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This study compares demographics across main and satellite campuses and advances research on first-year preservice teachers’ epistemological beliefs by campus location. Results show demographic diversity in both groups but similar beliefs about knowing and learning, addressing criticisms of entry standards for both cohorts.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the purpose of the study on preservice teachers in multi-campus settings?","Question",{"text":63,"@type":64},"It compares demographic similarities and differences between main and satellite campuses and examines first-year preservice teachers’ epistemological beliefs by campus location.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do the findings describe students from main and satellite campuses?",{"text":68,"@type":64},"Students from both campus types are demographically diverse, yet they hold similar beliefs about knowing and learning.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the paper respond to critiques of entry standards for preservice teachers?",{"text":72,"@type":64},"By showing comparable epistemological beliefs between groups, it challenges claims that satellite-campus students differ substantially in their perspectives on 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|\n\n2008  \nCharacteristics of Preservice Teachers in MultiCampus Settings: Using Demographics and Epistemological Beliefs to Unpack Stereotypes  \nBeryl Exley  \nQueensland University of Technology  \nSue Walker  \nQueensland University of Technology  \nJoanne Brownlee  \nQueensland University of Technology  \nRecommended Citation  \nExley, B., Walker, S., & Brownlee, J. (2008). Characteristics of Preservice Teachers in Multi-Campus Settings: Using Demographics and Epistemological Beliefs to Unpack Stereotypes. Australian Journal of Teacher Education, 33 (6).  \n[http://dx.doi.org/10.14221/ajte.2008v33n6.1](http://dx.doi.org/10.14221/ajte.2008v33n6.1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol33/iss6/1](http://ro.ecu.edu.au/ajte/vol33/iss6/1)  \nAustralian Journal of Teacher Education  \nCharacteristics of Preservice Teachers in Multi-Campus Settings: Using Demographics and Epistemological Beliefs to Unpack Stereotypes  \nBeryl Exley  \nSue Walker  \nJoanne Brownlee  \nQueensland University of Technology  \nAbstract: The last two decades have seen the massification of  \npreservice teacher education and critiques of its quality in Australia  \nand elsewhere. Part of the strategy of massification has been the  \nestablishment of satellite campuses in growth corridors. This paper  \nenters the debate on the quality of preservice candidates. The purpose  \nof this research is two-fold: to note comparisons and parallels in  \ndemographics across main and satellite campuses, and to advance  \nresearch on the epistemological beliefs of first year preservice  \nteachers according to campus location. In doing so, we offer an  \nalternative metric for characterising these two groups of students. The  \nresults show that the students from both campuses are  \ndemographically diverse but are similar in terms of the beliefs they  \nhold about knowing and learning. These findings talk-back to the  \ncritique of entry standards for preservice teachers in general and  \nsatellite campus students in particular.  \nThe Massification of Teacher Education  \nThere is no denying the importance of education to any nation-building program, northe correlation of teacher quality and educational productivity. Without high-quality teachers the goal of high achievement for all students will simply not be met. These imperatives, inter alia, have driven the phenomenon known as the ‘massification’ of higher education in many industrial economies, including Germany, France, Japan, Taiwan, the United States (DarlingHammond, Holtzmann, Gatlin & Vasquez Heilig, 2005) and Australia (Bates, 2005) . This process has transformed higher education from institutions that only permitted ‘elite’ entry toa select range of courses, to mass entry to a greater range of courses (Morgan, 1997) including education studies. At the same time, there have been additional policy moves, which involved the establishment of satellite campuses, to improve preservice teacher education of hitherto excluded populations.  \nIn Australia in the late 1980s, 75 Colleges of Advanced Education and 19 universities were transformed into 37 universities. However, since this time, like many cosmopolitan cities throughout the world, Australian cities and regional centres have expanded outwards, driven by the ideal of home ownership and/or providing a safe, semi-rural, sub-urban environment for families (see Sunshine state tops population growth, 2005) . This development meant that the target population for university entry was now living ever increasing distances from where most of the 37 university campuses were located.  \nIn the last two decades, however, policy redirected these (re)formed universities to setup small satellite campuses in newly identified growth corridors. These policies were a part of the package of reform attempting to redress rising youth unemployment and low education retention","cbCaidXIRskrGG9W","https://ap.wps.com/l/cbCaidXIRskrGG9W","pdf",187561,12,"English","# Abstract\n## The Massification of Teacher Education\n## Teacher Quality","[{\"question\":\"What is the purpose of the study on preservice teachers in multi-campus settings?\",\"answer\":\"It compares demographic similarities and differences between main and satellite campuses and examines first-year preservice teachers’ epistemological beliefs by campus location.\"},{\"question\":\"How do the findings describe students from main and satellite campuses?\",\"answer\":\"Students from both campus types are demographically diverse, yet they hold similar beliefs about knowing and learning.\"},{\"question\":\"How does the paper respond to critiques of entry standards for preservice teachers?\",\"answer\":\"By showing comparable epistemological beliefs between groups, it challenges claims that satellite-campus students differ substantially in their perspectives on learning.\"}]","Characteristics of Preservice Teachers in Multi-Campus Settings - Using Demographics and Epistemological Beliefs to Unpack Stereotypes | PDF",1792077672]