Quality and Impact in Teacher Education (QUITE)
Welcome to the landing page of the Quality and Impact in Teacher Education (QUITE) research focus area (RFA). On our website you will find tabs to enable you to look at current research projects; researchers working within the focus area; grants and awards obtained by our researchers; publications associated with focus area; and news and events.
The convenor of the RFA is Dr Sharon McDonough.
What we do
The Quality and Impact in Teacher Education Research Focus Area examines teacher education and professional development of teachers in all sectors of education, with an aim of exploring innovation and improvement in educational practice. It looks at how innovative and high quality teacher education and professional development can transform and empower teachers and their organisations, and lead to system improvement. It examines the role of partnerships in developing and maintaining high quality teacher education, including placements and other work-integrated learning in teacher education programs.
Who we are: Researchers in the RFA
Access detailed information and contact details for the researchers below:
Sara Warren (Master of Education Studies – Research pathway)
Project Title: The experience of being an online, generalist primary pre-service teacher
Description: Pre-service teachers shared their lived experience of learning to teach music within an online course. Analysing the data through a modified framework revealed themes of self-efficacy, preparedness for professional practice and challenging pre-conceived ideas, amongst others. This research impacts online learning design for future initial teacher education and higher education.
Amy Darby Walker
Project Title: A Case Study of Student Aspirations in Melbourne’s Peri-Urban Fringe
Description: This project investigates teacher understandings of their roles in relation to students’ aspirations. Using a qualitative case study approach, this research triangulates survey, interview and document analysis data from a P-12 school. It considers teacher understandings of students’ aspirations, teachers’ formal and informal roles, including barriers to these roles.
Description: This study explores the academic learning outcomes for preservice teachers (PSTs) involved in a service-learning experience at local primary schools. PSTs volunteer within a tutoring program as a hands-on learning experience to complement course content, assessments, and provide real-life opportunities to apply theoretical perspectives of child development and student characteristics. This study examines how the service-learning experience shapes these understandings, with an emphasis on the nexus between theory-practical applications. Data gathered from a range of PSTs and lecturers in the course through will be thematically analysed to explore and obtain an in-depth understanding of the service-learning phenomenon for PSTs.