlikely to eventuate.