Who makes higher education graduates ready for work? The case of teacher education in Slovenia.

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Bibliographic Details
Title:	Who makes higher education graduates ready for work? The case of teacher education in Slovenia.
Authors:	Pavlin, Samo¹ Samo.Pavlin@fdv.uni-lj.si
Source:	European Journal of Education. Dec2020, Vol. 55 Issue 4, p489-500. 12p.
Subject Terms:	Effective teaching, Educational objectives, Teacher training, Higher education
Geographic Terms:	Slovenia
Abstract:	This paper starts by focusing on the problem of students' transition to working life in the domain of teacher education. Second, it problematises the teacher educator concept. Particular attention is paid to the question of which professionals regard themselves as teacher educators, and why. Third, it presents young teachers' acquisition of working experience and their transition from education to work in Slovenia as linked to three processes: practical and developmental work in schools during studies, traineeship period, and continuous professional learning. The general findings indicate that teacher education, training and professional development are all characterised by a sharp division between the role of academics (transmitters of theory), and senior teachers (facilitators of teachers' practical experiences). In our findings we demonstrate that young graduates lack a well-considered and integrated acquisition of practical experience as they move from education to the labour market. The paper is concluded with a call for better understanding the role of academics in preparing graduates for the world of work. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This paper starts by focusing on the problem of students' transition to working life in the domain of teacher education. Second, it problematises the teacher educator concept. Particular attention is paid to the question of which professionals regard themselves as teacher educators, and why. Third, it presents young teachers' acquisition of working experience and their transition from education to work in Slovenia as linked to three processes: practical and developmental work in schools during studies, traineeship period, and continuous professional learning. The general findings indicate that teacher education, training and professional development are all characterised by a sharp division between the role of academics (transmitters of theory), and senior teachers (facilitators of teachers' practical experiences). In our findings we demonstrate that young graduates lack a well-considered and integrated acquisition of practical experience as they move from education to the labour market. The paper is concluded with a call for better understanding the role of academics in preparing graduates for the world of work. [ABSTRACT FROM AUTHOR]
ISSN:	01418211
DOI:	10.1111/ejed.12423