Dealing with the demands of the Deakin University-Teach For Australia program: Four perspectives
The University of Western Australia
This paper sets out to explain the Deakin University-Teach For Australia (DU-TFA) program for preparing teachers Australia-wide, with a focus on Western Australia (WA), and to offer insight into how the DU-TFA beginning teachers, known as Associates, 'dealt with' the demands of the program. It is not an evaluation of the DU-TFA program; rather, through qualitative research methods, it offers the perspectives of four Associates on how they 'dealt with' the demands of the program, and the suggestions they make for modifications to the program to alleviate some of these demands. The suggestions may prove useful to TFA and its new partner university, as well as to other initial teacher education (ITE) programs. The paper provides the background to the TFA program, inclusive of its purpose, its operations, and the mentoring approach it employs with its partner university to support the Associates. The qualitative research methodology used to gather the data, and the limitations of the study, are also explained.
[ PDF full text for this article ]
|Author: Dr Angela Evangelinou-Yiannakis is an Honorary Research Fellow and Lecturer of the Graduate School of Education, The University of Western Australia, from where she received her doctorate in Education in September 2009. She has been a leader and principal in independent schools from 1994 to 2016, inclusive, and is currently involved in initial teacher education.|
Please cite as: Evangelinou-Yiannakis, A. (2019). Dealing with the demands of the Deakin University-Teach For Australia program: Four perspectives. Issues in Educational Research, 29(2), 427-443. http://www.iier.org.au/iier29/evangelinou-yiannakis.pdf