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The paper outlines young teachers’ experiences, summarizes recent research on in-service teacher professional learning, and uses these findings to propose changes to pre-service programs. Synthesizing the research, the authors produce a “To Do List” of activities and emphasize building Master Teachers and supporting long, healthy teaching careers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-vol-36-november-2011/594441/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-vol-36-november-2011/594441.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s primary purpose regarding young teachers?","Question",{"text":112,"@type":113},"To help young teachers become Master Teachers by outlining their experiences and considering how they might thrive in teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper define “master teachers”?",{"text":117,"@type":113},"As sharing three characteristics: they build relationships and communicate with children, teach both children and curriculum, and love learning and share it through teaching.",{"name":119,"@type":110,"acceptedAnswer":120},"What pressures affect beginning teachers according to the authors?",{"text":121,"@type":113},"High pressures relate to classroom management and content knowledge, expectations to perform quickly, and limited support such as mentorship and induction programs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594441,1792167574,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \nImproving Teacher Education Programs  \nKelly Harding  \nJim Parsons  \nUniversity of Alberta, Canada  \n[j](jim.parsons@ualberta.ca)[im.parsons@ualberta.ca](jim.parsons@ualberta.ca)  \nAbstract: In this paper, the authors review current practices in pre  \nservice teacher education. They suggest that radical improvements are  \npossible and that, if practiced, would help mediate many of the pressures young teachers face. To do so, the authors: 1) outline the experiences of  \nyoung teachers to consider how teachers might thrive in a difficult  \nvocation; 2) share recent research in the area of in-service teacher  \nprofessional learning (including their own) as a way to inform teacher  \neducation programs; and 3) to use these research findings to suggest  \npossible changes and improvements topre-service teacher education  \nprograms. Synthesizing the research, the authors generate a “To Do  \nList” of activities they believe should become part of pre-service  \neducation programs. They believe such instruction can become essential career foundations for teachers that would help build Master Teachers,  \nwould help stem the exodus from teaching, and would help our teacher  \neducation programs begin to educate teachers for the wellness of long  \nand healthy careers.  \nIntroduction  \nTeaching has never been an easy career choice or job. The curriculum for any subject is dense; and, given the tendency of most schools to give new teachers a dog’s breakfast of oddsand ends, beginning teachers are expected to become curriculum experts for numerous subjects and grade levels. Still, some teachers become “Master Teachers” and enjoy a long and fulfilled teaching career. We believe more can.  \nOur primary purpose as teacher educators is to help young teachers become Master Teachers. Our purposes in this paper are: 1) to outline the experiences of young teachers and consider how teachers might thrive in a difficult vocation; 2) to share our recent research in the area of in-service teacher professional learning as a way to inform teacher education programs;  \nVol 36, 11. November 2011 51  \nAustralian Journal of Teacher Education  \nand 3) to use these findings to suggest possible changes and improvements to pre-service teacher education programs.  \nThe Experience of Teachers  \nThere are many definitions of a “master teacher,” but we define master teachers as sharing three characteristics:  \n1. They know how to communicate and build relationships with children.  \n2. They teach both children and curriculum.  \n3. They love learning and share that love in their teaching.  \nTo work efficiently, master teachers quickly learn to back-map curriculum and becomeskilled at matching instructional strategies with assessing outcomes. They learn what is essential, how students will get there, and what acceptable looks like. They take advantage of resources – the most crucial being time and experience. They learn a variety of pedagogical practices to engage learners. They learn know how to mediate, negotiate, and invite students to actively participate in their own learning. They hone their philosophies of teaching, come to value formative assessment, and learn to make research-informed interventions. They understand the importance of relationships, collaboration, community, and the influence they can have with the children they teach. They learn that content is merely a vehicle; knowing how to learn and how to think critically are the essential outcomes of education. We are not alone in believing these things: meta-analysis, effect size research by John Hattie (2003) has supported these points exceedingly well.  \nIn our experience teaching pre-service teacher education courses at Canada’s University of Alberta, most teacher candidates believe that, when they enter a school, they will be judged on their content skill and instructional capacity. Most worry about two issues: classroom management and content knowledge. Young teac","cbCaicHevS1G00ir","https://ap.wps.com/l/cbCaicHevS1G00ir","pdf",80255,11,"English","# Improving Teacher Education Programs\n## Abstract and purpose\n## The Experience of Teachers\n## Becoming a Master Teacher","[{\"question\":\"What is the paper’s primary purpose regarding young teachers?\",\"answer\":\"To help young teachers become Master Teachers by outlining their experiences and considering how they might thrive in teaching.\"},{\"question\":\"How does the paper define “master teachers”?\",\"answer\":\"As sharing three characteristics: they build relationships and communicate with children, teach both children and curriculum, and love learning and share it through teaching.\"},{\"question\":\"What pressures affect beginning teachers according to the authors?\",\"answer\":\"High pressures relate to classroom management and content knowledge, expectations to perform quickly, and limited support such as mentorship and induction programs.\"}]","Australian Journal of Teacher Education - Vol 36 - November 2011 | PDF",1792079170,28]