Structuring an Online Pre-Service Education Program Chapter uri icon

Book Title

  • Successful Teacher Education: Partnerships, Reflective Practice and the Place of Technology

abstract

  • This chapter contains a detailed account of the development and implementation of an innovative structure for a teacher education program. The Graduate Diploma in Education Middle Years at La Trobe University‚Äôs Shepparton campus involved a collaborative learning environment accessed in blended learning mode, structured around a number of teaching and learning spaces, with the majority of time spent in a virtual environment. It was designed to enable a sense of community and connectedness as part of the total experience of the course. The chapter commences with an overview of the rationale for the setting up of the program. While describing the program in terms of its construction, implementation and outcomes achieved, the chapter highlights theoretical ideas which underpin the design of the curriculum, the use of technology and the role of assessment as assessment for learning (Department of Education and Early Childhood Development, 2013). It will be demonstrated that although part of the motivation for the establishment of the program was associated with marketing factors, the actual design and implementation were driven by theories about learning and teaching. There is also acknowledgement of the role and nature of practicum partnerships between schools and universities. The chapter highlights the important role of reflection on learning as a practice embedded within curriculum design for both learners and curriculum designers. The focus is to document the process of development and implementation of a teacher education program that is accessible and interactive.

publication date

  • 2014