Abstract
ABSTRACTThis article presents a case of online publishing in teacher education and explores the status preservice teachers (PSTs) associate with this act. Publishing as a teacher education strategy is investigated to inform the use of tutorial products that provide learning and teaching advantages. Motivated by Education for Sustainability, professional vocational publishing provides assistance to teachers, from PSTs, while PSTs learn teaching. In 2014, PSTs designed teaching tools for primary science teachers published on the La Trobe Wildlife Sanctuary (LTWS) Web site. From 92 PSTs surveyed with an 85% response rate, the value, involvement, and quality of tutorial products was attributed to, and raised, when published online. The data suggested that PSTs supported this as a teaching approach and would consider applying it in their future teaching.
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