Peter R Whipp PhD

Attracting and retaining high-quality teachers in rural and remote locations is an ongoing issue. Extended pre-service teacher internship is one approach used to expose pre-service teachers to rural and remote career opportunities. We examine the lived experiences of Daisy, a teaching internship participant who relocated to a large regional town to undertake an extended final-year teaching internship. The research reported here, examines early career outcomes and career trajectories of participants in a 12-month final-year, pre-service teaching internship. We frame our mixed methods research project by aligning responses from 127 survey results and 8 interviews to Communities of Practice and the Early Career Teachers Resilience Framework. Using key theoretical concepts of Communities of Practice to analyse the data, we capture insight of the internship through Daisy’s voice which exemplifies the challenges and rewards of working in regional contexts. The support and structure of the program scaffolded Daisy during her internship period, and as she transitioned into her early career phase. Daisy emphasised understanding of place and context and articulated significant events and relationships that develop within the internship program. Her recollection of the impact of the internship aligned strongly with the Early Career Teachers Resilience Framework. Key outcomes from the research on internships, including Daisy’s case are identified as (a) strengthening preparation for teaching, (b) connecting pre-service teachers with teaching communities, (c) consolidating the purpose and meaning of teaching, and (d) underpinning teacher professional identity work. Further recommendations for research, include a wider study of internship programs across Australia and an exploration of the conceptual framework with a broader demographic.

Murdoch University requires all Initial Teacher Education (ITE) candidates to respond to a 5-minute SimLab interaction with the aim of teaching a topic of choice, learning something about each avatar and concluding, by asking questions to confirm understanding of the information discussed. A rubric, addressing 4-criteria, is used to evaluate student success. A demonstration of SimLab and preliminary research data that explores the effectiveness and predictive validity of simulation as an on-entry performance assessment are the foci of this work.

The present study aimed to provide understanding of Level 1 undergraduate students‘ perceptions about three concepts: fairness, transparency and authenticity, in written exams/tests, group projects, and individual assignments. The sample (N=187) comprised students from the Faculty of Life and Physical Sciences at The University of Western Australia (four different Schools were represented), who were enrolled in their second semester, 2010. A two-part questionnaire was completed by students for each assessment mode (i.e., written exams and tests, group projects, and individual assignments). Part 1 was a series of scale response items. Students used a 7-point Likert scale ranging from 1 (Not at all) to 7 (To a great extent) to rate questions on fairness, transparency, and authenticity. Part 2 of the survey used open-ended qualitative questions that asked students to describe what they (a) liked, (b) disliked, and (c) would change about the assessment. The results confirmed that gender did not influence student ratings of fairness, transparency and authenticity. Exams were perceived to be significantly fairer than individual assignments, and were also perceived to be significantly more transparent when compared to group work and individual assignments. For exams and individual assignments, student perceptions about assessment appeared to be highly dependent upon the final grade they received for the assessment task. Students who obtained high distinctions perceived higher levels of fairness, transparency and authenticity than those who failed. With groupwork, similar results were found for ratings of transparency.

Recognising that swimming is a skill that must be acquired to avoid the very real dangers of drowning, it is of concern that many pupils are apparently not making swimming progress during the secondary school years. This paper presents the results of a questionnaire investigating the current status of swimming and water safety programmes in seven Western Australian secondary schools. With reference to the Year 8 level, the Head of Department described the sort of activities undertaken, perceptions of the importance and relative success of the programme, issues of concern, and pedagogies employed to deal with different ability levels.