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Full-Text Articles in Education

Integrated Content And Language Instruction: Lecturers’ Views And Classroom Instructional Practices, Soni Mirizon, Ben Wadham, David Curtis Jan 2019

Integrated Content And Language Instruction: Lecturers’ Views And Classroom Instructional Practices, Soni Mirizon, Ben Wadham, David Curtis

Australian Journal of Teacher Education

The objective of this study was to investigate how integrated content and language instruction, where English is used as the medium of instruction in teaching Mathematics and Science was viewed by the lecturers of the content subjects. The study also examined whether or not it had impacts on the lecturers classroom instructional practices. Cummins’ (1981, 1984) Content Based Instruction approach was used as the framework for the study. This study employed a mixed methods approach combining interview, classroom observation, and a survey questionnaire. Twelve lecturers participated in interviews; twenty responded to a survey questionnaire, and four participated in classroom observations ...


Enacting The Australian Curriculum: Primary And Secondary Teachers’ Approaches To Integrating The Curriculum, Julianne Moss, Sally C. Godinho, Edlyn Chao Jan 2019

Enacting The Australian Curriculum: Primary And Secondary Teachers’ Approaches To Integrating The Curriculum, Julianne Moss, Sally C. Godinho, Edlyn Chao

Australian Journal of Teacher Education

Integrated approaches to curriculum planning and delivery are not a recent phenomenon. In the 1930s John Dewey advocated for a more cohesive conceptualisation of students’ learning. Yet, despite state and national endorsement of curriculum integration in Australia, it is generally considered an alternative curriculum design that has failed to gain traction in Australian schools. A qualitative case study, situated in two inner city government schools in the state of Victoria, explored the integrative approaches undertaken by primary and secondary teachers when planning and implementing their curriculum to account for their students’ needs, interests and the school and community context. The ...


Developing A Mentoring Framework Through The Examination Of Mentoring Paradigms In A Teacher Residency Program, Rubén Garza, Raymond Reynosa, Patrice Werner, Ellen Duchaine, Rod A. Harter Jan 2019

Developing A Mentoring Framework Through The Examination Of Mentoring Paradigms In A Teacher Residency Program, Rubén Garza, Raymond Reynosa, Patrice Werner, Ellen Duchaine, Rod A. Harter

Australian Journal of Teacher Education

In this paper, we extend on our exploratory study that examined mentors’ conceptualizations and practices of mentoring preservice teachers in a residency program to develop a mentoring framework to guide mentors’ approaches to mentoring preservice teachers in a year-long clinical experience. Our mentoring framework has the potential to make mentors consciously aware of their roles and purposes of mentoring throughout the year and within respective contexts. This metacognitive approach may help them to improve their practice and grow alongside their mentee. The Mentoring Framework for Mentoring is a tool that may be instrumental in developing mentors’ deeper understanding of the ...


Beating The Bamboozle: Literacy Pedagogy Design And The Technicality Of Sfl, Erika Matruglio Jan 2019

Beating The Bamboozle: Literacy Pedagogy Design And The Technicality Of Sfl, Erika Matruglio

Australian Journal of Teacher Education

This paper explores the issue of metalanguage and writing instruction in the senior secondary curriculum. It reports on the use of a design based research collaboration between a very experienced teacher of Ancient History and a research team with the aim of improving literacy outcomes for a group of disadvantaged students. The case highlights some of the challenges implicated in this close work between educational linguistic theorists as language specialists and classroom practitioners as subject specialists. In particular, it raises the issue of how to provide already experienced teachers with a metalanguage to express their implicit knowledge about text more ...


A Matrix Of Feedback For Learning, Cam Brooks, Annemaree Carroll, Robyn M. Gillies, John Hattie Jan 2019

A Matrix Of Feedback For Learning, Cam Brooks, Annemaree Carroll, Robyn M. Gillies, John Hattie

Australian Journal of Teacher Education

The present study used an established model of feedback (Hattie & Timperley, 2007) as a framework to explore which types and levels of feedback are most common in the upper primary classroom. Results demonstrate that feedback was predominantly directed toward the task level and that feed forward, information about the next steps for learning, was the least occurring feedback type in the classroom. Based upon research and findings, the authors propose a conceptual matrix of feedback that bridges research to practice with the aim of feedback being a driver to promote improvement.


Written Teacher Feedback: Reflections Of Year Seven Music Students, Kimberley Goh, Rebecca Walker Jan 2018

Written Teacher Feedback: Reflections Of Year Seven Music Students, Kimberley Goh, Rebecca Walker

Australian Journal of Teacher Education

Providing effective feedback to students is a significant issue for Australian educators. The ability to provide effective feedback comprises one of the Australian Professional Standards for Teachers and is seen as being a key element of quality teaching. Much research has been conducted into what constitutes effective feedback. Yet in spite of this existing knowledge, evidence suggests that feedback continues to be poorly received by students. The overall purpose of this research was to explore how ten Year Seven students (aged 12-13) reflected on and responded to written teacher feedback on a music history/appreciation project. Data from this pilot ...


Creating Multicultural Music Opportunities In Teacher Education: Sharing Diversity Through Songs, Dawn Joseph, Rohan Nethsinghe, Alberto Cabedo Mas Jan 2018

Creating Multicultural Music Opportunities In Teacher Education: Sharing Diversity Through Songs, Dawn Joseph, Rohan Nethsinghe, Alberto Cabedo Mas

Australian Journal of Teacher Education

This paper contributes to the knowledge base for preparing pre-service teachers (PSTs) for contemporary multicultural classrooms. To do so, we refer to our ongoing project “See, Listen and Share: Exploring intercultural music education in a transnational experience” across three Higher Education sites (Australia and Spain). Drawing on our narrative, and PSTs’ questionnaire data, using Interpretative Phenomenological Analysis to analyze and code the PST data, we report on our initial experience and findings across the three sites and cultural contexts. Generalisations to other institutions cannot be made. We discuss what was taught and how it was taught in our three settings ...


Exploring Teachers’ Assessment Literacy: Impact On Learners’ Writing Achievements And Implications For Teacher Development, Morteza Mellati, Marzieh Khademi Jan 2018

Exploring Teachers’ Assessment Literacy: Impact On Learners’ Writing Achievements And Implications For Teacher Development, Morteza Mellati, Marzieh Khademi

Australian Journal of Teacher Education

Teacher-mediated classroom assessment might have significant impacts on learners’ academic achievements and teachers’ development. The current study investigated teachers’ assessment literacy and its impact on their current assessment practices and learners’ writing outcomes. The study sought to gain an understanding of the extent to which teachers’ assessment literacy affects their practices and their learners’ outcomes. To conduct the study and gather the required data, the researchers employed teachers’ assessment literacy inventory, semi-structured interview, non-participatory observation, and Writing Competence Rating Scale (WCRS). Ten male EFL instructors and 75 male sophomores from Iranian EFL contexts were selected from four language schools in ...


A Stealth Intervention: The Glama (Girls! Lead! Achieve! Mentor! Activate!) And Blast (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership And Physical Activity Transition Program, Kate A. Jenkinson, Geraldine Naughton, Amanda C. Benson Jan 2018

A Stealth Intervention: The Glama (Girls! Lead! Achieve! Mentor! Activate!) And Blast (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership And Physical Activity Transition Program, Kate A. Jenkinson, Geraldine Naughton, Amanda C. Benson

Australian Journal of Teacher Education

This study investigated the effects of the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) controlled 8-week peer-led stealth intervention on school connectedness and physical activity self-efficacy(PASE). The GLAMA and BLAST sessions were conducted during curriculum time in an Australian state secondary school by 49 Year 10 student leaders and 206 Year 7 students. Year 7 school connectedness decreased in both the control and intervention schools (p



Early Career Teachers’ Knowledge And Practice In Spelling Instruction: Insights For Teacher Educators, Grace Oakley Jan 2018

Early Career Teachers’ Knowledge And Practice In Spelling Instruction: Insights For Teacher Educators, Grace Oakley

Australian Journal of Teacher Education

Children who cannot spell fluently are likely to encounter difficulty in writing texts across the curriculum. Furthermore, spelling is often a component in high stakes tests, the results of which have significant implications for students and schools. In the context of debates on teacher quality, it is pertinent to examine the views of early career teachers on their preparedness to teach spelling. This article reports on a small scale study on the views, knowledge and practices of early career teachers in relation to the teaching of spelling, and their views on their pre-service teacher preparation. Participants were early career teachers ...


‘Aboriginal Learning Style’ And Culturally Responsive Schooling: Entangled, Entangling, And The Possibilities Of Getting Disentangled, Greg Vass Jan 2018

‘Aboriginal Learning Style’ And Culturally Responsive Schooling: Entangled, Entangling, And The Possibilities Of Getting Disentangled, Greg Vass

Australian Journal of Teacher Education

Arising from the author’s experiences as a high school teacher, and now teacher educator and education researcher, this article is motivated by concerns to do with ‘good’ schooling practices in connection with Indigenous education in Australia. More specifically, the paper critically considers the enduring and worrying influences of ‘Aboriginal learning style theory’, alongside considering the possibilities of culturally responsive approaches. While interest in culturally responsive schooling is growing, the argument put forward here is that concomitant with these efforts, more attention needs to be invested into teasing out how and why this approach differs from learning styles in significant ...


Maintaining Global Citizenship Education In Schools: A Challenge For Australian Educators And Schools, John Buchanan, Nina Burridge, Andrew Chodkiewicz Jan 2018

Maintaining Global Citizenship Education In Schools: A Challenge For Australian Educators And Schools, John Buchanan, Nina Burridge, Andrew Chodkiewicz

Australian Journal of Teacher Education

Teaching students about global citizenship remains a critical challenge for schools and communities, especially in a developed country like Australia. With increasingly difficult national and international contexts and its marginal place in the school curriculum, there is an urgent need to help maintain support for global citizenship education. Recognising the challenges and limitations, key ways to raise its profile include considering available pedagogies, drawing on the existing Australian Global Education framework, taking up existing curriculum opportunities, accessing quality educational resources and relevant teacher education programs, and working in partnership with key Non-Government Organisations.


Factors Associated With Technology Integration To Improve Instructional Abilities: A Path Model, Öner Uslu Jan 2018

Factors Associated With Technology Integration To Improve Instructional Abilities: A Path Model, Öner Uslu

Australian Journal of Teacher Education

Today, students are expected to access, analyse and synthesise information, and work cooperatively. Their learning environment, therefore, should be equipped with appropriate tools and materials, and teachers should have instructional abilities to use them effectively. This study aims to propose a model to improve teachers’ instructional abilities through technology integration. To this end, data on variables that affect technology integration were collected from 600 teachers and analysed by using path analysis. The results revealed an acceptable fit between the model and the data. Technological Pedagogical Content Knowledge, attitude towards technology use in education, gender, frequency of computer use, seniority, duration ...


Teaching Chemistry In A Spiral Progression Approach: Lessons From Science Teachers In The Philippines, Joymie R. Orbe, Allen A. Espinosa, Janir T. Datukan Jan 2018

Teaching Chemistry In A Spiral Progression Approach: Lessons From Science Teachers In The Philippines, Joymie R. Orbe, Allen A. Espinosa, Janir T. Datukan

Australian Journal of Teacher Education

As the Philippines moves towards implementing the K-12 curriculum, there has been a mismatch in teacher preparation in science. The present teacher education curriculum prepares science teachers to specialise in a specific field (e.g. integrated science, biology, chemistry, and physics). However, in the K-12 curriculum, they are required to teach all the sciences in a spiral progression approach. Hence, this study analysed the experiences of science teachers in teaching chemistry in the K-12 curriculum in order to identify their challenges and how they are overcoming them. Findings suggest that the teacher’s content, pedagogy, and assessment in chemistry are ...


Dialogic Communication In The One-To-One Improvisation Lesson: A Qualitative Study, Leon R. De Bruin Jan 2018

Dialogic Communication In The One-To-One Improvisation Lesson: A Qualitative Study, Leon R. De Bruin

Australian Journal of Teacher Education

This qualitative study investigates the dialogic interactions between teacher and student that enhance learning and teaching within the one-to-one music improvisation lesson. This study analyses the ways teachers elicit student actions, thoughts and processes that develop student skills, critical and creative thinking processes necessary for improvisational development. Interactions and interplay between six Australian conservatoire improvisation students and their teachers were investigated. Data reveal dialogic interactions that span instruction, conversation, inquiry and enablement of student knowledge and skills that constitute a complex socio-cultural tapestry of discursive threads. Teacher-student interactions that activate desired creative student activity engage meta-cognitive processes and the cultivation ...


Learning Outcome Literacy: The Case Of Five Elementary Mathematics Teachers, Dilsad Güven Akdeniz, Ziya Argün Jan 2018

Learning Outcome Literacy: The Case Of Five Elementary Mathematics Teachers, Dilsad Güven Akdeniz, Ziya Argün

Australian Journal of Teacher Education

: Learning outcome (LO) literacy is conceptualized as a necessary skill for planning teaching and learning activities effectively. The skill has two main components: understanding and interpreting learning outcomes. The current study aimed to identify learning outcome literacy of elementary mathematics teachers with regard to this conceptualization. It is a case study based on the qualitative design. Participants were 5 mathematics teachers working at different elementary (5th - 8th grade) schools in Turkey. Observations and semi-structured interviews were used for data collection based on 10 learning outcomes selected from algebra and number learning domains in local mathematics curriculum. Content analysis ...


What Is English Now? The Construction Of Subject English In Contemporary Textbooks For Australian Secondary Schools, Shannon L. Wells Jan 2017

What Is English Now? The Construction Of Subject English In Contemporary Textbooks For Australian Secondary Schools, Shannon L. Wells

Theses: Doctorates and Masters

Australian educators are currently engaged in widening debates about the performance of the nation’s schools, teachers and students. Perceived literacy deficits among secondary students have fuelled the debate, and this has precipitated reforms to English curricula at both National and State levels. The newly revised curricula attempt to improve student achievement through more systematic teaching about the English language and language skills. In response to the changes, major education publishers in Australia have released revised textbooks for English that purport to engage with the new curriculum.

This research study considered whether such new resources offer genuinely fresh and effective ...


Pre-Service Teachers’ Reflections: The Influence Of School 1:1 Laptop Programs On Their Developing Teaching Practice., Susan Blackley, Rebecca Walker Jan 2017

Pre-Service Teachers’ Reflections: The Influence Of School 1:1 Laptop Programs On Their Developing Teaching Practice., Susan Blackley, Rebecca Walker

Australian Journal of Teacher Education

Throughout Australia, many government and non-government schools have implemented a one-laptop-per-student (1:1) policy. Whilst there was initial interest in the implementation of these programs, little has been done to track the uptake of digital learning technologies afforded by access to the laptops. This study examined pre-service teachers’ reflections on their experiences with 1:1 laptop programs in their secondary schooling. The lens for this reflection was their consideration of their aspirational teaching practice. Qualitative data were collected from two successive cohorts (2014 and 2015) of the first year of a Bachelor of Education course. The objectives of the research ...


Listening To The Voices Of Education Professionals Involved In Implementing An Oral Language And Early Literacy Program In The Classroom, Maria Lennox, Susanne Garvis, Marleen Westerveld Jan 2017

Listening To The Voices Of Education Professionals Involved In Implementing An Oral Language And Early Literacy Program In The Classroom, Maria Lennox, Susanne Garvis, Marleen Westerveld

Australian Journal of Teacher Education

This paper explores teachers’ and teacher assistants’ self-efficacy of delivering PrepSTART, a classroom based, oral language and early literacy program for five-year-old students. In the current study, speech pathologists developed, provided training and monitored program implementation. Teachers and teacher assistants (n = 17) shared their experiences of delivering PrepSTART through a series of focus groups. A content analysis was conducted to determine key themes in participant responses. These themes were then analysed in relation to the four self-efficacy components (mastery, experience, vicarious experience, verbal persuasion and emotional arousal). Differences in levels of understanding about oral language development, communication between professionals, and ...


Evaluating The Effectiveness Of Using Peer-Dialogue Assessment (Pda) For Improving Pre-Service Teachers' Perceived Confidence And Competence To Teach Physical Education, Narelle Eather, Nick Riley, Drew Miller, Bradley Jones Jan 2017

Evaluating The Effectiveness Of Using Peer-Dialogue Assessment (Pda) For Improving Pre-Service Teachers' Perceived Confidence And Competence To Teach Physical Education, Narelle Eather, Nick Riley, Drew Miller, Bradley Jones

Australian Journal of Teacher Education

Developing effective methods for improving student learning in higher education is a priority. Recent findings have shown that feedback on student work can effectively facilitate learning if students are engaged as active participants in the feedback cycle; where they seek, generate and use feedback in the form of dialogue. This novel study investigates the use of peer dialogue assessment as an assessment for learning tool used in an existing undergraduate physical education course. Our findings demonstrate that when thirty six undergraduate physical education students were provided with instruction and practice using peer dialogue assessment after consecutive teaching performances, they exhibit ...


Perceived Social-Ecological Barriers Of Generalist Pre-Service Teachers Towards Teaching Physical Education: Findings From The Get-Pe Study, Brendon P. Hyndman Jan 2017

Perceived Social-Ecological Barriers Of Generalist Pre-Service Teachers Towards Teaching Physical Education: Findings From The Get-Pe Study, Brendon P. Hyndman

Australian Journal of Teacher Education

Identifying and understanding the perceptions of pre-service teachers (PSTs) is vital to informing teaching practices. The purpose of the ‘Generalist Entry into Teaching Physical Education’ (GET-PE) study was to investigate Australian generalist PSTs' perceptions of the barriers to teaching physical education (PE) classes. A social-ecological model framework (SEM) was uniquely applied as the conceptual framework for the GET-PE study to analyse, explore and understand the multiple levels of barriers perceived by the generalist PSTs. A myriad of SEM level barriers were perceived by the generalist PSTs (n=71) at the intrapersonal level (knowledge gaps, physical abilities, reduced confidence), interpersonal level ...


Transforming Pre-Service Teachers’ Beliefs And Understandings About Design And Technologies, Marnie Best Jan 2017

Transforming Pre-Service Teachers’ Beliefs And Understandings About Design And Technologies, Marnie Best

Australian Journal of Teacher Education

Design and Technologies challenges students to think differently: to think critically and creatively. Yet, how, when and why students are exposed to Design and Technologies curriculum in school classrooms is at the prerogative of their teacher. For this reason, it is imperative that pre-service teachers are inspired by and engaged through relevant, rigorous and responsive courses throughout their undergraduate teaching program. Situated within the Bachelor of Education (Primary and Middle) degree at the University of South Australia, Australia, this study captures pre-service teachers’ emerging beliefs, attitudes and understandings of Design and Technologies. Drawing on the comparative responses of pre-service teachers ...


Teachers’ Perceptions Of Financial Literacy And The Implications For Professional Learning, Carly M. Sawatzki, Peter A. Sullivan Jan 2017

Teachers’ Perceptions Of Financial Literacy And The Implications For Professional Learning, Carly M. Sawatzki, Peter A. Sullivan

Australian Journal of Teacher Education

Consumer, economic and financial literacy education at school is central to active and informed citizenship. Over the past decade, the Australian Securities and Investments Commission has led various policy initiatives and influenced curriculum and resource development in this area. However, there remains a paucity of research exploring how Australian teachers make sense of and approach their work as financial literacy educators or their professional learning needs and interests in this interdisciplinary field. This article reports research exploring practising teachers’ perceptions of the opportunities for financial literacy teaching and learning. Data were collected from 35 teachers in 16 Victorian primary schools ...


Exploring Student Teachers’ Views On Eportfolios As An Empowering Tool To Enhance Self-Directed Learning In An Online Teacher Education Course, Micheal M. Van Wyk Jan 2017

Exploring Student Teachers’ Views On Eportfolios As An Empowering Tool To Enhance Self-Directed Learning In An Online Teacher Education Course, Micheal M. Van Wyk

Australian Journal of Teacher Education

This paper explores Economics student teachers’ views on ePortfolios as an empowering tool to enhance self-directed learning in an online teacher education course. An interpretive phenomenological research approach was employed for data collection and a purposive convenient sampling technique was selected to collect data. Only Postgraduate Certificate of Education (PGCE) and Batchelor of Education (BEd) Senior Phase/Further Education and Training Economics Subject Methodology (SDEC00N) student teachers registered on myUnisa for the modules were targeted. Multiple sections from the ePortfolios that had been considered for the purpose of this study were taken from their creative writing assignments ...


Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning In A Teacher Education Programme, Jocelyn M. Howard, Adèle Scott Jan 2017

Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning In A Teacher Education Programme, Jocelyn M. Howard, Adèle Scott

Australian Journal of Teacher Education

Ongoing developments in e-learning, improved internet accessibility and increased digital citizenry provide exciting opportunities to integrate effective classroom pedagogies with online educational technologies, creating mixed-mode courses to enhance student engagement and facilitate greater autonomous learning. This research examines pre-service teacher education students’ perceptions of the effectiveness of experiential and digitally-mediated tools which take them beyond the constraints of traditional lecture-type delivery. Quantitative and qualitative results from distance and face-to-face cohorts show the value the students ascribe to tools employed in a modified language course. These are discussed in relation to reported changes in students’ proficiency in the target language and ...


Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris Jan 2017

Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris

Australian Journal of Teacher Education

This study investigates and compares elements of creativity in secondary schools and classrooms in Australia and Singapore. Statistical analysis and qualitative investigation of teacher, student and leadership perceptions of the emergence, fostering and absence of creativity in school learning environments is explored. This large-scale international study (n=717) reveals the impact of teacher behaviours, teaching environments and school leadership approaches that promote and impede the enhancement of creative, critical, and innovative thinking, organisation, and curriculum structures. Implications for Australian schools and teaching urge for secondary education to challenge current, practices, pedagogies and environments, arguing for school-based strategies and considerations that ...


Quality Teaching Practices As Reported By Aboriginal Parents, Students And Their Teachers: Comparisons And Contrasts, Brian Ellis Lewthwaite, Helen Boon, Tammi Webber, Gail Laffin Jan 2017

Quality Teaching Practices As Reported By Aboriginal Parents, Students And Their Teachers: Comparisons And Contrasts, Brian Ellis Lewthwaite, Helen Boon, Tammi Webber, Gail Laffin

Australian Journal of Teacher Education

This paper summarizes the findings from the first phase of a three-part project which, overall, investigates what Aboriginal1 students perceive as the qualities and actions of effective teachers and subsequently seeks to determine the impact of the enactment of these identified qualities on educational outcomes. This first phase of the research was centered on gathering accounts of quality teachers and teaching practice from students, parents and their teachers from phenomenologically aligned interviews. Similar and contrasting themes among these three groups are presented, with the intention of exposing potential mismatch in perception of the construct of ‘quality’ teaching. Finally, we ...


Using Ict-Based Instructional Technologies To Teach Science: Perspectives From Teachers In Trinidad And Tobago., Rawatee Maharaj-Sharma, Aarti Sharma, Aditi Sharma Jan 2017

Using Ict-Based Instructional Technologies To Teach Science: Perspectives From Teachers In Trinidad And Tobago., Rawatee Maharaj-Sharma, Aarti Sharma, Aditi Sharma

Australian Journal of Teacher Education

The purpose of this study was to investigate how science teachers in Trinidad and Tobago use ICT-based instructional technologies in classroom science teaching. The participants were 30 secondary school science teachers who completed their Postgraduate Diploma in Education within the last 2 years from the University of the West Indies in Trinidad and Tobago. The teachers were asked to prepare lesson plans which demonstrate their use of instructional technologies to teach science topics within their term’s schemes of work. They were subsequently asked to explain their reasons for using the selected instructional technologies. The findings revealed that PowerPoint was ...


Primary Mathematics Trainee Teacher Confidence And Its Relationship To Mathematical Knowledge, Stephen J. Norton Jan 2017

Primary Mathematics Trainee Teacher Confidence And Its Relationship To Mathematical Knowledge, Stephen J. Norton

Australian Journal of Teacher Education

The purpose of this paper is to examine trainee primary school teachers’ confidence in their mathematical content knowledge (MCK) and confidence to teach specific primary mathematics concepts (mathematics pedagogical content knowledge –MPCK) which was correlated to their actual MCK on specific tasks. For this correlational study survey and test data were collected from a cohort of 210 trainee teachers. It was found that confidence to do and to teach mathematics was reasonably strongly correlated with competence. Trainee teachers’ confidence varied greatly depending on the specific mathematics they were attempting. When presented with specific tasks, trainees were well aware of the ...


English Classrooms And Curricular Justice For The Recognition Of Lgbt Individuals: What Can Teachers Do?, Jane Pearce, Wendy Cumming-Potvin Jan 2017

English Classrooms And Curricular Justice For The Recognition Of Lgbt Individuals: What Can Teachers Do?, Jane Pearce, Wendy Cumming-Potvin

Australian Journal of Teacher Education

Discrimination against LGBT[1] individuals remains widespread across Australia. Since schools continue to promote regimes of heterosexuality and cis-normativity, teachers have a crucial role in creating contexts in which LGBT young people feel accepted and safe. Drawing on North’s (2006) work on social justice and Connell’s (2012) discussion of curricular justice, this article explores opportunities and constraints experienced by a group of English secondary teachers attempting to practise in socially just ways. Results indicate that through the English curriculum, it is possible for teachers to find moments to achieve social justice for LGBT individuals.

[1] In reference to ...