Education Commons^™

Dynamic Variables Of Science Classroom Discourse In Relation To Teachers’ Instructional Beliefs, Sibel Kaya

Australian Journal of Teacher Education

The current study examines if the occurence of dynamic variables namely, authentic questions, uptake, high-level evaluation and student questions in primary science classrooms vary by teachers’ instructional beliefs. Twelve 4^th grade teachers from two different schools volunteered to participate in the study. Data was collected through semi-structured interviews and classroom observations. Both qualitative and quantitative methods were used to determine teachers’ instructional beliefs, classroom practices and dynamic variables of classroom discourse. Results showed that teachers were more teacher-centred in their classroom practices than their instructional beliefs. There were no differences among teachers with different instructional beliefs in …

Mathematical Investigations For Supporting Pre-Service Primary Teachers Repeating A Mathematics Education Course, Judy Bailey

Australian Journal of Teacher Education

Preparing to become an effective primary school mathematics teacher is a challenging and complex task; and is influenced by one’s past experiences, personal knowledge of, and beliefs and attitudes towards mathematics. This paper examines the experiences of a small group of pre-service teachers who did not pass their first year mathematics education course. As part of their second attempt at this course for a Bachelor of Teaching (primary) degree the pre-service teachers engaged in a mathematical investigation. Data suggests that undertaking an open-ended mathematical investigation facilitated positive shifts with regard to the pre-service teachers’ knowledge of, and beliefs and attitudes …

School And University Partnerships: The Role Of Teacher Education Institutions And Primary Schools In The Development Of Preservice Teachers’ Science Teaching Efficacy, Jacinta E. Petersen, David F. Treagust

Australian Journal of Teacher Education

Science in the Australian primary school context is in a state of renewal with the recent implementation of the Australian Curriculum: Science. Despite this curriculum renewal, the results of primary students in science have remained static. Science in Australia has been identified as one of the least taught subjects in the primary school curriculum, and therefore, the role of the teacher is paramount. Research has explored the significant impact that tertiary education and practical experience, including the role of the science teacher educator and mentor teacher, can have on preservice teachers, in relation to either increasing or calibrating science teaching …

Conceptualizing And Describing Teachers’ Learning Of Pedagogical Concepts, Maria Jose Gonzalez, Pedro Gómez

Australian Journal of Teacher Education

In this paper, we propose a model to explore how teachers learn pedagogical concepts in teacher education programs that expect them to become competent in lesson planning. In this context, we view pedagogical concepts as conceptual and methodological tools that help teachers to design a lesson plan on a topic, implement this lesson plan and assess its results. Concepts such as the notions of learning goals, errors, conceptual structure, representation systems, resources, grouping, interaction or assessment strategies are examples of such pedagogical concepts. We propose a model that involves three types of knowledge of a pedagogical concept—theoretical, technical and practical—for …

The Motivation And Identity Challenges For Phd Holders In The Transition To Science And Mathematics Teaching In Secondary Education: A Pilot Study, Robert Whannell, William Allen

Australian Journal of Teacher Education

Australian secondary education has endured a chronic shortage of qualified mathematics and science teachers for a number of years, particularly in rural and remote areas. A longitudinal research project examining the capacity for the holders of PhD level qualifications in mathematics and science to be utilised as one means of addressing this shortage has been commenced at two regional Australian universities. This paper reports on the pilot study which utilised semi-structured interviews involving five participants at various stages of the transition into secondary school teaching. The interviews examined the motivations of the participants to enter secondary teaching and the challenges …

Methods For Multimodal Analysis And Representation Of Teaching-Learning Interactions In Primary Science Lessons Captured On Video, Mark W. Hackling, Karen J. Murcia, Khadeeja Ibrahim-Didi, Susan M. Hill

Research outputs 2014 to 2021

Video-based classroom research is opening-up exciting new insights into how teachers generate productive opportunities for student engagement in quality learning, reasoning and the development of their scientific literacy. The significant role played by multimodal representations in learning and teaching becomes evident through the medium of video and its analysis. Classroom research that is framed from social constructivist, sociocultural, activity theory and social semiotic perspectives highlights the social interactions involving multimodal representations which are used to communicate science ideas and also act as semiotic resources for meaning making. Social and cognitive processes of co-constructing meaning are mediated by talk, embodied representations …

Chemical Literacy Levels Of Science And Mathematics Teacher Candidates, Suat Celik

Australian Journal of Teacher Education

The goal of this study was to investigate Turkish science and mathematics teacher candidates’ levels of attainment in chemical literacy. These candidates had all studied the new Turkish chemistry curriculum in high school. The sample of the study consisted of 112 students, who were first-year students in the Department of Secondary Science and Mathematics Education. The participants’ levels of nominal, functional, conceptual, and multi-dimensional literacy were tested. The data were collected by a questionnaire previously developed and used in the literature. The participants’ levels of nominal and conceptual chemical literacy were found to be satisfactory in terms of the expectations …

Teaching For Students' Confident Transition From Number To Algebra, Christina Lang Lee

Theses: Doctorates and Masters

The adoption by all states and territories of the national curriculum by 2013 saw students in schools across the country taught introductory algebraic concepts from Year Five. In the twenty first century the need to be algebraically competent has become a necessity much as computation was in the previous centuries.

The Researcher has found from experience that students who have struggled with number and number operations will then most probably make poor progress in their study of algebra. The transition from number to algebra requires a robust understanding of number and number operations

This study investigated the balance of instructional …