In addition, education students were asked to comment on the best and worst features of the materials. The reduced number of responses to the second survey greatly limited the number of education students who completed both questionnaires. Suggestions were provided by education students regarding the BSSSS information they wished to receive.
It was also found that, on average, beginning teachers gave a neutral response to the question regarding their confidence in approaching the BSSSS for any additional information they might need. As in the case of BSSSS familiarity, education program students who responded to the second survey were found to have more confidence in communicating and discussing BSSSS issues. During the second phase, the education students agreed to confidently approach the BSSSS, explain the QCS test to the students, and discuss various matters related to the functions of the BSSSS with colleagues and students.
Although ratings regarding the moderation process and SAI were higher than before, they were still only neutral.
Queensland Tertiary Admissions Centre Ltd
Average survey 2
Note: Ratings are made on a five-point scale, with higher ratings indicating stronger agreement with the statements. Despite the fact that many pre-service teachers agreed that they understood issues related to QTAC processes and procedures, on average they were only confident to approach QTAC for further clarification or to discuss tertiary applications with students . As can be seen from Table 4, education students lacked confidence in explaining and discussing QTAC issues.
The increases in education students' confidence regarding QTAC roles and functions were more dramatic than the increases observed for perceived knowledge. This may be due to the fact that the average confidence ratings were slightly lower than the knowledge ratings made following the first survey. Education students who participated in the second survey on average agreed that they confidently discussed QTAC-related matters with both students and colleagues.
Tertiary Entrance Procedures Authority
Averagesurvey 2
I understand how POs and FPs are calculated 2.4 3.4 I understand the purpose and functions of TEPA 2.0 3.3 I have good knowledge of the information provided by TEPA 1.9 3.3. As expected, since pre-service teachers indicated that they had limited knowledge of issues related to TEPA, mean ratings regarding their confidence discussing and explaining such issues were low. Respondents also appeared to lack confidence in approaching TEPA for additional information, as suggested by the average neutral rating shown in Table 6.
As most were not aware of the available TEPA information publications, it is not surprising that they were not confident that they could refer students to an appropriate resource. Regarding the second survey, it was encouraging to note that the education students who responded felt confident enough to approach TEPA if they required additional information. Although pre-service teachers seemed more confident than had previously been the case about discussing TEPA-related issues and referring students to appropriate publications, these ratings averaged only neutral.
Explanation of the purpose and functions of TEPA to students 1.8 3.0 Discuss the purpose and functions of TEPA with colleagues 1.8 3.1.
Student explanations of tertiary entrance matters
9 In other cases, education students appeared to have a relatively thorough understanding of issues such as the alternative routes available for students to enter tertiary courses. Consistent with the low knowledge and confidence ratings made about TEPA, students' explanations of the Authority's purpose and functions were poor. The following comments were typical of those made about TEPA during the interviews.
A limited number of interviewees were currently employed in the school system and indicated that they had essentially acquired their knowledge on the job.
Improvements in perceived knowledge and confidence
Given that the lowest levels of knowledge and trust were initially expressed in relation to TEPA, it is not surprising that some of the most dramatic improvements observed were for this organization. Education students who responded to the second survey perceived that their knowledge of TEPA was greater (F=26.1, p<.01) and they were more confident discussing TEPA-related issues (F=19.4, p< .01). It is also interesting to note that no significant changes were observed over time in relation to the perceived importance of the teacher's role with regard to tertiary enrollment conditions (F=.43, p>.05).
This may be largely due to the fact that assessments of the importance of information for entry-level teachers and the need to know more about tertiary entry matters were already very positive at the time of the initial survey.
Perception of the teacher’s role
11 Respondents indicated that their role as a teacher in this case was mainly to support the guidance officer or relevant head of department, especially in those cases where the school population was large or a full-time guidance officer was not available. At no point was it suggested that the teacher should have extensive knowledge of tertiary admissions matters or that a teacher could replace professional staff in providing careers advice. When asked to answer the same questions as part of the second survey, the answers were virtually identical.
A slight increase was observed regarding teachers' need to know the roles of stakeholder organizations (mean = 4.5) with a similar decrease regarding the importance of being able to explain relevant procedures and processes to students (mean = 4.5). Responses regarding whether it was useful to know about BSSSS, QTAC and TEPA were the same as for the first questionnaire, with a very positive mean score of 4.5.
Feedback on the materials
Workbook
While slightly lower ratings were made for whether the resource was useful, detailed and interesting, they were still positive. Additional support for the resource was strongly suggested by the recommendation of 81 percent of education students that all preservice teachers receive the workbook. There were only a limited number of comments from education students in relation to the workbook (Appendix E).
It was the case that not all universities could accommodate the PowerPoint presentations in their current course structure. As such, it was reasonable that only 37 (23%) of teaching students responded that they considered this material to be part of their course. From Table 8 it is clear that, on average, the teaching students found the presentations to be relevant, easy to understand, well organised, detailed and interesting, while also providing new information.
13 Despite this positive response, education students were less likely to recommend that all student teachers view the presentations. This may be partly due to a lack of familiarity with the material among course instructors, combined with difficulties associated with incorporating the material into existing units of work at short notice.
Tutorial activities
Best and worst features of the materials
D ISCUSSION
The results overwhelmingly show that there is strong support from education students for the inclusion of early childhood and undergraduate education materials in university education programs. Based on the findings, it was evident that their actual knowledge base was limited or they were confused about the actual roles of stakeholder organizations, even if pre-service teachers rated themselves as confident. The increase in the length of undergraduate and graduate education courses since 1999, together with a better understanding of the requirements of the training material, may reduce future problems related to time constraints.
The full package of pre-service teacher training materials should be distributed to all Queensland universities on an annual basis. The module must be updated on an annual basis in consultation with representatives of QTAC and BSSSS. Minor modifications, as suggested by teaching students, should be considered as part of the revision of the material in 1999.
Potential barriers to access to information during internships and on the Internet should be identified and addressed. The universities should be contacted on an annual basis to assess whether the package continues to meet the requirements of the course and the needs of the degree students.
A PPENDIXES
Appendix A: Comments relating to BSSSS from the first survey
Perhaps an introductory “Welcome to the BSSSS” type document intended to explain the role and process of the BSSSS to prospective teachers. The BSSSS should perhaps send information to the universities so that people and prospective teachers can understand its functions and its relationship to education. I would try to convince students that the school you attend is not the only determining factor for OPs.
Information brochures explaining the BSSSS should be sent to each teacher and kept on hand. I really don't understand the BSSSS beyond observing the 'panel' review, but I recognize that information can be obtained when needed. QCS test, BSSSS purpose and functions, SAI moderation process and rationale, purposes and objectives.
I feel more confident in the role of BSSSS because of the guest tutorial presentations from one of the BSSSS assessment officers. I only understand much of the history of the BSSSS through some commissioned research and some readings.
Appendix B: Comments relating to QTAC from the first survey
Appendix C: Comments relating to TEPA from the first survey
Appendix D: General comments from the first survey
Appendix E: Comments relating to the workbook
Appendix F: Best and worst features of the training materials
It forced me to become more familiar with the role of different organizations and the calculation of FPSs, OPs, SAIs etc. Increased my awareness and showed me where the information could be obtained and how to suggest to students where they could ask for further assistance /to search . Material was presented in a disorganized manner that was unappealing to myself and other peers.
There was too much presentation in a standard "here is the information and read it from the sheets". The language in the workbook is not aimed at post-graduates - more like year 10 level. The exercises in the workbook were based on information from teachers at the practical school, and the teachers knew even less than me.
