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Beating The Bamboozle: Literacy Pedagogy Design And The Technicality Of Sfl, Erika Matruglio
Beating The Bamboozle: Literacy Pedagogy Design And The Technicality Of Sfl, Erika Matruglio
Australian Journal of Teacher Education
This paper explores the issue of metalanguage and writing instruction in the senior secondary curriculum. It reports on the use of a design based research collaboration between a very experienced teacher of Ancient History and a research team with the aim of improving literacy outcomes for a group of disadvantaged students. The case highlights some of the challenges implicated in this close work between educational linguistic theorists as language specialists and classroom practitioners as subject specialists. In particular, it raises the issue of how to provide already experienced teachers with a metalanguage to express their implicit knowledge about text more …
Online Initial Teacher Education In Australia: Affordances For Pedagogy, Practice And Outcomes, Jillian J. Downing, Janet E. Dyment, Cathy Stone
Online Initial Teacher Education In Australia: Affordances For Pedagogy, Practice And Outcomes, Jillian J. Downing, Janet E. Dyment, Cathy Stone
Australian Journal of Teacher Education
This paper reports on interviews with 19 senior teacher educators from 18 universities across Australia who offer fully online courses in initial teacher education (ITE). Teacher educators provided insight into four focus areas related to online ITE: 1) institutional practices; 2) affordances; 3) challenges; and 4) research priorities. Analysis revealed teacher educators perceived that online ITE can not only match on campus delivery but is also able to respond to reform agendas in ITE, including attracting students with attributes and characteristics that are likely to see them succeed as teachers, enabling students to experience contemporary approaches to learning, building strong …
How Teachers Find Meaning In Their Work And Effects On Their Pedagogical Practice, Kristina Turner, Monica Thielking
How Teachers Find Meaning In Their Work And Effects On Their Pedagogical Practice, Kristina Turner, Monica Thielking
Australian Journal of Teacher Education
This study addresses a gap in current literature by applying a qualitative phenomenological approach to understand how teachers with a calling orientation perceive meaning in their work. A calling orientation has been defined by Wrzesniewski, et al. (1997) as a commitment to one’s work as it contributes to the greater good and makes the world a better place. Individuals’ perception of participation in meaningful work has been closely linked to subjective wellbeing. The current study revealed that teachers’ reported that they found meaning in their work through having an impact on their students’ lives and through positive relationships with students …