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Articles 1 - 30 of 1243
Full-Text Articles in Education
Supporting Learners Through Effective Communication: Student Teachers’ Communication Strategies To Address Learner Behaviour, Jirina Karasova, Gabriela Kleckova
Supporting Learners Through Effective Communication: Student Teachers’ Communication Strategies To Address Learner Behaviour, Jirina Karasova, Gabriela Kleckova
Australian Journal of Teacher Education
Teachers’ communication skills are integral to classroom management skills. If teachers implement effective communication skills and appropriate communication strategies, they are more likely to support learner autonomy, engagement, self-concept, well-being, or responsibility and succeed in behaviour management. This study examines student teachers’ awareness and use of communication strategies to address common disruptive learner behaviours. Although the participants showed limited ability to support learners through communication, they were more likely to identify effective communication responses than to produce them themselves. The study unveils that student teachers in the last year of a graduate program cannot respond to disruptive behaviour without communication …
Development Of A Teaching Performance Assessment In Australia: What Did We Learn?, Rebecca Spooner-Lane, Tania Broadley, Elizabeth Curtis, Peter Grainger
Development Of A Teaching Performance Assessment In Australia: What Did We Learn?, Rebecca Spooner-Lane, Tania Broadley, Elizabeth Curtis, Peter Grainger
Australian Journal of Teacher Education
Following increasing criticism of the variability in graduate teachers’ readiness to enter the profession, the Australian Institute for Teaching and School Leadership (AITSL) introduced a program accreditation requirement that all initial teacher education (ITE) providers must implement a Teaching Performance Assessment (TPA) in the final year of their teacher education programs. AITSL were not prescriptive in how ITE providers must meet the program standard which has resulted in 12 TPAs being implemented across 42 ITE providers. This paper outlines the development and implementation of one endorsed TPA designed to measure the readiness of graduating teachers, whilst taking into consideration the …
Experiential Learning Projects As Assessment In Initial Teacher Education, Renee Crawford, Louise E. Jenkins, Lydia Wan
Experiential Learning Projects As Assessment In Initial Teacher Education, Renee Crawford, Louise E. Jenkins, Lydia Wan
Australian Journal of Teacher Education
In a rapidly changing global environment, Initial Teacher Educators (ITE) have a responsibility to role-model contemporary teaching approaches, which develop graduates who think creatively and flexibly in educational workplaces. An important aspect of this work is supporting pre-service teachers (PSTs) to understand how to design assessments which facilitate a deep understanding of student learning. This learning can be achieved through the implementation of assessments which model contemporary practices and enrich student learning in ITE courses. This paper discusses new ways to consider the purpose of assessment by focusing on Experiential Learning (EL) as a form of assessment in ITE. This …
Does Individual Innovativeness Influence Tpack Development?: The Case Of Pre-Service Efl Teachers In Türkiye, Taibe Kulaksız
Does Individual Innovativeness Influence Tpack Development?: The Case Of Pre-Service Efl Teachers In Türkiye, Taibe Kulaksız
Australian Journal of Teacher Education
: This study aims to investigate how pre-service EFL teachers’ individual innovativeness levels affect their TPACK development during an educational technology course. Employing a quasi-experimental research design, the participants were 59 pre-service EFL teachers. The course followed the Diffusion of Innovation Theory steps. Analyzing the data, TPACK and individual innovativeness scales were implemented as pre- and post-tests. The results showed a significant increase in participants' TPACK, while their individual innovativeness did not exhibit a significant change during the course. Although there was a notable difference in pre-service teachers' initial TPACK levels based on their innovativeness, this difference was no longer …
Professional Teaching Standards And Inclusion In Teacher Education: Insights From A Hearing-Impaired Health And Physical Education Pre-Service Teacher’S Professional Experience, Donna Barwood, John O'Rourke, Dawn Penney, Andrew Jones, Jordan Thomas
Professional Teaching Standards And Inclusion In Teacher Education: Insights From A Hearing-Impaired Health And Physical Education Pre-Service Teacher’S Professional Experience, Donna Barwood, John O'Rourke, Dawn Penney, Andrew Jones, Jordan Thomas
Research outputs 2014 to 2021
Initial Teacher Education (ITE) is a critical arena for advancing inclusion in Health and Physical Education (HPE). This paper reports research that is engaging with the diversity of the HPE profession and practitioners. It centres on a unique case study that critically explored the school-based professional experience of an Australian secondary HPE Pre-service Teacher (PsT) who has a hearing impairment. Specifically, to enable PST success in HPE professional experiences as defined by the professional standards for teachers in Australia and to which, PSTs’ must evidence to graduate and attain teacher registration. Drawing on documentary and interview data the paper focuses …
Transformative Learning Experiences Of The Vocationally Interested And Vocationally Disinterested Pre-Service Teachers In Teacher Training Colleges In Zimbabwe, Esnati Macharaga, Tabitha Grace Mukeredzi
Transformative Learning Experiences Of The Vocationally Interested And Vocationally Disinterested Pre-Service Teachers In Teacher Training Colleges In Zimbabwe, Esnati Macharaga, Tabitha Grace Mukeredzi
Australian Journal of Teacher Education
This article reports on some of the findings from a doctoral research project that explored how the vocationally interested and vocationally disinterested pre-service teachers in selected teacher training colleges in Zimbabwe experienced transformative learning. Through multiple-site case study and qualitative approach within an interpretive paradigm, guided by Mezirow’s ten-phase Transformative Learning Theory, the study sought to understand the pre-service teacher transformative learning experiences. The study employed a multi-modal approach which involved focus group discussions, individual face to face interviews and continuum drawing and discussions to generate data from a purposive sample of 40 participants. Findings suggest that, both vocationally interested …
Metacognition In Teaching Of English Language Teachers In Bhutanese Secondary Schools, Yeshi Moktan, Somruedee Khongput
Metacognition In Teaching Of English Language Teachers In Bhutanese Secondary Schools, Yeshi Moktan, Somruedee Khongput
Australian Journal of Teacher Education
Despite numerous studies advocating for metacognitive interventions in day-to-day language instruction, little is known about teachers' awareness of their metacognition and how they process their cognition while teaching. This study aimed to examine English language teachers' metacognitive awareness in the Bhutanese context and their use of metacognition by adopting a mixed-method approach. Two phases of data collection were employed. A self-report questionnaire was used to collect quantitative data from 42 English language teachers from ten schools in Thimphu, Bhutan. Subsequently, qualitative data were collected through one classroom observation and two semi-structured interviews with 10 teachers selected purposively. The findings …
Building Research Capacity Of Future Teachers: A Canadian Case Study, Dragana Martinovic, Ziad F. Dabaja
Building Research Capacity Of Future Teachers: A Canadian Case Study, Dragana Martinovic, Ziad F. Dabaja
Australian Journal of Teacher Education
Since their first day in school, in-service teachers are expected to act professionally, make good judgments, think critically, and problem-solve effectively. The literature suggests that engaging pre-service teachers in research can help them to develop several key skills. In this paper, we present the outcomes from a year and a half long mixed-methods case study that was conducted in two phases (i.e., a pilot and a follow-up study) with two groups of pre-service teachers enrolled in a teacher education programme in a Canadian mid-size university. The purpose of this research was to examine how an in-course research component might have …
‘We Were All Green And Brand New’: Mentoring In Theories Of Child Development For Australian Early Career Preschool Teachers, Emma Ellis, Andrea Reupert, Marie Hammer
‘We Were All Green And Brand New’: Mentoring In Theories Of Child Development For Australian Early Career Preschool Teachers, Emma Ellis, Andrea Reupert, Marie Hammer
Australian Journal of Teacher Education
Three Australian Government commissioned reports from 2011-2017 convey a longstanding child development theory-practice gap in early childhood education. This study explores what informs mentors’ discussions of theories of child development with early career preschool teachers. Grounded in Interpretative Phenomenological Analysis, themes relate to the wide role of the early childhood teacher, variation in initial teacher education, developing teacher identity, emotional connections, and consolidation and extension of university learning of child development theories. Critical discussion of themes from a Freirean perspective illustrates how mentors conveyed experiences of oppression, marginalisation, and liberation. We offer that though the child development theory-practice gap is …
Explicit Instruction: Evaluating The Fidelity Of A Teacher's Practice Supported By Professional Development And Directive Coaching - A Case Study, Christophe Baco, Marie Bocquillon, Laëtitia Delbart, Antoine Derobertmasure
Explicit Instruction: Evaluating The Fidelity Of A Teacher's Practice Supported By Professional Development And Directive Coaching - A Case Study, Christophe Baco, Marie Bocquillon, Laëtitia Delbart, Antoine Derobertmasure
Australian Journal of Teacher Education
Training teachers in evidence-based practice is a societal challenge. We conducted practical action research to investigate the impact of a professional development programme (the aim of which is to train teachers in explicit instruction) established according to the principles of effective professional development on one teacher's practices. A holistic case study was conducted with one teacher randomly selected among a group of volunteers. An original methodology was developed to measure the fidelity of the teacher’s practices to the different teaching practices and stages of explicit instruction. The teacher's practices were filmed on four occasions and analysed using an observation grid …
Ecologies Of Learning For Inclusive Pedagogy In Spanish Secondary Education, Inmaculada Orozco, Anabel Moriña
Ecologies Of Learning For Inclusive Pedagogy In Spanish Secondary Education, Inmaculada Orozco, Anabel Moriña
Australian Journal of Teacher Education
From the theoretical basis of the ecology of learning and inclusive pedagogy, this article explores the activities, resources and interactions practised by 25 Spanish teachers in compulsory secondary education. This qualitative study involved semi-structured and individual interviews. A progressive analysis of the data was carried out using an inductive system of categories and codes. The results show that the activities were varied and all of them put students at the centre of the teaching-learning process. The resources that stood out were technologies and peer support. Interactions were characterised by the need to nurture affection and get to know and motivate …
Bridging Theory And Practice Within An Alternative Teacher Education Program, Gulistan Gursel-Bilgin
Bridging Theory And Practice Within An Alternative Teacher Education Program, Gulistan Gursel-Bilgin
Australian Journal of Teacher Education
This study examines the commitments of an alternative teacher education program in linking theory and practice, one of the most prominent problems of the field. This qualitative phenomenological study drew from semi-structured interviews with seven faculty members and associate instructors, electronic surveys with seven program students, participant observation and field notes in seminar sessions, one program faculty meeting, and one community meeting, and curriculum materials. The findings suggest that the design of the program and the roles and (inter)actions of the stakeholders within the program created a dialectical interplay. Linked with this interplay, Teachers’ Society provided a setting for collaborative …
Enhancing Online Presence During The Sudden Transition To Online Teaching: Case Studies Of Macau Award-Winning University Teachers' Practices And Phronesis, Yulong Marvin Li, Jing Sun, Hong Chen, Xiaojing Liu
Enhancing Online Presence During The Sudden Transition To Online Teaching: Case Studies Of Macau Award-Winning University Teachers' Practices And Phronesis, Yulong Marvin Li, Jing Sun, Hong Chen, Xiaojing Liu
Australian Journal of Teacher Education
Research about the sudden transition from offline to online in Macau during the pandemic is limited. Using the Community of Inquiry (COI) framework as the deductive thematic analysis template, we interviewed six award-winning teachers at a teaching-oriented local tertiary institute about their online teaching practices concerning social, cognitive, and teaching kinds of presence. As the result of the collective case study, we found that the teachers, to some extent, echoed the good practices recommended in the COI in improving online presence. Meanwhile, the six teachers' seemingly practical skills reflected their accumulated phronesis or wisdom of practice. It is because the …
Reporting Values, Partnership With Parents And The Hidden Curriculum: A Qualitative Study, Veronica Elizabeth Morcom
Reporting Values, Partnership With Parents And The Hidden Curriculum: A Qualitative Study, Veronica Elizabeth Morcom
Australian Journal of Teacher Education
The Australian government funded the West Australian project ‘Reporting Values to Parents’ as part of ‘The Values in Action Schools Project’ (2009). The two aims of the qualitative study were to develop a common values language supported by observable behaviours and an appreciation that values education is fundamental to schooling. Teachers used an action research process to create authentic values activities and involve parents in the assessment process. Parents shifted their perspectives to ratify teachers’ role to teach values explicitly. Students experienced a deeper sense of connection and belonging at school. Educators can adapt the activities in this paper to …
Towards Pre-Service Teachers’ Theory-Praxis Nexus In Early Years English And Literacy Education: A Pilot Study, Maryanne Pale, Sarah Ohi, Lyn Kee
Towards Pre-Service Teachers’ Theory-Praxis Nexus In Early Years English And Literacy Education: A Pilot Study, Maryanne Pale, Sarah Ohi, Lyn Kee
Australian Journal of Teacher Education
International literature highlights that a perennial challenge for initial teacher educators is to guide Pre-Service Teachers (PSTs) to develop a comprehensive understanding of the relationship between theory and practice. Whilst there is a growing body of research that examines the relationship and/or the gap between theory and practice in teacher education, there remains a paucity of research that examines this phenomenon in the teaching of English and literacy units in higher education. This pilot study examined how PSTs from two Australian universities made connections and/or links (nexus) between their academic knowledge (theory) and professional experience (praxis) for the teaching of …
Nature Of Science: Examining Science Teachers’ Knowledge And Their Instructional Practices, Sharon Bramwell-Lalor
Nature Of Science: Examining Science Teachers’ Knowledge And Their Instructional Practices, Sharon Bramwell-Lalor
Australian Journal of Teacher Education
This case study focused on a university teacher-education course that included NOS content. An adapted questionnaire was used to collect quantitative data on 83 secondary science teachers’ views about three NOS themes before and after completing the course. Qualitative data were collected from eight of the teachers who were observed teaching during their field experience after completing the course. The teachers’ post-course mean NOS scores were statistically significantly higher than their pre-course scores (t (65) =-10.08, p<.001; Cohen’s d = 1.4). Despite the favourable NOS knowledge among the science teachers, low levels of NOS portrayal were observed in their instructional practices. These findings point to some success in explicitly addressing NOS in science education content courses. However, they raise questions about the transferability of teachers’ NOS knowledge into their classrooms. The findings have implications for teacher-preparation programmes regarding durability of NOS knowledge.
"Sky-High Motivation": Intradisciplinary Integrative- Courses For Excelling Teachers' Training, Yael Kimhi
"Sky-High Motivation": Intradisciplinary Integrative- Courses For Excelling Teachers' Training, Yael Kimhi
Australian Journal of Teacher Education
In many teacher education programs, curricula are comprised of fragmented courses within an academic discipline. This longitudinal study followed one cohort of teacher trainees in a fast-track B.Ed. program in Israel and explored an integrative approach to intradisciplinary courses. These courses were organized around significant themes and issues. A mixed-method methodology was implemented. The data included 81 teacher trainee responses, 16 mentor responses, and 11 college staff responses. Data were gathered during three years at four different time points: 1) online questionnaire for trainees and mentors (end of 1st and 3rd year); 2) trainee focus groups and steering …
Six Modes Of Giving Pedagogy For Engagement And Wellbeing – For Teachers And Students, Thomas W. Nielsen, Jennifer S. Ma
Six Modes Of Giving Pedagogy For Engagement And Wellbeing – For Teachers And Students, Thomas W. Nielsen, Jennifer S. Ma
Australian Journal of Teacher Education
The present study took place across two outdoor education trips to the Great Barrier Reef with two groups of college students (N = 36; 16-19 years), five staff, and one of the authors (TWN). The aim was to explore how an explicit understanding and implementation of the wellbeing research around cultivating generous behaviour for meaningful happiness could be ‘experienced’ by staff and students and articulated as an educational framework, or ‘pedagogy’. Hermeneutic phenomenology was used to record and interpret pedagogical transactions of giving. Six repeated themes were identified: (1) exploration, (2) modelling, (3) explicit instruction, (4) incidental learning, (5) crisis …
'Half Of It's Out The Window': Exploring Tensions, Hierarchies And Positionalities Amidst The Changing Knowledge Base Of Early Childhood Teacher Education Discourses, Lauren Armstrong
Australian Journal of Teacher Education
Early childhood education is foregrounded in change. In Australia, this has encompassed the introduction, review and updates of national quality and curriculum frameworks from 2009, and changes to qualification requirements. Within the state of Victoria, further impacts have occurred due to the simultaneous introduction of a parallel curriculum framework. This paper draws on a qualitative study to examine how diverse teacher education discourses available to Victorian long day care educators have shaped their subject positions, discursive practices and reform engagement. Utilising Foucault’s concepts of discourse, knowledge and power, and Foucauldian Discourse Analysis [FDA], findings offer insight into how diverse teacher …
Meaningful Application Of The Australian Professional Standards For Teachers: The Role Of The University Appointed Supervisor, Madlen Griffiths, Mandie B. Shean, Denise Jackson
Meaningful Application Of The Australian Professional Standards For Teachers: The Role Of The University Appointed Supervisor, Madlen Griffiths, Mandie B. Shean, Denise Jackson
Australian Journal of Teacher Education
: Preservice teachers undertake mandatory professional experience as part of their journey towards classroom readiness and in-service teaching. Supporting them in this process are supervisors who both guide and assess these novices. Central to this assessment are the Australian Professional Standards for Teachers, which need to be rigorously applied to ensure quality teaching graduates. This article investigates the application of these Standards by the supervisors in both their formative and summative assessment. Data are derived from interviews with final year preservice teachers and supervisors in a primary teaching degree course at one Western Australian university. Findings suggest that there is …
The Impact Of Theatre Pedagogy On Student Teachers’ Development Of Beliefs About Good Teaching And Their Pedagogical Ethos: An Exploratory Case Study, Angela Hadjipanteli
The Impact Of Theatre Pedagogy On Student Teachers’ Development Of Beliefs About Good Teaching And Their Pedagogical Ethos: An Exploratory Case Study, Angela Hadjipanteli
Australian Journal of Teacher Education
The development of student teachers’ beliefs about good teaching needs to be integral to their education programmes. This study attempts to scrutinise the contribution of a theatre education course to the conceptualisation of a group of eight student primary teachers’ notion of good teaching and a teacher’s ethos. The findings reveal that, within the coursework, student teachers’ learning experiences are interwoven with the ethics of the beautiful, the ethics of the dialogue and the ethics of the will. This nexus of learning experiences enabled them to identify three internal goods of good teaching: the awakening of learners’ positive emotions; …
Mentoring Pre-Service Teachers: The Thiink4 Reflective Cycle, Maya Gunawardena
Mentoring Pre-Service Teachers: The Thiink4 Reflective Cycle, Maya Gunawardena
Australian Journal of Teacher Education
Establishing a reciprocal relationship between mentors and pre-service teachers is critical in pre-service teacher mentoring. Highlighting self-regulation as a means for managing emotions in the pursuit of meeting long-term goals, this study examined the constructive features that help develop a reciprocal relationship between pre-service teachers and mentors. The study has captured a range of qualitative data from the dyadic process of mentoring (two-way interaction between a mentor teacher and a pre-service teacher): within the pre- and post-lesson conferences between mentors and pre-service teachers and post mentoring interviews with mentors and pre-service teachers. The study highlighted the strengths of mentor facilitated …
The Criticality Of Teacher Educator Wellbeing: Reflecting Through Arts-Based Methods, Kristina Turner, Georgina M. Barton Dr, Susanne Garvis, Ellen Larsen
The Criticality Of Teacher Educator Wellbeing: Reflecting Through Arts-Based Methods, Kristina Turner, Georgina M. Barton Dr, Susanne Garvis, Ellen Larsen
Australian Journal of Teacher Education
Teacher educators face many challenges related to workload and government-mandated reforms in Initial Teacher Education programs. Evidence suggests that COVID-19 has exacerbated these challenges as universities must become more cost-effective and improve research outcomes and impact, often resulting in heavier workloads. While these challenges may be faced in other disciplines, teacher educator wellbeing, stress and burnout is an under-researched field, and little is known about if and how teacher educators maintain their wellbeing during times of uncertainty. This collaborative autoethnographic study applied an arts-based research method to explore the wellbeing challenges faced by four Australian teacher educators through the lens …
The Power Of Role-Modelling: White Teacher Educators Normalising Anti-Racism And Cultural Reflexivity For White Pre-Service Teachers, Mary-Anne Macdonald, Sarah Booth, Helen Mills, Robert Somerville
The Power Of Role-Modelling: White Teacher Educators Normalising Anti-Racism And Cultural Reflexivity For White Pre-Service Teachers, Mary-Anne Macdonald, Sarah Booth, Helen Mills, Robert Somerville
Research outputs 2022 to 2026
Every child has a right to feel culturally safe in schools, yet for countless Indigenous students this is not the case. Many White pre-service teachers in Australia enter initial teacher education with a limited understanding of racial identity, Indigenous knowledge or White anti-racism. This autoethnographic study applies Social Cognitive Theory and the Theory of Planned Behaviour to understand the role of the White teacher educator in racial conscientisation of White pre-service teachers. We examine how White teacher confidence in enacting anti-racist behaviours builds when White teacher educators role-model the professional approaches which White teachers can use to teach about race …
Early-Career Music Teachers’ Perspectives Of Their Initial Teacher Education Program In China, Han Meng, Jason Goopy
Early-Career Music Teachers’ Perspectives Of Their Initial Teacher Education Program In China, Han Meng, Jason Goopy
Research outputs 2022 to 2026
Initial teacher education plays an important role in preparing music teachers for schools. There is a growing interest in Chinese music teacher education, though limited research currently exists. This study investigated early-career teachers’ perspectives concerning the efficacy of the initial music teacher education program at Yu Cai Normal University (pseudonym), China. This mixed-methods study used a sequential explanatory design where qualitative interview data were used to provide further explanation and detail regarding survey results. The perceptions of early-career music teachers were sought on the importance, effectiveness, and usefulness of their initial teacher education and the most rewarding and challenging aspects …
Aboriginal Perspectives Matter: Yarning And Reflecting About Teaching Literacies With Multimodal Aboriginal Texts, Wendy Cumming-Potvin, Libby Jackson-Barrett, Dominique Potvin
Aboriginal Perspectives Matter: Yarning And Reflecting About Teaching Literacies With Multimodal Aboriginal Texts, Wendy Cumming-Potvin, Libby Jackson-Barrett, Dominique Potvin
Research outputs 2022 to 2026
Reporting on a qualitative study, informed by Australian Government Indigenous education and literacy policies, this article unveils early career teacher reflections about infusing Aboriginal perspectives in the English curriculum using multimodal texts. Forging a praxis between the Aboriginal practice of yarning (Bessarab & Ng’andu, 2010) and Freire’s (1974, 1996) frameworks for conscientisation and teachers as facilitators, the project overlays the work of Ladson-Billings (1995) and Foster, Halliday, Baize & Chisholm (2020), to unravel how culturally responsive pedagogy manifests in early career primary school teaching. We discuss teacher starting points and challenges to be culturally responsive educators, who use appropriate Aboriginal …
Writing Assessment In Early Primary Classrooms: Thoughts From Four Teachers, Elle Mariano, Glenda Campbell-Evans, Janet Hunter
Writing Assessment In Early Primary Classrooms: Thoughts From Four Teachers, Elle Mariano, Glenda Campbell-Evans, Janet Hunter
Research outputs 2022 to 2026
It is important that teachers are conscious of and reflect upon their views of writing in order to support students to achieve writing outcomes. This study examined teacher views about which aspects of writing they considered most important in years one and two and explored how these views came to be formed. Four West Australian teachers participated in semi-structured interviews, during which they carried out a think-aloud process, voicing their thoughts as they examined, commented on, and evaluated young students’ writing samples. These data provided insights into their reasoning as they assessed children’s writing in years one and two. Findings …
Leadership In Sustainability: Collective Wisdom, Conversations, Creativity, Contemplation And Courage, The Five Pillars Of A Master’S Teaching Unit, Mike Mouritz, Peter Newman, Renée Newman, Jayne Bryant, Aimee Smith, Elaine Olsen
Leadership In Sustainability: Collective Wisdom, Conversations, Creativity, Contemplation And Courage, The Five Pillars Of A Master’S Teaching Unit, Mike Mouritz, Peter Newman, Renée Newman, Jayne Bryant, Aimee Smith, Elaine Olsen
Research outputs 2022 to 2026
This paper provides an overview of insights and lessons learned from nearly 20 years of running a Master’s unit called Leadership in Sustainability and how it has been used to foster change agents in small business enterprises, as well as other parts of our economy and community. The unit is based on five ‘C’ pillars, which are discussed in this paper to show how the teaching was able to assist potential leaders in their journey towards sustainability. Collective Wisdom is the theory of how leaders have used their imagination to solve collective ‘wicked problems’ and how sustainability requires such wisdom. …
Online Continuous Professional Learning: A Model For Improving Reading Outcomes In Regional And Remote Schools?, Susan Main, Eileen Slater
Online Continuous Professional Learning: A Model For Improving Reading Outcomes In Regional And Remote Schools?, Susan Main, Eileen Slater
Research outputs 2014 to 2021
Professional learning provides the opportunity to improve teacher practice and student outcomes; however, challenges exist in ensuring that teachers can access quality professional learning. Teachers in regional and remote schools may have even more limited access to the expertise required to support changes in practice than their peers in metropolitan centers. This article reports on a continuing professional learning program designed to support teachers in two regional schools to implement a new approach to teaching reading in their schools. The findings from this research suggest that existing online learning platforms can be used to deliver targeted instructional coaching for teachers …
Students’ Engagement In Education As Sustainability: Implementing An Ethical Dilemma-Steam Teaching Model In Chemistry Learning, Yuli Rahmawati, Elisabeth Taylor, Peter Charles Taylor, Achmad Ridwan, Alin Mardiah
Students’ Engagement In Education As Sustainability: Implementing An Ethical Dilemma-Steam Teaching Model In Chemistry Learning, Yuli Rahmawati, Elisabeth Taylor, Peter Charles Taylor, Achmad Ridwan, Alin Mardiah
Research outputs 2022 to 2026
This paper reports the results of a study on the implementation of the Ethical Dilemma STEAM Teaching Model in secondary schools in Jakarta, Indonesia. This interdisciplinary curriculum approach employed ‘ethical dilemma story pedagogy’ in a STEAM education project designed to engage students in values-based chemistry learning. Drawing on the arts, specially written ethical dilemma stories posing real-world environmental problems engaged students in exploring their value systems. Students reflected on the pros and cons of ethical dilemmas related to the everyday use of artificial fertilizers, disposal of used cooking oil and detergent waste, and environmental pollution caused by plastic waste. The …