Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Teacher education (59)
- Pre-service teachers (29)
- Professional development (15)
- Teacher Education (13)
- Self-efficacy (11)
-
- Initial teacher education (10)
- Preservice teachers (9)
- Education (8)
- Practicum (8)
- Pre-service teacher (8)
- Teachers (8)
- Motivation (7)
- Social justice (7)
- Mentoring (6)
- Physical education (6)
- Western Australia (6)
- Assessment (5)
- Attitudes (5)
- Inclusion (5)
- Knowledge (5)
- Pedagogy (5)
- Pre-service teacher education (5)
- Professional experience (5)
- Professional learning (5)
- Student teachers (5)
- Teacher (5)
- Teacher preparation (5)
- Teacher self-efficacy (5)
- [RSTDPub] (5)
- Attitude (4)
- Publication Year
- Publication
- Publication Type
Articles 1 - 30 of 415
Full-Text Articles in Entire DC Network
Towards Pre-Service Teachers’ Theory-Praxis Nexus In Early Years English And Literacy Education: A Pilot Study, Maryanne Pale, Sarah Ohi, Lyn Kee
Towards Pre-Service Teachers’ Theory-Praxis Nexus In Early Years English And Literacy Education: A Pilot Study, Maryanne Pale, Sarah Ohi, Lyn Kee
Australian Journal of Teacher Education
International literature highlights that a perennial challenge for initial teacher educators is to guide Pre-Service Teachers (PSTs) to develop a comprehensive understanding of the relationship between theory and practice. Whilst there is a growing body of research that examines the relationship and/or the gap between theory and practice in teacher education, there remains a paucity of research that examines this phenomenon in the teaching of English and literacy units in higher education. This pilot study examined how PSTs from two Australian universities made connections and/or links (nexus) between their academic knowledge (theory) and professional experience (praxis) for the teaching of …
Six Modes Of Giving Pedagogy For Engagement And Wellbeing – For Teachers And Students, Thomas W. Nielsen, Jennifer S. Ma
Six Modes Of Giving Pedagogy For Engagement And Wellbeing – For Teachers And Students, Thomas W. Nielsen, Jennifer S. Ma
Australian Journal of Teacher Education
The present study took place across two outdoor education trips to the Great Barrier Reef with two groups of college students (N = 36; 16-19 years), five staff, and one of the authors (TWN). The aim was to explore how an explicit understanding and implementation of the wellbeing research around cultivating generous behaviour for meaningful happiness could be ‘experienced’ by staff and students and articulated as an educational framework, or ‘pedagogy’. Hermeneutic phenomenology was used to record and interpret pedagogical transactions of giving. Six repeated themes were identified: (1) exploration, (2) modelling, (3) explicit instruction, (4) incidental learning, (5) crisis …
Meaningful Application Of The Australian Professional Standards For Teachers: The Role Of The University Appointed Supervisor, Madlen Griffiths, Mandie B. Shean, Denise Jackson
Meaningful Application Of The Australian Professional Standards For Teachers: The Role Of The University Appointed Supervisor, Madlen Griffiths, Mandie B. Shean, Denise Jackson
Australian Journal of Teacher Education
: Preservice teachers undertake mandatory professional experience as part of their journey towards classroom readiness and in-service teaching. Supporting them in this process are supervisors who both guide and assess these novices. Central to this assessment are the Australian Professional Standards for Teachers, which need to be rigorously applied to ensure quality teaching graduates. This article investigates the application of these Standards by the supervisors in both their formative and summative assessment. Data are derived from interviews with final year preservice teachers and supervisors in a primary teaching degree course at one Western Australian university. Findings suggest that there is …
‘We Were All Green And Brand New’: Mentoring In Theories Of Child Development For Australian Early Career Preschool Teachers, Emma Ellis, Andrea Reupert, Marie Hammer
‘We Were All Green And Brand New’: Mentoring In Theories Of Child Development For Australian Early Career Preschool Teachers, Emma Ellis, Andrea Reupert, Marie Hammer
Australian Journal of Teacher Education
Three Australian Government commissioned reports from 2011-2017 convey a longstanding child development theory-practice gap in early childhood education. This study explores what informs mentors’ discussions of theories of child development with early career preschool teachers. Grounded in Interpretative Phenomenological Analysis, themes relate to the wide role of the early childhood teacher, variation in initial teacher education, developing teacher identity, emotional connections, and consolidation and extension of university learning of child development theories. Critical discussion of themes from a Freirean perspective illustrates how mentors conveyed experiences of oppression, marginalisation, and liberation. We offer that though the child development theory-practice gap is …
Does Individual Innovativeness Influence Tpack Development?: The Case Of Pre-Service Efl Teachers In Türkiye, Taibe Kulaksız
Does Individual Innovativeness Influence Tpack Development?: The Case Of Pre-Service Efl Teachers In Türkiye, Taibe Kulaksız
Australian Journal of Teacher Education
: This study aims to investigate how pre-service EFL teachers’ individual innovativeness levels affect their TPACK development during an educational technology course. Employing a quasi-experimental research design, the participants were 59 pre-service EFL teachers. The course followed the Diffusion of Innovation Theory steps. Analyzing the data, TPACK and individual innovativeness scales were implemented as pre- and post-tests. The results showed a significant increase in participants' TPACK, while their individual innovativeness did not exhibit a significant change during the course. Although there was a notable difference in pre-service teachers' initial TPACK levels based on their innovativeness, this difference was no longer …
The Criticality Of Teacher Educator Wellbeing: Reflecting Through Arts-Based Methods, Kristina Turner, Georgina M. Barton Dr, Susanne Garvis, Ellen Larsen
The Criticality Of Teacher Educator Wellbeing: Reflecting Through Arts-Based Methods, Kristina Turner, Georgina M. Barton Dr, Susanne Garvis, Ellen Larsen
Australian Journal of Teacher Education
Teacher educators face many challenges related to workload and government-mandated reforms in Initial Teacher Education programs. Evidence suggests that COVID-19 has exacerbated these challenges as universities must become more cost-effective and improve research outcomes and impact, often resulting in heavier workloads. While these challenges may be faced in other disciplines, teacher educator wellbeing, stress and burnout is an under-researched field, and little is known about if and how teacher educators maintain their wellbeing during times of uncertainty. This collaborative autoethnographic study applied an arts-based research method to explore the wellbeing challenges faced by four Australian teacher educators through the lens …
Metacognition In Teaching Of English Language Teachers In Bhutanese Secondary Schools, Yeshi Moktan, Somruedee Khongput
Metacognition In Teaching Of English Language Teachers In Bhutanese Secondary Schools, Yeshi Moktan, Somruedee Khongput
Australian Journal of Teacher Education
Despite numerous studies advocating for metacognitive interventions in day-to-day language instruction, little is known about teachers' awareness of their metacognition and how they process their cognition while teaching. This study aimed to examine English language teachers' metacognitive awareness in the Bhutanese context and their use of metacognition by adopting a mixed-method approach. Two phases of data collection were employed. A self-report questionnaire was used to collect quantitative data from 42 English language teachers from ten schools in Thimphu, Bhutan. Subsequently, qualitative data were collected through one classroom observation and two semi-structured interviews with 10 teachers selected purposively. The findings …
Bridging Theory And Practice Within An Alternative Teacher Education Program, Gulistan Gursel-Bilgin
Bridging Theory And Practice Within An Alternative Teacher Education Program, Gulistan Gursel-Bilgin
Australian Journal of Teacher Education
This study examines the commitments of an alternative teacher education program in linking theory and practice, one of the most prominent problems of the field. This qualitative phenomenological study drew from semi-structured interviews with seven faculty members and associate instructors, electronic surveys with seven program students, participant observation and field notes in seminar sessions, one program faculty meeting, and one community meeting, and curriculum materials. The findings suggest that the design of the program and the roles and (inter)actions of the stakeholders within the program created a dialectical interplay. Linked with this interplay, Teachers’ Society provided a setting for collaborative …
Enhancing Online Presence During The Sudden Transition To Online Teaching: Case Studies Of Macau Award-Winning University Teachers' Practices And Phronesis, Yulong Marvin Li, Jing Sun, Hong Chen, Xiaojing Liu
Enhancing Online Presence During The Sudden Transition To Online Teaching: Case Studies Of Macau Award-Winning University Teachers' Practices And Phronesis, Yulong Marvin Li, Jing Sun, Hong Chen, Xiaojing Liu
Australian Journal of Teacher Education
Research about the sudden transition from offline to online in Macau during the pandemic is limited. Using the Community of Inquiry (COI) framework as the deductive thematic analysis template, we interviewed six award-winning teachers at a teaching-oriented local tertiary institute about their online teaching practices concerning social, cognitive, and teaching kinds of presence. As the result of the collective case study, we found that the teachers, to some extent, echoed the good practices recommended in the COI in improving online presence. Meanwhile, the six teachers' seemingly practical skills reflected their accumulated phronesis or wisdom of practice. It is because the …
Exploring Teacher Educators’ Knowledge About Critical Thinking: A Case From Pakistan, Saima Bibi, Saba Hanif
Exploring Teacher Educators’ Knowledge About Critical Thinking: A Case From Pakistan, Saima Bibi, Saba Hanif
Australian Journal of Teacher Education
In Pakistan, it is aimed at both national and international levels to promote and develop critical thinking among students and teachers at all educational levels (sustainable development goals, VISION 2025, national standards for teachers, national educational policies, etc.). However, little research has investigated teachers' critical thinking knowledge. The present study explored critical thinking knowledge of teacher educators from teacher training institutes. The teacher training institutes of the most populous and developed province of Pakistan were taken as the sample of the study. Exploratory survey method was used for data collection. The study found that the majority of teacher educators lack …
How Are Preservice Teachers Discursively Positioned During Microteaching? The Views Of Student Teachers In Hong Kong, John Trent
Australian Journal of Teacher Education
This paper reports the results of a qualitative study that used in-depth interviews to understand the experiences and perceptions of six pre-service teachers as they engaged in microteaching at a tertiary institution in Hong Kong. Using a framework grounded in dialogism and positioning theory, the study describes the ways in which different discourses offer, as well as deny, positions to the pre-service teachers as they planned and implemented microlessons. The results suggest that competition between these discourses to position pre-service teachers can result in microteaching being associated with negative emotional experiences, such as disappointment, isolation, and frustration. This emotional dissonance …
The Power Of Role-Modelling: White Teacher Educators Normalising Anti-Racism And Cultural Reflexivity For White Pre-Service Teachers, Mary-Anne Macdonald, Sarah Booth, Helen Mills, Robert Somerville
The Power Of Role-Modelling: White Teacher Educators Normalising Anti-Racism And Cultural Reflexivity For White Pre-Service Teachers, Mary-Anne Macdonald, Sarah Booth, Helen Mills, Robert Somerville
Research outputs 2022 to 2026
Every child has a right to feel culturally safe in schools, yet for countless Indigenous students this is not the case. Many White pre-service teachers in Australia enter initial teacher education with a limited understanding of racial identity, Indigenous knowledge or White anti-racism. This autoethnographic study applies Social Cognitive Theory and the Theory of Planned Behaviour to understand the role of the White teacher educator in racial conscientisation of White pre-service teachers. We examine how White teacher confidence in enacting anti-racist behaviours builds when White teacher educators role-model the professional approaches which White teachers can use to teach about race …
Ecologies Of Learning For Inclusive Pedagogy In Spanish Secondary Education, Inmaculada Orozco, Anabel Moriña
Ecologies Of Learning For Inclusive Pedagogy In Spanish Secondary Education, Inmaculada Orozco, Anabel Moriña
Australian Journal of Teacher Education
From the theoretical basis of the ecology of learning and inclusive pedagogy, this article explores the activities, resources and interactions practised by 25 Spanish teachers in compulsory secondary education. This qualitative study involved semi-structured and individual interviews. A progressive analysis of the data was carried out using an inductive system of categories and codes. The results show that the activities were varied and all of them put students at the centre of the teaching-learning process. The resources that stood out were technologies and peer support. Interactions were characterised by the need to nurture affection and get to know and motivate …
In-House Efforts To Enhance Pre-Service Language Teachers’ Intercultural Competence, Nur Gedik Bal
In-House Efforts To Enhance Pre-Service Language Teachers’ Intercultural Competence, Nur Gedik Bal
Australian Journal of Teacher Education
The goal of the current study was to ascertain pre-service English language teachers’ impressions of the impact of thematic speaking tasks on the development of their intercultural competence in an online Spoken English course. Moreover, the effect of certain demographic variables on pre-service teachers’ cultural intelligence (CQ) was also investigated. The findings revealed a significant difference between the CQ of students with and without overseas experience. Pre-service teachers who could speak languages other than their mother tongue and English had significantly higher CQ scores than students who could not speak other languages. However, there was not a significant difference between …
Aboriginal Perspectives Matter: Yarning And Reflecting About Teaching Literacies With Multimodal Aboriginal Texts, Wendy Cumming-Potvin, Libby Jackson-Barrett, Dominique Potvin
Aboriginal Perspectives Matter: Yarning And Reflecting About Teaching Literacies With Multimodal Aboriginal Texts, Wendy Cumming-Potvin, Libby Jackson-Barrett, Dominique Potvin
Research outputs 2022 to 2026
Reporting on a qualitative study, informed by Australian Government Indigenous education and literacy policies, this article unveils early career teacher reflections about infusing Aboriginal perspectives in the English curriculum using multimodal texts. Forging a praxis between the Aboriginal practice of yarning (Bessarab & Ng’andu, 2010) and Freire’s (1974, 1996) frameworks for conscientisation and teachers as facilitators, the project overlays the work of Ladson-Billings (1995) and Foster, Halliday, Baize & Chisholm (2020), to unravel how culturally responsive pedagogy manifests in early career primary school teaching. We discuss teacher starting points and challenges to be culturally responsive educators, who use appropriate Aboriginal …
Leadership In Sustainability: Collective Wisdom, Conversations, Creativity, Contemplation And Courage, The Five Pillars Of A Master’S Teaching Unit, Mike Mouritz, Peter Newman, Renée Newman, Jayne Bryant, Aimee Smith, Elaine Olsen
Leadership In Sustainability: Collective Wisdom, Conversations, Creativity, Contemplation And Courage, The Five Pillars Of A Master’S Teaching Unit, Mike Mouritz, Peter Newman, Renée Newman, Jayne Bryant, Aimee Smith, Elaine Olsen
Research outputs 2022 to 2026
This paper provides an overview of insights and lessons learned from nearly 20 years of running a Master’s unit called Leadership in Sustainability and how it has been used to foster change agents in small business enterprises, as well as other parts of our economy and community. The unit is based on five ‘C’ pillars, which are discussed in this paper to show how the teaching was able to assist potential leaders in their journey towards sustainability. Collective Wisdom is the theory of how leaders have used their imagination to solve collective ‘wicked problems’ and how sustainability requires such wisdom. …
Mathematics Teachers’ Online Teaching Experience In Times Of School Closures: The Case Of Malaysia, Kin Eng Chin, Fui Fong Jiew, Al Jupri
Mathematics Teachers’ Online Teaching Experience In Times Of School Closures: The Case Of Malaysia, Kin Eng Chin, Fui Fong Jiew, Al Jupri
Research outputs 2022 to 2026
Purpose – Given that students were out of school in response to the COVID-19 pandemic public health measures, traditional teaching practices have been forced to switch to online mediated learning environments. This study represents the first research effort to capture the experience of Malaysian mathematics teachers about their teaching during the pandemic. This includes investigating digital education tools mathematics teachers used, issues they encountered, and the knowledge and skills they need to improve during the enforced online teaching situation. Methodology – This study employed a survey design and qualitative data were collected using an online questionnaire. A total of 202 …
A Study Of Victorian Teachers’ Beliefs About Student Behaviour And Their Perception Of Preparation And Confidence To Engage In Evidence-Based Behaviour Support, Russell A. Fox, Umesh Sharma, Erin S. Leif
A Study Of Victorian Teachers’ Beliefs About Student Behaviour And Their Perception Of Preparation And Confidence To Engage In Evidence-Based Behaviour Support, Russell A. Fox, Umesh Sharma, Erin S. Leif
Australian Journal of Teacher Education
Positive and proactive approaches to behaviour support have been recognised as one component required to create effective and inclusive school environments (Finkelstein et al., 2019). States and territories within Australia have increasingly adopted school-wide positive behavioural interventions and supports (SWPBIS) as a means to creating effective social and behavioural change (Poed & Whitefield, 2020). However, ensuring staff implement SWPBIS as it is intended has been a challenge, both in Australia and internationally (McIntosh et al., 2016; NSW Ombudsman, 2017). The current study identifies and seeks to address two gaps in the existing literature exploring noted barriers to …
Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin
Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin
Australian Journal of Teacher Education
In a direct effort to build a greater understanding of higher education teaching and learning opportunities, this study shares the journey of three university lecturers working to ensure best practice outcomes from criterion-referenced assessment [CRA]. The work was built on a belief that our respective higher education undergraduate students did not fully value the design structure or feedback outcomes inherent in CRA. Using a collaborative autoethnographic lens we pooled experiences, outcomes, challenges, assumptions, and accounts of unconscious biases from across our different tertiary education schools and subjects. Our examination enriched our understanding, our teaching, and our student outcomes. In sharing …
University English Teachers’ Professional Development Through Academic Visits: Using Identity As A Theoretical Lens, Feng Ding, Rui Eric Yuan, Fiona Curtis
University English Teachers’ Professional Development Through Academic Visits: Using Identity As A Theoretical Lens, Feng Ding, Rui Eric Yuan, Fiona Curtis
Australian Journal of Teacher Education
Academic visitor programs aim to enhance university teachers’ teaching and research capacity and intercultural competence. Its impact, however, has remained under-researched. Using the data collected from two rounds of in-depth interviews with 13 Chinese university English teachers over a year and a half, this study explored their experiences as academic visitors in the UK through the lens of professional identity. Findings revealed that the participants came with various expectations and negotiated and constructed different identities during their academic visits. The participants’ developing identities in turn affected their investment in their professional development in their situated contexts. The study provides important …
Teacher Education For A Rural-Ready Teaching Force: Swings, Roundabouts, And Slippery Slides?, Philip Roberts, Natalie Downes, Jo-Anne Reid
Teacher Education For A Rural-Ready Teaching Force: Swings, Roundabouts, And Slippery Slides?, Philip Roberts, Natalie Downes, Jo-Anne Reid
Australian Journal of Teacher Education
The preparation of teachers for rural schools has been a significant focus of research for many decades. In this paper we update previous reports of the extent of Initial Teacher Education courses that prepare teachers for rural schools in Australia. We found that despite significant and continued calls for rural teacher education, there are still very few rural-teaching units offered in teacher education courses, and there are no courses at all that seek this as an explicit outcome. As the Australian Professional Standards for Teaching claim the importance of teachers understanding students and their contexts, we argue that effective teacher …
Foreign Language Teachers’ Knowledge Base And The Influence Of Teaching Experience, Marianna Levrints (Lőrincz)
Foreign Language Teachers’ Knowledge Base And The Influence Of Teaching Experience, Marianna Levrints (Lőrincz)
Australian Journal of Teacher Education
The present paper elucidated the issue of foreign language teachers’ knowledge base and the influence of teaching experience on their beliefs. A self-report questionnaire was utilised to explore what domains of knowledge language teachers prioritised in planning and delivering instruction, what sources they drew on to gain professional understanding and to compare teachers’ views relevant to the length of their experience. The analysis of data revealed quantitative dissimilarities in the assumed sources and knowledge domains, as well as teachers' instructional preferences. The study’s findings lend empirical evidence to the influence of experience on teachers’ cognitions and yield additional insight into …
Conceptualising Early Career Teachers’ Agency And Accounts Of Social Action In Disadvantaged Schools, Margaret Kettle, Bruce Burnett, Jo Lampert, Barbara Comber, Naomi Barnes
Conceptualising Early Career Teachers’ Agency And Accounts Of Social Action In Disadvantaged Schools, Margaret Kettle, Bruce Burnett, Jo Lampert, Barbara Comber, Naomi Barnes
Australian Journal of Teacher Education
This article examines the accounts of actions undertaken by Early Career Teachers (ECTs) recently graduated from a social justice-oriented Initial Teacher Education (ITE) program and employed in complex school settings with high levels of student diversity, disadvantage, and poverty. The study drew on theories of teacher agency and agency more broadly to examine the workshadowing observations of the teachers’ practice in classrooms augmented by their reflective accounts in interviews. The study found that the ECTs’ agency, or contextualised social action, can be conceptualised as temporally embedded social engagement directed at addressing their students’ cultural, social and academic needs. The teachers …
What Is Discussed In Mentoring Dialogues? An Analysis Of How Relations Of Control Influence The Content In Mentoring, Monika Merket
What Is Discussed In Mentoring Dialogues? An Analysis Of How Relations Of Control Influence The Content In Mentoring, Monika Merket
Australian Journal of Teacher Education
Both international actors, like the OECD, and Norwegian policies for teacher education aim to increase students’ academic competence and the collaboration between university and practice. Mentoring dialogues between students and mentors in practice are in the intersection between university and the profession. Thus, this gives the mentors the responsibility to realize these policy intentions. This actualizes what is discussed in mentoring and how the negotiation of control between mentors and students has impact on what policy intentions are recontextualized in mentoring. Therefore, this paper aims to investigate which intentions are realized in mentoring through the use of criteria and the …
Balancing The Needs Of The School Community: Implementing Trauma-Informed Behaviour Supports In An Australian Regional Primary School., Kay Ayre, Govind Krishnamoorthy, Bronwyn Rees, Emily Berger Dr
Balancing The Needs Of The School Community: Implementing Trauma-Informed Behaviour Supports In An Australian Regional Primary School., Kay Ayre, Govind Krishnamoorthy, Bronwyn Rees, Emily Berger Dr
Australian Journal of Teacher Education
Exposure to adverse and traumatic events in childhood has been found to lead to poorer academic and social-emotional outcomes in school settings. The psychological impact of exposure to such events, referred to as childhood trauma, has been identified as a key driver of these educational difficulties. First Nations students have been found to experience higher rates of childhood trauma compared to non-First Nations students, with historical and intergenerational adversity contributing to such difficulties. There are national guidelines in Australia for the use of trauma-informed care practices in schools to reduce the impact of childhood trauma on educational engagement. This pilot …
Anxious, Disconnected And ‘Missing Out’, But Oh So Convenient: Tertiary Students’ Perspectives Of Remote Teaching And Learning With Covid-19, Melissah B. Thomas, Helen Widdop Quinton, Zali Yager
Anxious, Disconnected And ‘Missing Out’, But Oh So Convenient: Tertiary Students’ Perspectives Of Remote Teaching And Learning With Covid-19, Melissah B. Thomas, Helen Widdop Quinton, Zali Yager
Australian Journal of Teacher Education
The higher education sector has learnt a great deal in the online delivery shift due to Covid-19, however, student voice has been underrepresented in literature. This paper reveals 15 student perspectives, including both international and domestic students, who were studying a Master of Teaching (Secondary) at one university in Melbourne, Australia, during heightened social distancing restrictions. The inductive thematic qualitative data analysis collected through semi-structured interviews showed opportunities and challenges of learning experiences. Emergent themes found affordances of convenience and challenges of relational and structural aspects of teaching and learning. Relational aspects of learning were more challenging, including peer collaboration, …
Developing Mathematics And Science Teachers’ Ability To Design For Active Learning: A Design-Based Research Study, Steven Kickbusch, Les Dawes, Nick Kelly, Katherine Nickels
Developing Mathematics And Science Teachers’ Ability To Design For Active Learning: A Design-Based Research Study, Steven Kickbusch, Les Dawes, Nick Kelly, Katherine Nickels
Australian Journal of Teacher Education
This paper describes an approach to working with secondary preservice mathematics and science (M&S) teachers to develop their ability to design for active learning. It presents the design of a studio-style intervention that augments existing teacher education. It describes the way that these studios can be organised, with specific suggestions that a specialised learning designer, a subject matter expert, and administrative support be included to aid in the design for learning—on the justification that this can both improve the learning design as well as advance teacher learning. It describes a study in which 10 secondary M&S preservice teachers experienced this …
Teacher Educators’ Perceptions Of Schoolteacher Feedback Literacy: Implications For Feedback Training In Teacher Education Programmes, Ying Zhan
Australian Journal of Teacher Education
Few studies have empirically explored the specific elements of schoolteachers’ feedback literacy in spite of its crucial role in supporting student learning in classrooms. To address this research gap, individual interviews were conducted with 20 teacher educators in Hong Kong. The interviewees were asked to explicate the mind maps of schoolteacher feedback literacy that they had previously drawn. Data analysis revealed that the participants perceived schoolteacher feedback literacy as a three-dimensional concept, comprising knowledge, competence and disposition with specifications. In addition, the participants believed that schoolteacher feedback literacy was gradually evolving from a qualified level to a fully professional level …
Gender And Stress Levels Among Pre-Service Teachers, Gretchen Geng, Leigh Disney, Richard Midford, Jenny Buckworth
Gender And Stress Levels Among Pre-Service Teachers, Gretchen Geng, Leigh Disney, Richard Midford, Jenny Buckworth
Australian Journal of Teacher Education
This study used gender-sensitive research to investigate stress levels and stressors among pre-service teachers. The differences and similarities in stress levels between male and female pre-service teachers were studied. There were five significant findings: 1) both male and female pre-service teachers had high-stress levels; 2) male pre-service teachers had higher stress levels than females; 3) male pre-service teachers' stress has a strong relationship with their ages, while it was not for female pre-service teachers; 4) male pre-service teachers preferred to undertake their placement and commence their teaching career in middle or higher year level sectors, while female students preferred to …
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 …