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Targeted Teacher Education To Improve Primary Preservice Teachers’ Knowledge And Understanding Of Uv And Effective Sun Protection Measures For Children, Joseph J. Scott, Robyn S. Johnston, Natasha Bear, Sonia Gregory, Sally Blane, Mark Strickland, Jill Darby, Elin S. Gray
Targeted Teacher Education To Improve Primary Preservice Teachers’ Knowledge And Understanding Of Uv And Effective Sun Protection Measures For Children, Joseph J. Scott, Robyn S. Johnston, Natasha Bear, Sonia Gregory, Sally Blane, Mark Strickland, Jill Darby, Elin S. Gray
Australian Journal of Teacher Education
Teachers are responsible for children at school during peak ultraviolet (UV) times of the day. It is paramount that teachers have knowledge and understanding of UV to effectively protect themselves and their students. The aim of this pilot study was to investigate the effect of a short intervention on preservice teachers’ sun protective behaviours, knowledge and perceived skill to teach sun safety. Participants (n =161; median age=20 years) attended a 45-minute preservice teacher sun safety intervention and completed pre- and post-test surveys. Post-intervention, most participants indicated they felt: i) more informed about the dangers of UV and risks of developing …
Online Education Practices And Teaching Team Compositions In Australian Preservice Primary Science Education, James Deehan
Online Education Practices And Teaching Team Compositions In Australian Preservice Primary Science Education, James Deehan
Australian Journal of Teacher Education
Australian Initial Teacher Education (ITE) has long been marred by instability, scrutiny and high academic workloads. University wide workforce changes and the proliferation of online education require ongoing consideration as these factors have the potential to both enrich ITE and exacerbate existing issues. As subsect of ITE, preservice primary science education faces unique hurdles as establish student-centred, authentic practices have historically been delivered by tenured staff in traditional face-to-face settings. This paper aims to explore online teaching practices and teaching team composition in Australian preservice primary science education via interview and survey data collected from 17 academics in a Type …
“There’S No Big Book On How To Care”: Primary Pre-Service Teachers’ Experiences Of Caring, Hellen Kemp, Andrea Reupert
“There’S No Big Book On How To Care”: Primary Pre-Service Teachers’ Experiences Of Caring, Hellen Kemp, Andrea Reupert
Australian Journal of Teacher Education
This study investigated primary, pre-service teachers' experiences regarding their caring role, and the barriers they face when caring for students. Thirteen Australian primary pre-service teachers were individually interviewed. Within a qualitative framework, transcripts were thematically analysed, alongside member checks. While results indicated highly individualised notions of care, common themes included difficulties in navigating the caring teacher role, the caring student-teacher relationship and gaps in training around notions of care. A continuum of care was identified, mediated by student and teacher factors as well as school location. This continuum provides a framework within which pre-service teachers might explore boundary issues.