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Investigation Of Non-Academic Characteristics Used For Selection Entry Of Pre-Service Teachers Into Higher Education Courses, Janine E. Wyatt, Michael O'Neill
Investigation Of Non-Academic Characteristics Used For Selection Entry Of Pre-Service Teachers Into Higher Education Courses, Janine E. Wyatt, Michael O'Neill
Australian Journal of Teacher Education
: Education reform is prioritised in most countries. In 2014, the Australian federal government established the Teacher Education Ministerial Advisory Group with a mandate to improve initial teacher education (ITE) to better prepare new teachers for the classroom. One recommendation involved higher education providers selecting ITE candidates who possessed the required academic skills and non-academic characteristics to become successful teachers. This study investigates the prevalence and impact of non-academic characteristics among first-year graduates, using insights from principals in Western Australian public schools. According to the available literature, the link between non-academic characteristics in the ITE selection process and student outcomes …
The Role Of The Teacher As Assessor: Developing Student Teacher’S Assessment Identity., Audrey Doyle, Marie Conroy Johnson, Enda Donlon, Elaine Mcdonald, Pj Sexton
The Role Of The Teacher As Assessor: Developing Student Teacher’S Assessment Identity., Audrey Doyle, Marie Conroy Johnson, Enda Donlon, Elaine Mcdonald, Pj Sexton
Australian Journal of Teacher Education
The closure of schools across the globe due to the Covid-19 pandemic had the potential to have a catastrophic impact on a fundamental pillar of initial teacher education: school placement. This paper maps a new “site” of professional practice for “school placement” called “Teacher Online Programme” (TOP) using Xu and Brown’s (2016) conceptual framework of teacher assessment literacy in practice. Its main focus lies in the integration of the assessment baseline knowledge into the programme under the seven elements proposed by the framework. A case study methodology informed the approach taken. Data was collected and analysed in three phases: the …
Exploring ‘Next Practice’: Principals’ Perceptions Of Graduate Skills And Attributes For Future Classrooms, Angela Fitzgerald
Exploring ‘Next Practice’: Principals’ Perceptions Of Graduate Skills And Attributes For Future Classrooms, Angela Fitzgerald
Australian Journal of Teacher Education
The phrase ‘next practice’ was coined to indicate a shift from the notion of best practice to thinking more broadly about the needs of future learners and the ways in which teaching practice might align to support these needs. In understanding what next practice means for the classroom, this study was particularly interested in examining how initial teacher education (ITE) could respond through their graduate preparation. The presented data presented is derived from an Australian small-scale qualitative study that sought to explore principals’ perceptions of graduate skills and attributes for future classrooms which captured the perspectives of six primary and …
Early Career Teachers’ Intentions To Leave The Profession: The Complex Relationships Among Preservice Education, Early Career Support, And Job Satisfaction, Nick Kelly, Marcela Cespedes, Marc Clarà, Patrick A. Danaher
Early Career Teachers’ Intentions To Leave The Profession: The Complex Relationships Among Preservice Education, Early Career Support, And Job Satisfaction, Nick Kelly, Marcela Cespedes, Marc Clarà, Patrick A. Danaher
Australian Journal of Teacher Education
This paper investigates the complex factors that lead to early career teachers (ECTs) deciding to leave the profession. It extends prior studies to show the associations that different elements of preservice education (PSE), early career support, and on-the-job satisfaction have with the intention to leave the profession. The study uses data from 2,144 Australian ECTs to explore these relationships. Results highlight the importance of teachers’ collegial relationships with their peers, and replicate prior findings showing the significance of mentoring and induction programs. Results show that elements of job satisfaction are strongly associated with intention to leave the profession, leading to …
Classroom Ready? Pre-Service Teachers’ Self-Efficacy For Their First Professional Experience Placement, Kang Ma, Michael S. Cavanagh
Classroom Ready? Pre-Service Teachers’ Self-Efficacy For Their First Professional Experience Placement, Kang Ma, Michael S. Cavanagh
Australian Journal of Teacher Education
This study investigates the level of teacher self-efficacy (TSE) among 90 secondary preservice teachers (PSTs) before their first teaching practice and the factors which influenced their ratings. The Scale for Teacher Self-Efficacy (STSE) (Pfitzner-Eden, Thiel, & Horsley, 2014) was adapted by adding some open-ended questions. Data were analysed via SPSS and NVivo separately. Results show a relatively lower level of TSE compared with previous research and classroom management was of greatest concern. PSTs reported factors such as lacking teaching experience, previous informal teaching and other relevant experience, teacher education program, personal qualities and characteristics, and teacher-student relationship. Implications, limitations, and …
Lines Of School-University Partnership: Perception, Sensation And Meshwork Reshaping Of Pre-Service Teachers’ Experiences, Narelle Lemon, Anat Wilson, Catherine Oxworth, Agli Zavros-Orr, Bryan Wood
Lines Of School-University Partnership: Perception, Sensation And Meshwork Reshaping Of Pre-Service Teachers’ Experiences, Narelle Lemon, Anat Wilson, Catherine Oxworth, Agli Zavros-Orr, Bryan Wood
Australian Journal of Teacher Education
School-university partnerships are complex, entangled and layered. As renewal of initial teacher education is at the forefront, understanding how we approach partnerships is imperative. This paper draws on reflective narratives of a school leader and initial teacher education staff involved in setting up a school-university partnership program. We identify the use of ‘meshworks’, that is complex and layered weaving of ideas or lines (Ingold, 2011; 2015; 2017) – specifically the lines of ‘partnership’, ‘partnership understanding’, ‘involvement’, ‘supporting pre-service teachers’, ‘noticing of pre-service teachers’, and ‘impact’. The analysis of the findings illuminate benefits from co-design and vision, while demonstrating how a …
“I Learned Quite A Lot Of The Maths Stuff Now That I Think Of It”: Māori Medium Students Reflecting On Their Initial Teacher Education, Ngārewa Hāwera, Merilyn Taylor
“I Learned Quite A Lot Of The Maths Stuff Now That I Think Of It”: Māori Medium Students Reflecting On Their Initial Teacher Education, Ngārewa Hāwera, Merilyn Taylor
Australian Journal of Teacher Education
Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate …
Comparing Stress Levels Of Graduate And Undergraduate Pre-Service Teachers Following Their Teaching Practicums, Gretchen Geng, Richard Midford, Jenny Buckworth
Comparing Stress Levels Of Graduate And Undergraduate Pre-Service Teachers Following Their Teaching Practicums, Gretchen Geng, Richard Midford, Jenny Buckworth
Australian Journal of Teacher Education
In comparison to undergraduate pre-service teachers (PSTs), graduate PSTs have previously completed a three-year bachelor degree and are enrolled in initial teacher education (ITE) programs to become a teacher. Following a review of literature on teachers’ sense of stress, reflection and identity development, this study compared the stress levels and concerns of graduate PSTs with those of undergraduate PSTs. One hundred and fifty-one graduate and one hundred and fifty-nine undergraduate PSTs participated in this study. The graduate PSTs had significantly higher stress levels than undergraduate PSTs (p < .01). Contributing stressors from both groups’ own demographic background and teaching practicum perspectives were investigated and compared. These findings provide an empirical basis from which to develop appropriate strategies to support both groups of PSTs to manage their stress, develop their identity and personal beliefs and increase their retention in teacher education programs.
Learning To Teach: What Do Pre-Service Teachers Report., Dawn A. Naylor, Glenda Campbell-Evans, Carmel Maloney
Learning To Teach: What Do Pre-Service Teachers Report., Dawn A. Naylor, Glenda Campbell-Evans, Carmel Maloney
Australian Journal of Teacher Education
Abstract: Taking a sociocultural approach to understanding the phenomenon of learning to teach, this study examined the extent to which seven pre-service teachers, in their final year of a Bachelor of Education course in a regional Australian university campus, identified personal, professional and contextual aspects as significant influences on learning to teach. By listening to the voices of the pre-service teachers, this study found three orientations towards learning to teach. While these orientations were specific to the pre-service teachers enrolled in one regional teacher education program, they do offer teacher educators some insight and advice into the phenomenon of learning …
Volunteering Within Initial Teacher Education: Factors That Boost And Block Participation, Daniella J. Forster, Jennifer Archer, Rukhsana T. Tajin
Volunteering Within Initial Teacher Education: Factors That Boost And Block Participation, Daniella J. Forster, Jennifer Archer, Rukhsana T. Tajin
Australian Journal of Teacher Education
Voluntary professional experience can be a powerful way for initial teacher education (ITE) students to develop an understanding of schools and their communities. Do ITE students make use of these opportunities? There is little Australian research that explores genuine volunteering that does not “require” students to engage with the community. We conducted an on-line survey with 141 ITE students who were eligible to participate in a volunteer program. What factors reduced volunteering and what factors enhanced it? The results showed that, while students value volunteering and can point to benefits that come from it, most are unable or unwilling to …