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Articles 61 - 69 of 69
Full-Text Articles in Education
Sustaining School Colleagues’ Commitment To A Long-Term Professional Experience Partnership, Judith Peters
Sustaining School Colleagues’ Commitment To A Long-Term Professional Experience Partnership, Judith Peters
Australian Journal of Teacher Education
This paper presents findings from a qualitative study that investigated school participants’ perceptions of the benefits, challenges and supportive factors related to their involvement in a long-term school/university professional experience partnership. Data were collected through interviews with coordinators and a written survey completed by mentor teachers from 4 schools. The findings indicate that participants perceived the program to have a number of benefits for both staff and school students and that participation was supported by effective communication, flexible funding arrangements, local autonomy to interpret and adapt the program and the continuity arising from the long-term nature of the partnership. The …
Service-Learning Within Higher Education: Rhizomatic Interconnections Between University And The Real World, Suzanne Carrington
Service-Learning Within Higher Education: Rhizomatic Interconnections Between University And The Real World, Suzanne Carrington
Australian Journal of Teacher Education
This paper discusses Service-learning within an Australian higher education context as pedagogy to teach about inclusive education. Using Deleuze and Guattari’s (1987) model of the rhizome, this study conceptualises pre-service teachers’ learning experiences as multiple, hydra and continuous. Data from reflection logs of pre-service teachers highlight how the learning experience allowed them to gain insights in knowledge as socially just, ethical and inclusive. The paper concludes by arguing the need to consider Service-learning as integral to university education for pre-service teachers.
Teacher Identity And Early Career Resilience: Exploring The Links, Jane Pearce, Chad Morrison
Teacher Identity And Early Career Resilience: Exploring The Links, Jane Pearce, Chad Morrison
Australian Journal of Teacher Education
A collaborative research project that explored the impact of professional, individual and relational conditions on the resilience of early career teachers revealed the importance of understanding how they engage in the formation of professional identities. Drawing on the traditions of narrative enquiry and critical ethnography, this article focuses on the story of Norah, one of sixty beginning teachers interviewed for this study, as she experienced becoming a teacher. Norah’s story provides an insight into how early career teachers engage in shaping a professional identity, and leads us to suggest that resilience may be enhanced when early career teachers engage consciously …
Pre-Service Teachers' Epistemological Beleifs And Conceptions Of Teaching, Harun Yilmaz, Sami Sahin
Pre-Service Teachers' Epistemological Beleifs And Conceptions Of Teaching, Harun Yilmaz, Sami Sahin
Australian Journal of Teacher Education
This study aimed to investigate pre-service teachers’ views about teaching and the relation of those views to epistemological beliefs, gender, and subject areas. The data collection tool was adapted from “The Traditional Teaching (TT) and Constructivist Teaching (CT) Scale,” developed by Chan and Elliot (2004). Participants consisted of 490 pre-service teachers from different teacher education programs in Turkey. Principal component analysis was carried out, and nine items were removed from the adapted questionnaire because of low loadings. The data analysis showed that pre-service teachers preferred constructivist teaching views more than traditional teaching views, and this correlated with their epistemological beliefs. …
Tailoring Mentoring For New Mathematics And Science Teachers: An Exploratory Study, Christine Ormond
Tailoring Mentoring For New Mathematics And Science Teachers: An Exploratory Study, Christine Ormond
Australian Journal of Teacher Education
This paper explores some aspects of effective professional mentoring practice for early career mathematics and science teachers, and discusses the Early Support Program (ESP), a research project conducted in 2009 and 2010 at a large Australian metropolitan university. It is argued that better outcomes may result from a more strategic “tailoring” of mentoring “type” for different aspects of new teacher induction, especially as school-based mentors often have insufficient time or training to support them. The ESP has been trialling its more “distanced” mentoring model, tracking the issues that a group of new teachers chose to discuss with their mentors, and …
Achieving The Impossible? Teaching Practice Component Of A Pre-Service Distance English Language Teacher Training Program In Turkey, Ilknur Kecik, Belgin Aydin
Achieving The Impossible? Teaching Practice Component Of A Pre-Service Distance English Language Teacher Training Program In Turkey, Ilknur Kecik, Belgin Aydin
Australian Journal of Teacher Education
The aim of this article is to describe the model developed for the teaching practice component of the pre-service Distance English Language Teacher Training Program (DELTT) at Anadolu University, Eskişehir, Turkey. The steps taken to improve the model over a six-year period will be explained and the recent developments in the teaching practice area of the current program will be discussed in the light of recent research on learning and personal development. Lessons learned and the steps taken during this developmental process will be explored and recommendations for other programs concerned with the teaching practice component will be made.
Self-Efficacy Beliefs Of Novice Teachers And Their Performance In The Classroom, Hasan Ozder
Self-Efficacy Beliefs Of Novice Teachers And Their Performance In The Classroom, Hasan Ozder
Australian Journal of Teacher Education
This study examined the data related to the novice teachers’ self-efficacy beliefs and their performance in the classroom. The researcher collected both qualitative and quantitative data for this study. According to the findings, teacher self-efficacy beliefs of the novice teachers were found to be at a sufficient level. The novice teachers reported that they frequently use “verbal reprimands” , “establishing classroom rules and routines collaboratively with students”, “daily lesson planning”, “reinforcement towards student achievement”, “multiple intelligences activities”, “discussion technique”, “concrete exemplification”, “visually supported extra activities”, “oral questioning”, and “itneractive teaching methods” in the classroom.
Pre-Service Teachers’ Attendance At Lectures And Tutorials: Why Don’T They Turn Up?, Grace Oakley, Graeme Lock, Fiona Budgen, Brenda Hamlett
Pre-Service Teachers’ Attendance At Lectures And Tutorials: Why Don’T They Turn Up?, Grace Oakley, Graeme Lock, Fiona Budgen, Brenda Hamlett
Australian Journal of Teacher Education
Research indicates that attendance at lectures and tutorials is associated with university students’ level of success and satisfaction, and pre-service teachers’ relatively low levels of attendance at scheduled classes is of significant concern to many lecturers. However, little research has been undertaken to investigate the factors associated with absenteeism among pre-service teachers. This study investigates rates of absenteeism among different groups of pre-service teachers in a large School of Education in a Western Australian university and considers pre-service teachers’ self-reported reasons for being absent from lectures and tutorials. The results show that levels of attendance and reasons for absence at …
International Field Experience – What Do Student Teachers Learn?, Jackie Fung King Lee
International Field Experience – What Do Student Teachers Learn?, Jackie Fung King Lee
Australian Journal of Teacher Education
This inquiry aimed to examine the benefits of having international field experience for a group of Hong Kong postgraduate student teachers who joined a six-week immersion programme in New Zealand. Through participants’ reflections, interviews and programme evaluations, the present investigation found that the overseas field experience not only enriched their cultural understanding, pedagogical knowledge and skills, but also enhanced their language awareness, classroom language and recognition of different English varieties