In Favour of Mature-Aged Graduates (MAGs)--Tapping the Potential for Real Educational Change

Autor/in	Uusimaki, Liisa
Titel	In Favour of Mature-Aged Graduates (MAGs)--Tapping the Potential for Real Educational Change
Quelle	In: Asia-Pacific Journal of Teacher Education, 39 (2011) 4, S.327-338 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2011.614687
Schlagwörter	Teacher Education; Student Needs; Teaching (Occupation); Middle Schools; Teacher Education Programs; Altruism; College Graduates; Older Adults; Workshops; Educational Change; Foreign Countries; Preservice Teachers; Professional Identity; Student Teacher Attitudes; Interviews; Middle School Students; Australia + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Teaching; Lehrberuf; Middle school; Mittelschule; Mittelstufenschule; Altruistic behavior; Altruismus; Hochschulabsolvent; Hochschulabsolventin; Älterer Erwachsener; Lernwerkstatt; Schulung; Bildungsreform; Ausland; Interviewing; Interviewtechnik; Middle schools; Student; Students; Schüler; Schülerin; Australien
Abstract	Mature-aged graduates (MAGs) are characterised by significant life experience, including career change and an altruistic desire to benefit their prospective students. They are particularly well suited to the middle school environment with its focus on transition and its often complex student needs. Despite this, MAGs are currently underserviced by existing teacher education programs. Their potential to deliver high-quality teaching is often not fully realised. Postgraduate teacher education programs with a middle school focus must develop better ways to support these graduates and to harness the unique combination of life/work experiences and the altruism they bring to the teaching profession. This study reports on a small cohort of MAGs' experiences in a one-year postgraduate teacher education program focusing on middle schooling. Findings from this study suggest MAGs benefit from being part of an innovative workshop program run in parallel to the Graduate Diploma program. Although the Graduate Diploma had provided them with significant challenges, the workshop impacted positively on participants' emerging middle school teacher identity. Inclusion in the workshop program encouraged fresh reflections about teacher identity and provided a supportive space that enabled their understanding of the importance of middle school teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10