Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/31433
Title: Developing a Signature Pedagogy and Integrated Support Model for First-Year Teacher Education Students Studying at a Regional University
Contributor(s): Harrington, Ingrid  (author)orcid ; Whannell, Robert  (author)orcid ; Bartlett-Taylor, Tim  (author)
Publication Date: 2022
Early Online Version: 2021-08-17
Open Access: Yes
DOI: 10.5430/ijhe.v11n1p126Open Access Link
Handle Link: https://hdl.handle.net/1959.11/31433
Abstract: The Australian regional university where this pilot study was completed is confronted with a number of demographic factors that challenge the delivery of effective student support and engagement. In 2020, the teacher education student cohort comprised of approximately 5,100 students, with 82.6% 25 years of age or older, 20.3% identified as having a low SES background, 43.7% being first-in-family, and 96.1% studying off-campus. Student demographic characteristics such as these are commonly cited as factors that contribute to increased challenge in completing tertiary study (Grebennikov & Shah, 2012; Li & Carroll, 2020). The attrition rate for commencing students for the period from 2010 to 2018 ranged between 24.6% and 36.2%. While these demographic characteristics are largely objective in character and may not be able to be addressed by university-based intervention, the nature and quality of the learning environment students‟ experience is able to provide the best opportunity for them to successfully complete their tertiary study endeavours, despite their personal context and backgrounds. One factor that has been identified as critical to the success of commencing students, particularly those from non-traditional backgrounds, is the nature of their relationships with, and the academic environment established by the academics teaching first-year units (Farr-Wharton, Charles, Keast, Woolcott, & Chamberlain, 2017).
Publication Type: Journal Article
Source of Publication: International Journal of Higher Education, v.11 (1)
Publisher: Sciedu Press
Place of Publication: Canada
ISSN: 1927-6052
1927-6044
Fields of Research (FoR) 2020: 390305 Professional education and training
390303 Higher education
390307 Teacher education and professional development of educators
Socio-Economic Objective (SEO) 2020: 160102 Higher education
160303 Teacher and instructor development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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