Teacher education policy to improve teacher quality: Substantive reform or just another hurdle?

Figures & data

Table 1. Focus group participant information

Participant	Gender	International student or domestic students	Language Background Other than English (LBOTE)	Primary or Secondary
1	Female	Domestic	Yes	Secondary
2	Female	Domestic	Yes	Primary
3	Female	Domestic	No	Secondary
4	Female	Domestic	Yes	Secondary
5	Female	Domestic	No	Primary
6	Female	Domestic	Yes	Secondary
7	Female	Domestic	No	Secondary
8	Female	Domestic	No	Secondary
9	Female	International	Yes	Secondary
10	Female	Domestic	No	Secondary
11	Female	Domestic	No	Secondary
12	Female	Domestic	No	Secondary
13	Female	Domestic	No	Secondary
14	Female	Domestic	No	Secondary
15	Female	Domestic	No	Secondary
16	Female	Domestic	No	Secondary
17	Female	Domestic	Yes	Secondary
18	Female	Domestic	No	Primary
19	Female	International	Yes	Secondary
20	Male	Domestic	No	Secondary
21	Male	Domestic	Yes	Secondary
22	Male	Domestic	Yes	Secondary
23	Male	Domestic	No	Secondary
24	Male	International	Yes	Secondary
25	Male	International	Yes	Secondary
Results	Male: 6 Female: 19	Domestic: 21 International: 4	LBOTE: 11	Primary: 3 Secondary: 22

Table 2. Pass/fail rates for Literacy

Literacy test attempt	Pass	Fail
First (n = 1,979)	1,784 (90.1%)	195 (9.9%)
Second (n = 31)	17 (54.8%)	14 (45.2%)
Third (n = 7)	4 (57.1%)	3 (42.9%)

Table 3. Pass/fail rates for Numeracy

Numeracy test attempt	Pass	Fail
First (n = 1,986)	1,898 (95.6%)	88 (4.4%)
Second (n = 37)	21 (56.7%)	16 (43.3%)
Third (n = 9)	5 (55.5%)	4 (44.5%)
Fourth (n = 2)	1 (50%)	1 (50%)