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Full-Text Articles in Education
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 …
The Western Sydney Rustbelt: Recognizing And Building On Strengths In Pre-Service Teacher Education, Loshini Naidoo, Jacqueline Ann D'Warte
The Western Sydney Rustbelt: Recognizing And Building On Strengths In Pre-Service Teacher Education, Loshini Naidoo, Jacqueline Ann D'Warte
Australian Journal of Teacher Education
Preparing pre-service teachers to address the disparities in educational attainment that occur in settings with complex demographics such as high poverty and super diversity (Vertovec, 2007) require a theoretically driven contextual and spacial (Soja, 1996) understanding of disadvantage. This understanding highlights the structural and systemic inequalities that exist between the rich and the poor and limit social and economic mobility for disadvantaged students in schools. This paper uses a conceptual and spacial understanding to focus on the strategies implemented by a primary and secondary pre-service teacher program to support and improve pre-service teacher learning of disadvantaged schools. We detail approaches …