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Halliday’S View Of Child Language Learning: Has It Been Misinterpreted?, Anne Thwaite
Halliday’S View Of Child Language Learning: Has It Been Misinterpreted?, Anne Thwaite
Australian Journal of Teacher Education
This paper gives a brief summary of Halliday’s theory of how children learn to talk, illustrating the development of children’s language from the microfunctions through the macrofunctions and into the metafunctions of adult language. The paper points to a possible source of the misinterpretation of Halliday’s theory in the work of Frank Smith (1983), which appears to have “trickled down” into some of the textbooks written for pre-service teachers in Australia. Links are made to teachers’ knowledge about language (KAL) and the current Australian Curriculum English (ACE). It is suggested that while any number of functions of the language of …
The Development Of Preservice Teachers’ Self-Efficacy For Classroom And Behavior Management Across Multiple Field Experiences, Maria B. Sciuchetti, Nina Yssel
The Development Of Preservice Teachers’ Self-Efficacy For Classroom And Behavior Management Across Multiple Field Experiences, Maria B. Sciuchetti, Nina Yssel
Australian Journal of Teacher Education
Classroom and behaviour management difficulties are consistently reported among the top reasons given by both novice and experienced teachers for leaving the profession. In order to successfully prepare and retain teachers, it is imperative that we understand the factors related to issues of classroom and behaviour management that may influence their decision to remain in the field. This study explored the development of preservice special education teachers’ self-efficacy for classroom and behaviour management as they progressed through a four-semester professional development sequence. Findings indicated that although self-efficacy levels were variable across semesters, statistically significant changes in group self-efficacy levels were …