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- Teacher education (2)
- Cognition (1)
- Complex student behaviour (1)
- Digital literacy (1)
- Digital storytelling (1)
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- Engagement (1)
- Giving (1)
- Hybrid learning (1)
- Inclusive pedagogy (1)
- Knowledge (1)
- Learning ecologies (1)
- Pedagogy (1)
- Perception (1)
- Practices. (1)
- Pre-service EFL teachers (1)
- Preservice teachers (1)
- Qualitative research (1)
- Reflective tasks (1)
- Resource-limited context (1)
- Resource-rich context (1)
- Secondary education (1)
- Student (1)
- TPACK (1)
- Teacher strategies (1)
- Teacher training; intradisciplinary; excellence; pedagogy; mentors (1)
- Trauma-aware education (1)
- Trauma-informed education (1)
- Trauma-informed school (1)
- Trauma-sensitive education (1)
- Wellbeing (1)
Articles 1 - 7 of 7
Full-Text Articles in Education
A Q-Methodology Of Preservice Teachers’ Cognition Of Digital Literacy: A Philippine Case Study In Resource-Rich And Resource-Limited Settings, Camilla Vizconde, Rowena Sto. Tomas
A Q-Methodology Of Preservice Teachers’ Cognition Of Digital Literacy: A Philippine Case Study In Resource-Rich And Resource-Limited Settings, Camilla Vizconde, Rowena Sto. Tomas
Australian Journal of Teacher Education
This study aims to determine the existing digital literacy notions of Filipino preservice in two universities: one is a resource-rich context while the other is a resource-limited context. Contexts were determined based on the observed availability of digital tools. Twenty (20) preservice teachers each from two universities were invited for interviews after which they were again requested to arrange statements culled from the interviews. Utilizing the Q-sort methodology, a method that determines the standpoints of participants by their ranking of statements, three dimensions were identified: the portrait of balance, portrait of responsibility and portrait of support. The portraits represent the …
Integrating Tpack In Pre-Service Teachers’ Efl Course: Impacts On Perception, Knowledge, And Practices, Amira Ali, Hanan Waer
Integrating Tpack In Pre-Service Teachers’ Efl Course: Impacts On Perception, Knowledge, And Practices, Amira Ali, Hanan Waer
Australian Journal of Teacher Education
Most research that has explored integrating the Technological Pedagogical Content Knowledge (TPACK) framework into teacher education programs primarily utilized context-unspecific self-report instruments. This mixed-methods study explored the efficacy of integrating four domains of the TPACK framework in an EFL course on the perception and knowledge of (30) pre-service teachers in an Egyptian university. The study also investigated the effect of the TPACK-based course on participants’ lesson plans and teaching practices. Data collection instruments included a test, a questionnaire, observation checklists, lesson plans, and semi-structured interviews. Quantitative analysis showed that pre-service teachers’ knowledge and perception of PCK, TCK, TPK, and TPCK …
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 …
"Sky-High Motivation": Intradisciplinary Integrative- Courses For Excelling Teachers' Training, Yael Kimhi
"Sky-High Motivation": Intradisciplinary Integrative- Courses For Excelling Teachers' Training, Yael Kimhi
Australian Journal of Teacher Education
In many teacher education programs, curricula are comprised of fragmented courses within an academic discipline. This longitudinal study followed one cohort of teacher trainees in a fast-track B.Ed. program in Israel and explored an integrative approach to intradisciplinary courses. These courses were organized around significant themes and issues. A mixed-method methodology was implemented. The data included 81 teacher trainee responses, 16 mentor responses, and 11 college staff responses. Data were gathered during three years at four different time points: 1) online questionnaire for trainees and mentors (end of 1st and 3rd year); 2) trainee focus groups and steering …
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 …
Four Esol Graduate Students’ Hybrid Learning Through A Reflective Project: A Qualitative Case Study, Ho-Ryong Park
Four Esol Graduate Students’ Hybrid Learning Through A Reflective Project: A Qualitative Case Study, Ho-Ryong Park
Australian Journal of Teacher Education
This is a qualitative case study to investigate English for Speakers of Other Languages (ESOL) graduate students’ learning experiences when completing a reflective project. Four graduate students in the United States participated in this study and completed the project to share their linguistic and cultural stories in a traditional paper-based essay format and in a multimedia format. The data consisted of a reflection paper, digital storytelling (DST), a project report, an oral presentation, and an interview, which were analysed through content analysis. The findings included participants’ learning of (a) language and culture, (b) language teaching, (c) language teachers’ responsibilities, and …
How Is Trauma-Informed Education Implemented Within Classrooms? A Synthesis Of Trauma-Informed Education Programs, Jacolyn Norrish, Tom Brunzell
How Is Trauma-Informed Education Implemented Within Classrooms? A Synthesis Of Trauma-Informed Education Programs, Jacolyn Norrish, Tom Brunzell
Australian Journal of Teacher Education
The purpose of this study was to synthesise the content of trauma-informed education programs with a focus on classroom strategies. Programs (N = 20) were identified that focused on primary and secondary schools and were suitable for application in the classroom by teachers. Program materials available in the public domain were collated and the qualitative research method of reflexive thematic analysis was used to explore commonalities and themes in classroom strategies across different approaches. Classroom strategies were aimed at meeting students’ somatic (i.e., ‘bottom-up’) capacities of safety needs, self-regulatory needs, sensory needs, and relational and attachment needs. Classroom strategies also …