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Full-Text Articles in Education
Does Study Of An Inclusive Education Subject Influence Pre-Service Teachers' Concerns And Self-Efficacy About Inclusion?, Stuart Woodcock, Brian Hemmings, Russell Kay
Does Study Of An Inclusive Education Subject Influence Pre-Service Teachers' Concerns And Self-Efficacy About Inclusion?, Stuart Woodcock, Brian Hemmings, Russell Kay
Australian Journal of Teacher Education
Survey data were collected from pre-service teachers studying at a large regional Australian university. These data were examined with the purpose of determining whether pre-service teachers’ views (and concerns) about inclusion and their confidence to teach in inclusive classrooms had changed as a result of studying an inclusive education subject and undertaking a practicum linked to that subject. The results of an analysis based on mean values indicated that the various concerns, namely, resources, acceptance, workplace, and academic standards, did not change markedly as a consequence of the subject and practicum experiences. This analysis also showed a hierarchy of concerns …
Patience Is Not The Only Virtue: The Relationship Between Time Preferences, Class Attendance And Final Marks, Margaret Giles, Y H. Cheung, Jacqui Whale
Patience Is Not The Only Virtue: The Relationship Between Time Preferences, Class Attendance And Final Marks, Margaret Giles, Y H. Cheung, Jacqui Whale
Research outputs 2012
No abstract provided.
Patience Is A Virtue: The Effect Of Students' Time Preferences On Their Academic Results, Y Cheung, Margaret Giles, Jacqui Whale
Patience Is A Virtue: The Effect Of Students' Time Preferences On Their Academic Results, Y Cheung, Margaret Giles, Jacqui Whale
Research outputs 2012
No abstract provided.
Cultivating Teachers’ Morality And The Pedagogy Of Emotional Rationality, Minkang Kim
Cultivating Teachers’ Morality And The Pedagogy Of Emotional Rationality, Minkang Kim
Australian Journal of Teacher Education
Teachers are expected to act ethically and provide moral role models in performing their duties, even though teacher education has often relegated the cultivation of teachers’ ethical awareness and moral development to the margins. When it is addressed, the main theoretical assumptions have relied heavily on the cognitivist developmental theories of Piaget and Kohlberg. A major pedagogical problem in adopting these theories of moral reasoning is that they may not help teachers to act as moral agents in real-life classrooms. This paper argues that one underlying difficulty is the insufficient attention given to the role of emotion in moral reasoning, …