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Articles 61 - 74 of 74
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Tailoring Mentoring For New Mathematics And Science Teachers: An Exploratory Study, Christine Ormond
Tailoring Mentoring For New Mathematics And Science Teachers: An Exploratory Study, Christine Ormond
Australian Journal of Teacher Education
This paper explores some aspects of effective professional mentoring practice for early career mathematics and science teachers, and discusses the Early Support Program (ESP), a research project conducted in 2009 and 2010 at a large Australian metropolitan university. It is argued that better outcomes may result from a more strategic “tailoring” of mentoring “type” for different aspects of new teacher induction, especially as school-based mentors often have insufficient time or training to support them. The ESP has been trialling its more “distanced” mentoring model, tracking the issues that a group of new teachers chose to discuss with their mentors, and …
Achieving The Impossible? Teaching Practice Component Of A Pre-Service Distance English Language Teacher Training Program In Turkey, Ilknur Kecik, Belgin Aydin
Achieving The Impossible? Teaching Practice Component Of A Pre-Service Distance English Language Teacher Training Program In Turkey, Ilknur Kecik, Belgin Aydin
Australian Journal of Teacher Education
The aim of this article is to describe the model developed for the teaching practice component of the pre-service Distance English Language Teacher Training Program (DELTT) at Anadolu University, Eskişehir, Turkey. The steps taken to improve the model over a six-year period will be explained and the recent developments in the teaching practice area of the current program will be discussed in the light of recent research on learning and personal development. Lessons learned and the steps taken during this developmental process will be explored and recommendations for other programs concerned with the teaching practice component will be made.
Pre-Service Teachers’ Attendance At Lectures And Tutorials: Why Don’T They Turn Up?, Grace Oakley, Graeme Lock, Fiona Budgen, Brenda Hamlett
Pre-Service Teachers’ Attendance At Lectures And Tutorials: Why Don’T They Turn Up?, Grace Oakley, Graeme Lock, Fiona Budgen, Brenda Hamlett
Australian Journal of Teacher Education
Research indicates that attendance at lectures and tutorials is associated with university students’ level of success and satisfaction, and pre-service teachers’ relatively low levels of attendance at scheduled classes is of significant concern to many lecturers. However, little research has been undertaken to investigate the factors associated with absenteeism among pre-service teachers. This study investigates rates of absenteeism among different groups of pre-service teachers in a large School of Education in a Western Australian university and considers pre-service teachers’ self-reported reasons for being absent from lectures and tutorials. The results show that levels of attendance and reasons for absence at …
Using Online Blogs To Develop Student Teachers’ Behaviour Management Approaches, Andrea Reupert, Barney Dalgarno
Using Online Blogs To Develop Student Teachers’ Behaviour Management Approaches, Andrea Reupert, Barney Dalgarno
Australian Journal of Teacher Education
This paper reports on a study involving 74 third and 17 fourth year student teachers enrolled in a Bachelor of Education (Primary) course at an Australian regional, multi-campus university. These pre-service primary teachers completed the single semester, compulsory subject Managing the Learning Environment, which involves the application of behaviour management theory and research into the primary school classroom. The aim of the study was to investigate the experiences of student teachers using blogs whilst on professional placement and more specifically, the effectiveness of blogs to facilitate reflection on behaviour management. Data were drawn from focus group interviews and blog postings. …
Direct Instruction In Mathematics: Issues For Schools With High Indigenous Enrolments: A Literature Review, Bronwyn Ewing
Direct Instruction In Mathematics: Issues For Schools With High Indigenous Enrolments: A Literature Review, Bronwyn Ewing
Australian Journal of Teacher Education
Direct instruction, an approach that is becoming familiar to Queensland schools that have high Aboriginal and Torres Strait Islander populations, has been gaining substantial political and popular support in the United States of America [USA], England and Australia. Recent examples include the No Child Left Behind policy in the USA, the British National Numeracy Strategy and in Australia, Effective Third Wave Intervention Strategies. Direct instruction, stems directly from the model created in the 1960s under a Project Follow Through grant. It has been defined as a comprehensive system of education involving all aspects of instruction. Now in its third decade …
I Know What Literacy Means: Student Teacher Accounts, Sorrel Penn-Edwards
I Know What Literacy Means: Student Teacher Accounts, Sorrel Penn-Edwards
Australian Journal of Teacher Education
This paper explores beginning pre-service teaching students’ common perceptions of the meaning of the term literacy. The methodology used is described in terms of phenomenographic analyses and the outcome, an array presentation of concepts in diagrammatic form. It establishes that students’ conceptions of literacy are embedded predominantly in the reading and writing of written texts which is at variance with contemporary teaching practices of critical literacy. This paper proposes that this process and presentation is useful to pre-service teaching institutes in engaging in the debate highlighted in recent public reports, of the need to demonstrate competency in literacy as a …
Exploring The Beliefs Of Commencing Early Childhood Education Graduate Students: Providing Insights To Improve Teacher Education Programs, Susanne Garvis, Bev Fluckiger, Danielle Twigg
Exploring The Beliefs Of Commencing Early Childhood Education Graduate Students: Providing Insights To Improve Teacher Education Programs, Susanne Garvis, Bev Fluckiger, Danielle Twigg
Australian Journal of Teacher Education
In response to the increased demand for qualified early childhood educators in Queensland, many universities are being challenged to tailor make programs and identify innovative practices that support individuals interested in pursuing such a teaching qualification. Although research indicates that beliefs and perceptions are an important influence on pre-service teacher success in teacher education programs as well as in the workforce, little is known, however, about those of students as they enter early childhood education programs. This study focuses on the beliefs and perceptions that students bring to a Graduate Diploma in Early Childhood Education (GDipECE) being offered at Griffith …
Turning Into Teachers Before Our Eyes: The Development Of Professional Identity Through Professional Dialogue, Jessica Mantei, Lisa Kervin
Turning Into Teachers Before Our Eyes: The Development Of Professional Identity Through Professional Dialogue, Jessica Mantei, Lisa Kervin
Australian Journal of Teacher Education
This paper examines the development of professional identity in early career teachers enrolled in an “add-on year” of an undergraduate teacher education degree. Through a series of readings focused on reflection and pedagogy, participants engaged in professional dialogue as they made connections between the themes in their professional readings and their own understanding of the professional practice of a teacher. Dialogue was recorded and shared on a developed website. Participation in this dialogue afforded teachers opportunities to reflect on their professional identity in connection with literature, personal experiences and experiences of others. Further, uploading audio files to the site created …
Multiple Solutions To Problems In Mathematics Teaching: Do Teachers Really Value Them?, Erhan Bingolbali
Multiple Solutions To Problems In Mathematics Teaching: Do Teachers Really Value Them?, Erhan Bingolbali
Australian Journal of Teacher Education
Solving problems in different ways is strongly advised for mathematics learning and teaching. There is, however, little data available on the examination of teachers’ openness to and evaluation of different solutions to the problems. In this paper, the author examines classroom teachers’ openness to different solutions (or to what extent they value different solutions) to problems and how they evaluate (grade) these solutions. For this purpose, two questionnaires including items on students’ different solutions are applied to about 500 classroom teachers. In this paper, only two items related to the focus of the study are analysed. The findings show that …
Sustaining School Colleagues’ Commitment To A Long-Term Professional Experience Partnership, Judith Peters
Sustaining School Colleagues’ Commitment To A Long-Term Professional Experience Partnership, Judith Peters
Australian Journal of Teacher Education
This paper presents findings from a qualitative study that investigated school participants’ perceptions of the benefits, challenges and supportive factors related to their involvement in a long-term school/university professional experience partnership. Data were collected through interviews with coordinators and a written survey completed by mentor teachers from 4 schools. The findings indicate that participants perceived the program to have a number of benefits for both staff and school students and that participation was supported by effective communication, flexible funding arrangements, local autonomy to interpret and adapt the program and the continuity arising from the long-term nature of the partnership. The …
Self-Efficacy Beliefs Of Novice Teachers And Their Performance In The Classroom, Hasan Ozder
Self-Efficacy Beliefs Of Novice Teachers And Their Performance In The Classroom, Hasan Ozder
Australian Journal of Teacher Education
This study examined the data related to the novice teachers’ self-efficacy beliefs and their performance in the classroom. The researcher collected both qualitative and quantitative data for this study. According to the findings, teacher self-efficacy beliefs of the novice teachers were found to be at a sufficient level. The novice teachers reported that they frequently use “verbal reprimands” , “establishing classroom rules and routines collaboratively with students”, “daily lesson planning”, “reinforcement towards student achievement”, “multiple intelligences activities”, “discussion technique”, “concrete exemplification”, “visually supported extra activities”, “oral questioning”, and “itneractive teaching methods” in the classroom.
Pre-Service Teachers' Epistemological Beleifs And Conceptions Of Teaching, Harun Yilmaz, Sami Sahin
Pre-Service Teachers' Epistemological Beleifs And Conceptions Of Teaching, Harun Yilmaz, Sami Sahin
Australian Journal of Teacher Education
This study aimed to investigate pre-service teachers’ views about teaching and the relation of those views to epistemological beliefs, gender, and subject areas. The data collection tool was adapted from “The Traditional Teaching (TT) and Constructivist Teaching (CT) Scale,” developed by Chan and Elliot (2004). Participants consisted of 490 pre-service teachers from different teacher education programs in Turkey. Principal component analysis was carried out, and nine items were removed from the adapted questionnaire because of low loadings. The data analysis showed that pre-service teachers preferred constructivist teaching views more than traditional teaching views, and this correlated with their epistemological beliefs. …
Service-Learning Within Higher Education: Rhizomatic Interconnections Between University And The Real World, Suzanne Carrington
Service-Learning Within Higher Education: Rhizomatic Interconnections Between University And The Real World, Suzanne Carrington
Australian Journal of Teacher Education
This paper discusses Service-learning within an Australian higher education context as pedagogy to teach about inclusive education. Using Deleuze and Guattari’s (1987) model of the rhizome, this study conceptualises pre-service teachers’ learning experiences as multiple, hydra and continuous. Data from reflection logs of pre-service teachers highlight how the learning experience allowed them to gain insights in knowledge as socially just, ethical and inclusive. The paper concludes by arguing the need to consider Service-learning as integral to university education for pre-service teachers.
' Who We Are ' And ' How We Are ' Are Integral To Relational Experiences: Exploring Comportment In Teacher Education, David Giles
' Who We Are ' And ' How We Are ' Are Integral To Relational Experiences: Exploring Comportment In Teacher Education, David Giles
Australian Journal of Teacher Education
This paper reports on findings from a phenomenological inquiry into the nature of the teacher-student relationship. Participants’ stories showed that ‘who we are’ and ‘how we are’ is integral to our experiences in education. More specifically, a teacher and a student’s way-of-being is essential to the nature of relational experiences. A teacher’s comportment (‘way-of-being’) has been found to have a communicative aspect that is felt and sensed by others. Such comportment is embodied and integral to how teachers and students relate. In a primordial manner, the comportment of the other is felt in the act of relating. When the way …