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Articles 1 - 27 of 27
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Pre-Service Student-Teacher Self-Efficacy Beliefs: An Insight Into The Making Of Teachers, Donna Pendergast, Susanne Garvis, Jayne Keogh
Pre-Service Student-Teacher Self-Efficacy Beliefs: An Insight Into The Making Of Teachers, Donna Pendergast, Susanne Garvis, Jayne Keogh
Australian Journal of Teacher Education
Pre-service teacher education programs play an important role in the development of beginning teacher self-efficacy and identity. Research suggests that this development is influenced by the ‘apprenticeship of learning’. However, there remains limited research about the self-efficacy beliefs and identity construction of beginning pre-service teachers entering teacher training, and the impact of the education programs on the development of these attributes.
This paper reports on the first phase of a longitudinal study that investigates beginning teacher pre-service teachers’ views of what it is to be a teacher. In 2010, the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) …
Peeping Into The Learning World Of Secondary Teacher Trainees: Can Their Academic Success Be Predicted?, Mamta Garg
Peeping Into The Learning World Of Secondary Teacher Trainees: Can Their Academic Success Be Predicted?, Mamta Garg
Australian Journal of Teacher Education
The study investigated the styles of learning and thinking, study habits, achievement motivation of teacher trainees along with their attitude towards teaching and perception for B.Ed. course. It also explored the predictors that may determine the academic success of these pre-service teachers. The data were analyzed by employing product moment correlation, factor analysis and multiple regression. Findings showed that a total of 29.7% variance in marks in theory papers may be explained a total of 29.7% variance was explained by eight measures whereas five measures contributed towards the explanation of 29.5% variance in skills in teaching. But only three predictors …
Teacher Education To Meet The Challenges Posed By Child Sexual Abuse, Ben Mathews
Teacher Education To Meet The Challenges Posed By Child Sexual Abuse, Ben Mathews
Australian Journal of Teacher Education
The phenomenon of child sexual abuse has significant implications for teachers’ pre-service training and professional development. Teachers have a pedagogical role in dealing with abused children, and a legal and professional duty to report suspected child sexual abuse. Teachers require support and training to develop the specialised knowledge and confidence needed to deal with this complex context. This article explains the social context of child sexual abuse, its health and educational consequences, and the legal context, showing why teachers require this specialised training. It then reports on findings from an Australian study into the amount of training received by teachers …
What Do Beginning English Teachers Want From Professional Development?, Anita Jetnikoff
What Do Beginning English Teachers Want From Professional Development?, Anita Jetnikoff
Australian Journal of Teacher Education
This qualitative, interpretive case study allows insights into the reflective emerging teacher practitioner as it explores pre-service and beginning teachers’ preparedness to deal with curriculum change and the demands of the classroom and school community. Five beginning teachers were asked what they want from professional development in a period of rapid curriculum change. The study aligns with emerging local and national agendas for teacher professional development and accreditation in Australia.
The data analysis, based on “community of practice” perspectives, shows that new teachers have clear ideas about the professional development they need and want. Professional development is seen as integral …
Behind Cultural Competence: The Role Of Causal Attribution In Multicultural Teacher Education, Yan Yang, Diane Montgomery
Behind Cultural Competence: The Role Of Causal Attribution In Multicultural Teacher Education, Yan Yang, Diane Montgomery
Australian Journal of Teacher Education
In an attempt to bridge the gap between achievement motivation and multicultural teacher education, this study explored the relationship between causal attribution of cultural awareness and cultural competence among preservice teachers. Participants were 793 preservice teachers from two large public universities who reported their causal attributions of cultural awareness and their cultural competence. Canonical correlation analysis results showed two significant relationships between causal attribution and cultural competence. Personal control over the causes of cultural awareness was found to be positively related to praxis, i.e., behavioral outcome; whereas attributions to internal and stable causes were positively associated with knowledge as major …
Exploring The ‘How’ And ‘Why’ Of Value Orientations In Physical Education Teacher Education, Lorna B. Gillespie
Exploring The ‘How’ And ‘Why’ Of Value Orientations In Physical Education Teacher Education, Lorna B. Gillespie
Australian Journal of Teacher Education
This paper focuses on the significance of curriculum value orientations for curriculum implementation and, therefore, for teacher education. The paper draws on data arising from research undertaken with six Health and Physical Education teachers in Aotearoa New Zealand to explore issues pertinent to Physical Education teacher education (PETE). Selected findings from the study are presented and critically engaged with from a teacher education viewpoint to specifically address (i) considerations relating to students’ value orientations that teacher educators need to be cognisant of, and (ii) issues arising for teacher educators seeking to engage with value orientations in undergraduate and/or post-graduate PETE …
Arts Education In Swedish Teacher Training – What’S At Stake?, Monica Lindgren, Claes Ericsson
Arts Education In Swedish Teacher Training – What’S At Stake?, Monica Lindgren, Claes Ericsson
Australian Journal of Teacher Education
Swedish teacher education has undergone several reforms in recent decades aimed at incorporating teacher education into the university setting and strengthening the teaching profession. In view of earlier research that has shown how arts education in schools is ruled by dominant knowledge ideologies, the purpose of the project is to critically scrutinize current discourses related to arts learning and arts education in teacher education. The study is based on social constructionist theory and data were collected by various means, including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes.
Our analysis shows that an academic …
Democratic Values And Teacher Self-Efficacy Perceptions: A Case Of Pre-Service English Language Teachers In Turkey, Ece Zehir Topkaya, Aysun Yavuz
Democratic Values And Teacher Self-Efficacy Perceptions: A Case Of Pre-Service English Language Teachers In Turkey, Ece Zehir Topkaya, Aysun Yavuz
Australian Journal of Teacher Education
This study investigated democratic values of pre-service English language teachers in relation to their teacher self-efficacy perceptions in a Turkish context. It also examined the possible relationships between gender, grade and democratic values and self-efficacy perceptions. A questionnaire survey was conducted with 294 pre-service teachers. Findings show that they had a high level of democratic values while senior students reported the highest rate of democratic values. Results did not show a significant difference between democratic values and gender. Participants also reported a moderately high level of self-efficacy. Lastly, correlation was found between their democratic values and self-efficacy perceptions.
Enablers And Constraints In Achieving Integration In A Teacher Preparation Program, Craig Deed, Peter Cox, Vaughan Prain
Enablers And Constraints In Achieving Integration In A Teacher Preparation Program, Craig Deed, Peter Cox, Vaughan Prain
Australian Journal of Teacher Education
There is broad consensus that effective teacher preparation programs should enable pre-service teachers to integrate learning experiences at university and school. However, as noted in many reviews and studies, achieving this integration remains a significant challenge. In this study we aimed to identify factors that influence developmental coherence in pre-service teachers’ learning in the first eight weeks of a one-year preparation program, entailing university-based and school-based experiences. The pre-service teachers were expected to integrate learning in both contexts as preparation for their first five-week practicum. Our study aimed to identify their judgements of the value of various components of the …
Play In The School Context? The Perspectives Of Finnish Teachers, Pirkko T. Hyvonen
Play In The School Context? The Perspectives Of Finnish Teachers, Pirkko T. Hyvonen
Australian Journal of Teacher Education
Playful learning environments (PLEs) have been constructed in schoolyards in Finland with the aim of increasing learning through play in curriculum-based education. In order to better understand and inform this development, the Hyvönen sets out to ascertain how teachers view and use play in kindergarten and elementary education. Fourteen teachers were interviewed, and the data obtained were analyzed using the grounded theory approach. Eight play types were distinguished, with the teacher having the roles of leader, allower, and afforder. Play types were found to be either curriculum-driven, or seen as facilitating friendship or integrating play and learning as a process. …
Investigation Of Teachers’ Verbal And Non-Verbal Strategies For Managing Attention Deficit Hyperactivity Disorder (Adhd) Students’ Behaviours Within A Classroom Environment, Gretchen Geng
Australian Journal of Teacher Education
This paper investigated teachers’ verbal and non-verbal strategies for managing ADHD students in a classroom environment. It was found that effective verbal and non-verbal strategies included voice control, short phrases, repeated instructions, using students’ names, and visual cues and verbal instructions combined. It has been found that teachers’ talk is instrumental in gaining the students’ attention and that strategic teachers’ talk can result in students calming down or communicate better with the ADHD students, however, teachers’ non-verbal strategies were found more useful in classroom management. Teachers may find this paper useful in developing more confidence in managing ADHD students’ challenging …
Satisfied And Dissatisfied Commitment: Teachers In Three Generations, Pik Lin Choi, Sylvia Yee Fan Tang
Satisfied And Dissatisfied Commitment: Teachers In Three Generations, Pik Lin Choi, Sylvia Yee Fan Tang
Australian Journal of Teacher Education
This paper explores the self-appraisal of teacher commitment and their associated emotional experiences in the first ten years of teaching among three generations of Hong Kong teachers. Findings affirm previous view that high commitment level of teachers is characterized with psychological attachment to the commitment objects. However the relationship between increased teacher commitment level, time investment in work and psychological attachment to teaching is found uncertain in the changing contexts, leading to our conceptualization of satisfied and dissatisfied commitment among teachers staying in the profession. Implications from the new understanding of teacher commitment are discussed.
Locating Child Protection In Preservice Teacher Education, Kerryann Walsh, Louise Laskey, Elspeth Mcinnes, Ann Farrell, Ben Mathews, Freda Briggs
Locating Child Protection In Preservice Teacher Education, Kerryann Walsh, Louise Laskey, Elspeth Mcinnes, Ann Farrell, Ben Mathews, Freda Briggs
Australian Journal of Teacher Education
A recent report delivered by the Australian Centre for Child Protection has highlighted the need for empirical evidence of effective pedagogies for supporting teaching and learning of child protection content in Australian teacher education programs (Arnold & Maio-Taddeo, 2007). This paper advances this call by presenting case study accounts of different approaches to teaching child protection content in University-based teacher education programs across three Australian States. These different cases provide a basis for understanding existing strategies as an important precursor to improving practice. Although preschool, primary and secondary schools have been involved in efforts to protect children from abuse and …
The Effects Of Professional Development Initiatives On Efl Teachers’ Degree Of Self Efficacy, Mohammad Nabi Karimi (Allvar)
The Effects Of Professional Development Initiatives On Efl Teachers’ Degree Of Self Efficacy, Mohammad Nabi Karimi (Allvar)
Australian Journal of Teacher Education
Despite the importance of teacher efficacy, there has been little research on the effects of interventions intended to increase it. Thus, the present study considered the potential of Professional Development (PD) in enhancing teachers’ beliefs about their teaching ability. The study was quantitative in nature and utilized the reliable survey instrument known as “Teacher Sense of Efficacy Scale”. Two groups of English as a Foreign language EFL teachers (an experimental group and a convenience sample of control teachers) were surveyed in the study in a Pre-test Post-test (and delayed Post-test) Control Group Design. After administering a Pre-test on self-efficacy which …
Pre-Service English Teachers’ Perceptions Of An Overseas Field Experience Programme, Chi Cheung R. Yang
Pre-Service English Teachers’ Perceptions Of An Overseas Field Experience Programme, Chi Cheung R. Yang
Australian Journal of Teacher Education
This paper aims to present a small group of pre-service
English teachers’ perceptions towards the overseas field experience
programme jointly organised by a university in Canada and the
teacher trainer institute in Hong Kong. The study involved seven
Canadian Year 3 and 4 B.Ed. TESL students who participated in the
investigated eight-week overseas field experience programme to Hong
Kong. A purely qualitative method was adopted in which a semistructured
interview was conducted and the participants were asked to
keep fieldwork logs to obtain their views of the programme. The
results of the study show that the participants were highly positive …
Reflection At The Interface Of Theory And Practice: An Analysis Of Pre-Service English Language Teachers’ Written Reflections, Amanda Yesilbursa
Reflection At The Interface Of Theory And Practice: An Analysis Of Pre-Service English Language Teachers’ Written Reflections, Amanda Yesilbursa
Australian Journal of Teacher Education
This study was conducted to identify the characteristics of a
group of Turkish pre-service English Language teachers’ reflective
writing. A mixed method approach was taken in the analysis of their
written reflections on a video-recorded microteaching experience at the
end of a campus-based methodology course. First, qualitative analysis of
the written reflections revealed the modes and themes of reflection.
Second, the crosstabulations of the emerging reflective and thematic
categories were calculated to investigate how each category interacted.
The analyses revealed that while most of the reflection was descriptive
and focused on the self, some of the participants engaged in reflection …
Reviewing The Literature On “At-Risk” And Resilient Children And Young People, Ria Hanewald
Reviewing The Literature On “At-Risk” And Resilient Children And Young People, Ria Hanewald
Australian Journal of Teacher Education
This review paper provides pre-service and in-service
teachers, principals and other educational professionals with the
information needed to understand the concept of resilience to affect
positive development in children and young people in their care. It
reviews and critiques the most influential literature on resiliency over
the last four decades and is structured in three parts. The first section
deals with the definitions of risk and resilience and relevant terms (i.e.
vulnerability, at-risk students, risk factors, protective factors) to
clarify confusion and ambiguities of concepts. The second part
outlines the development of the research on resilience using a
historical perspective. …
‘New Directions For Traditional Lessons’: Can Handheld Game Consoles Enhance Mental Mathematics Skills?, Susan Main, John O’Rourke
‘New Directions For Traditional Lessons’: Can Handheld Game Consoles Enhance Mental Mathematics Skills?, Susan Main, John O’Rourke
Australian Journal of Teacher Education
This paper reports on a pilot study that compared the use of commercial off-the-shelf (COTS) handheld game consoles (HGCs) with traditional teaching methods to develop the automaticity of mathematical calculations and self-concept towards mathematics for year 4 students in two metropolitan schools. One class conducted daily sessions using the HGCs and the Dr Kawashima’s Brain Training software to enhance their mental maths skills while the comparison class engaged in mental maths lessons using more traditional classroom approaches. Students were assessed using standardised tests at the beginning and completion of the term and findings indicated that students who undertook the Brain …
Paradox, Promise And Public Pedagogy: Implications Of The Federal Government’S Digital Education Revolution, Rachel Buchanan
Paradox, Promise And Public Pedagogy: Implications Of The Federal Government’S Digital Education Revolution, Rachel Buchanan
Australian Journal of Teacher Education
The use of digital technology in the classroom is a significant issue for teachers as they are under increasing pressure to teach in technologically mediated ways. This ‘digital turn’ in education has culminated in the Australian federal government’s Digital Education Revolution, which represents a multi-billion dollar commitment to putting computers in schools and the implementation of technological pedagogical practice. This paper focuses on the confluence between globalised economic process, the Digital Education Revolution, and the discourse of the digital native; and describes the way in which students’ use of digital technologies is identity forming. I examine the Digital Education Revolution …
Developing A Common Understanding Of A Teacher Competency Framework Through Video Analysis : Experiences Of Victorian Regional Independent Middle School Teachers, Christopher J. Brown
Developing A Common Understanding Of A Teacher Competency Framework Through Video Analysis : Experiences Of Victorian Regional Independent Middle School Teachers, Christopher J. Brown
Theses: Doctorates and Masters
This study was deliberately focussed upon the careful examination of a model of professional learning for Middle School teachers, which has at its core, a Teaching and Learning Framework depicting essential elements of effective teaching practice. Set within the context of Middle School classrooms in a Regional Independent school, the intent was to research the impact of the framework on the professional learning of a group of teachers. Research was also undertaken to investigate the effectiveness of feedback and analysis structured around the framework, using video recordings taken from classroom observations.
A group of eight Middle School teachers participated actively …
Boys Only: One Co-Educational Primary School’S Experience Of A Classroom For Boys, Christopher D. Price
Boys Only: One Co-Educational Primary School’S Experience Of A Classroom For Boys, Christopher D. Price
Australian Journal of Teacher Education
Concern over retention of boys as well as poor academic performance and behaviour, in a New Zealand co-educational primary school, led the school to trial, a “boys-only class”. This case study reports interview and questionnaire commentary obtained at the beginning and end of the year from the principal, the teacher, pupils and parents, to consider outcomes for male pupils at this school, in regard to learning and social behaviour. The commentary was generally positive, with an emphasis on the gains made in reading and social skills. Findings also suggest that a significant feature in learning progress of children was the …
Becoming A Teacher And Staying One: Examining The Complex Ecologies Associated With Educating And Retaining New Teachers In Rural Australia?, Margaret Plunkett, Michael Dyson
Becoming A Teacher And Staying One: Examining The Complex Ecologies Associated With Educating And Retaining New Teachers In Rural Australia?, Margaret Plunkett, Michael Dyson
Australian Journal of Teacher Education
The problem of teacher retention has intensified in Australia, particularly in rural areas, with a number of studies suggesting that beginning teachers are not entering the profession with a commitment to remaining there. This paper reports on a study of 102 new teachers graduating from a rural campus of a major Australian university. Utilising a self devised survey over a 3 year period, graduate reflections were captured on what it meant for them to become a teacher. The research sought to determine graduates’ goals and aspirations for working in the profession in both the long and the short term. Participants …
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. …
Content Area Reading And Writing: Practices And Beliefs, Mustafa Ulusoy, Hakan Dedeoglu
Content Area Reading And Writing: Practices And Beliefs, Mustafa Ulusoy, Hakan Dedeoglu
Australian Journal of Teacher Education
The main purpose of this study was to investigate science, social studies, and classroom teachers’ reading and writing practices, and to investigate their beliefs about content area reading and writing. One hundred and forty-three teachers filled out the survey developed to learn their content area reading and writing practices and beliefs. In the second part of the study, semi-structured interviews were conducted with 12 teachers. The study results showed that teachers did not employ specific reading and writing strategies. They used question-asking strategy before, during, and after reading. This study concluded that there is a need for content area reading …
Measuring Student Support For Participative Assessment And Related Strategies: Development And Testing Of The Beliefs About Participative Assessment Instrument (Bapai), Christine Brew, Philip Riley
Measuring Student Support For Participative Assessment And Related Strategies: Development And Testing Of The Beliefs About Participative Assessment Instrument (Bapai), Christine Brew, Philip Riley
Australian Journal of Teacher Education
Participative assessment is well established in higher education. However, students’ concerns about the appropriateness of participative assessment create resistance to successful implementation. Strategies for addressing student concerns are needed because participative assessment practices appear to improve learning outcomes. The literature lacks validated scales to measure the subjective support for participative assessment. Presented are validated scales measuring support for self- and peer-assessment, group assignments and a proposed correlate, support for a discussion-oriented classroom derived from the responses of 213 pre-service teachers (both first year under-graduates and graduates). Graduates were more supportive of self- and peer-assessment than first year undergraduates and level …
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 …
Investing In Sustainable And Resilient Rural Social Space: Lessons For Teacher Education, Simone White, Graeme Lock, Wendy Hastings, Maxine Cooper, Jo-Anne Reid, Bill Green
Investing In Sustainable And Resilient Rural Social Space: Lessons For Teacher Education, Simone White, Graeme Lock, Wendy Hastings, Maxine Cooper, Jo-Anne Reid, Bill Green
Research outputs 2011
An opinion is presented that the relationship between teacher education and the sustainability of rural communities is reciprocal. Such a reciprocal relationship is explored using research findings of an Australian Research Council funded project (2008-2010) of schools and communities that identified sustainable practices concerning staff recruitment and retention. The paper discusses the context of the study, its method and conceptual framework as well as emerging themes from twenty case studies across Australia. The implications of these themes in terms of better preparing a future rural teacher workforce are examined.