Investigation of non-academic characteristics used for selection entry of pre-service teachers into higher education courses
Publication Details
Wyatt, J. E.,
&
O'Neill, M.
(2022).
Investigation of non-academic characteristics used for selection entry of pre-service teachers into higher education courses.
Australian Journal of Teacher education, 47 (12), 2.
Abstract
Education reform is prioritised in most countries. In 2014, the Australian federal government established the Teacher Education Ministerial Advisory Group with a mandate to improve initial teacher education (ITE) to better prepare new teachers for the classroom. One recommendation involved higher education providers selecting ITE candidates who possessed the required academic skills and non-academic characteristics to become successful teachers. This study investigates the prevalence and impact of non-academic characteristics among first-year graduates, using insights from principals in Western Australian public schools. According to the available literature, the link between non-academic characteristics in the ITE selection process and student outcomes and teacher employment is not clearly established. Principals confirmed first year graduates possessing the required non-academic characteristics impacted on student learning and were more employable.
Keywords
Education reform, Initial teacher education, Teacher preparation, Student outcomes, Teacher employability
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