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Teacher Education and Professional Development

2018

Preservice teachers

Journal

Australian Journal of Teacher Education

Articles 1 - 6 of 6

Full-Text Articles in Education

A Systematic Review Of The Research On The Knowledge And Skills Of Australian Preservice Teachers, Jennifer Stephenson Jan 2018

A Systematic Review Of The Research On The Knowledge And Skills Of Australian Preservice Teachers, Jennifer Stephenson

Australian Journal of Teacher Education

Since knowledge and skills related to curriculum content and pedagogy are crucial for teachers, it is of interest to explore the research relating to what preservice teachers know and can do. Refereed journal articles published between 2005 and 2015 that reported on the assessment of the knowledge or skills of Australian preservice teachers are reviewed. Data were extracted from 52 articles relating to the context of the research, participants in the research and the adequacy of the knowledge and skills of preservice teachers. Most authors expressed some concern about the level of knowledge and skills of preservice teachers and where ...


Examining Preservice Teachers’ Reflective Thinking Skills In The Context Of Web-Based Portfolios: The Role Of Metacognitive Awareness, Emine Adadan, Diler Oner Jan 2018

Examining Preservice Teachers’ Reflective Thinking Skills In The Context Of Web-Based Portfolios: The Role Of Metacognitive Awareness, Emine Adadan, Diler Oner

Australian Journal of Teacher Education

This mixed method study aimed to examine if, and then potentially how, the level of preservice teachers’ metacognitive awareness (MA) influences their reflective thinking on their teaching practicum experiences in the context of web-based portfolio construction. Data sources included two sets of reflection task responses and a Likert-type metacognitive awareness inventory. Data from these sources were coded and analyzed using quantitative and qualitative methods. The total number of high-level reflective thinking indicators produced by the preservice teachers with high MA was notably higher than those generated by the preservice teachers with low MA. A Wilcoxon-Mann-Whitney test revealed a statistically significant ...


An Investigation Of Preservice Teachers’ Beliefs About The Certainty Of Teaching Knowledge, Leila E. Ferguson, Jo Lunn Brownlee Jan 2018

An Investigation Of Preservice Teachers’ Beliefs About The Certainty Of Teaching Knowledge, Leila E. Ferguson, Jo Lunn Brownlee

Australian Journal of Teacher Education

Beliefs about the certainty of teaching knowledge may influence how preservice teachers engage with and learn from knowledge sources in teacher education, and their subsequent practice. In light of inconsistencies in prior findings that mainly employ epistemic questionnaires, we extended research focusing on a contextual analysis. Sixty-six elementary and lower-secondary preservice teachers in Norway responded to the Beliefs about the Certainty of Teaching Knowledge (BECK) scale in the first and second year of study, respectively. Participants believed knowledge about teaching and learning was more tentative and evolving at T2 than at T1 (t (65) = 2.0, p = .049, Cohen’s ...


Attracting Preservice Teachers To Remote Locations, Kenneth D. Young, Peter Grainger, Dennis James Jan 2018

Attracting Preservice Teachers To Remote Locations, Kenneth D. Young, Peter Grainger, Dennis James

Australian Journal of Teacher Education

Teaching in rural/remote regions poses many challenges to teachers and is identified as a priority research area by the state government. Despite initiatives by the state government and university providers to solve the issue through various incentives designed to attract teachers, the problem remains significant. This research describes and analyses the impact of a regional university initiative to attract teachers to rural and remote locations in Queensland. The data was gathered through analysis of responses from preservice teachers completing education degrees at a regional university in Queensland. The data revealed that a pre-graduation teaching placement to a rural/remote ...


The Impact Of Intercultural Experiences On Preservice Teachers’ Preparedness To Engage With Diverse Learners, Denise A. Beutel, Donna Tangen Jan 2018

The Impact Of Intercultural Experiences On Preservice Teachers’ Preparedness To Engage With Diverse Learners, Denise A. Beutel, Donna Tangen

Australian Journal of Teacher Education

The diversity of student populations globally is increasing more rapidly than the diversity of the teaching workforce. Concerns are that beginning teachers are ill-prepared to meet the needs of the diversity of students in their classrooms. This lack of preparedness has been partially attributed to inadequate preparation within teacher education programs. We advocate that preservice teachers need to understand how their prior intercultural experiences can be utilised to better prepare them for teaching diverse groups of learners. This qualitative study (n=40) draws on Hammer’s (2009) Intercultural Development Continuum to explore the impact that these experiences have on shaping ...


Professional Knowledge Landscapes In Online Pre-Service Teacher Education: An Exploration Through Metaphor, Frances Quinn, Jennifer Charteris, Peter Fletcher, Mitchell Parkes, Vicente Reyes Jan 2018

Professional Knowledge Landscapes In Online Pre-Service Teacher Education: An Exploration Through Metaphor, Frances Quinn, Jennifer Charteris, Peter Fletcher, Mitchell Parkes, Vicente Reyes

Australian Journal of Teacher Education

This paper explores metaphors as a process of professional learning, and as a research method to interrogate professional knowledge landscapes (PKLs) within the flexible space and time of online pre-service teacher education. The methodology comprised five pre-service teacher educators with different disciplinary areas of responsibility engaging in metaphorical analysis of our teaching work. We found that the metaphors that frame our e-pedagogy are multiple, reflecting a range of theoretical positions and objects of our teaching work, sometimes internally contradictory notions of education and e-learning, and the complexities of our individual and collective PKLs. We argue that it is crucial in ...