Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/7547
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dc.contributor.authorMasters, Yvonneen
local.source.editorEditor(s): Warren Halloway and John Maureren
dc.date.accessioned2011-05-25T15:28:00Z
dc.date.issued2010en
dc.identifier.citationInternational Research in Teacher Education: Current Perspectives, p. 211-223en
dc.identifier.isbn0908244800en
dc.identifier.isbn9780908244805en
dc.identifier.urihttps://hdl.handle.net/1959.11/7547en
dc.description.abstractProfessional experience can be an emotional time for any pre-service teacher. For distance education students, the natural tension of working in an unfamiliar setting is exacerbated by the "tyranny of distance": they find their own placement, have rarely had face-to-face contact with any university personnel, are often without a peer support group, and have not had the advantage of preparatory lectures at university. In 2008, the Professional Experience Office at the University of New England began trialling a variety of measures to assist external students before and throughout their professional experience. This article describes the initial trial of an online support structure, using the Sakai Open Source Learning Management System, and begins to evaluate the efficacy of that trial. The support structure provided students with a variety of resources that had to be studied before professional experience began and with a structure that was designed to guide them through a reflective process for their teaching portfolio. There was also the opportunity for the students to be involved in electronic forums where they could ask for advice from university personnel and interact with their peers. Evaluation of this online approach revealed that the support and feedback accessed asynchronously by pre-service teachers before, when, and after they were in-the-field had the potential to strengthen and enhance their teaching during the professional experience placement. However, there were technical difficulties that sometimes caused more frustration rather than the structure providing assistance. It was also clear that greater assistance was required when students were engaged in professional experience placements.en
dc.languageenen
dc.publisherKardoorair Pressen
dc.relation.ispartofInternational Research in Teacher Education: Current Perspectivesen
dc.relation.isversionof1en
dc.titleHands across the Ether: Preparing External Students for Professional Experienceen
dc.typeBook Chapteren
dc.subject.keywordsEducationen
dc.subject.keywordsTeacher Education and Professional Development of Educatorsen
local.contributor.firstnameYvonneen
local.subject.for2008130313 Teacher Education and Professional Development of Educatorsen
local.subject.for2008139999 Education not elsewhere classifieden
local.subject.seo2008930202 Teacher and Instructor Developmenten
local.identifier.epublicationsvtls086516869en
local.profile.schoolSchool of Educationen
local.profile.emailymasters@une.edu.auen
local.output.categoryB1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20110124-08329en
local.publisher.placeArmidale, Australiaen
local.identifier.totalchapters24en
local.format.startpage211en
local.format.endpage223en
local.title.subtitlePreparing External Students for Professional Experienceen
local.contributor.lastnameMastersen
dc.identifier.staffune-id:ymastersen
local.profile.orcid0000-0002-1120-7950en
local.profile.roleauthoren
local.identifier.unepublicationidune:7715en
dc.identifier.academiclevelAcademicen
local.title.maintitleHands across the Etheren
local.output.categorydescriptionB1 Chapter in a Scholarly Booken
local.relation.urlhttp://www.kardoorair.com.au/Latest_titles.htmlen
local.relation.urlhttp://trove.nla.gov.au/work/36374901en
local.description.statisticsepubsVisitors: 237<br />Views: 238<br />Downloads: 0en
local.search.authorMasters, Yvonneen
Appears in Collections:Book Chapter
School of Education
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