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Full-Text Articles in Education

An Investigation Of Early Childhood Staff And Their Transition To The New Western Australian Humanities And Social Sciences Curriculum, Jane Loxton, Christine Cunningham, Marianne J. Knaus Jul 2020

An Investigation Of Early Childhood Staff And Their Transition To The New Western Australian Humanities And Social Sciences Curriculum, Jane Loxton, Christine Cunningham, Marianne J. Knaus

Australian Journal of Teacher Education

In 2017, a new Humanities and Social Sciences (HASS) curriculum was introduced into all of Western Australia’s classrooms. The aim of this study was to investigate how teachers transitioned to that new HASS curriculum. Using case study methodology, the experiences, opportunities and challenges faced by the early childhood (EC) staff in two Perth schools were investigated as they prepared for and implemented a new HASS Curriculum. The results suggested the need for strong leadership in times of change. The results also indicated that these small, independent schools needed good resources and professional development to help understand the changes. The ...


Initial Education Of Philosophy Teachers In Colombia: Association Between New Public Policy Requirements And National Standardized Tests, Alejandro Farieta-Barrera Jan 2020

Initial Education Of Philosophy Teachers In Colombia: Association Between New Public Policy Requirements And National Standardized Tests, Alejandro Farieta-Barrera

Australian Journal of Teacher Education

This paper evaluates the association between new public policy requirements for B.Ed. programs in Colombia —1) demand high-quality accreditation, 2) restrict distance modality, 3) restrict multidisciplinary programs, and 4) increase academic credits in education courses and pedagogical practices— and the outcomes of 1387 B.Ed. in Philosophy students in the National Saber Pro test 2016-2018, in ‘Education’ component. The methodology was multilevel linear regression; the residential region is the level variable, and were included other control variables (gender, age, ethnic minority, socioeconomic index, etc.). The results show that outcomes are associated with pedagogical practices and with non-multidisciplinary programs, supporting ...


Factors In Agency Development: A Supervisory Teaching Perspective, Paul Crowhurst, Linley Cornish Jan 2020

Factors In Agency Development: A Supervisory Teaching Perspective, Paul Crowhurst, Linley Cornish

Australian Journal of Teacher Education

Promoting student agency is an emerging priority in education. Supervisory teaching is a potentially useful approach for supporting agency development. This approach includes two characteristics, namely, tutorial learning conversations between the teacher and a group of one to four students, and students learning independently for extended periods of time. Supervisory teaching lessons in three primary-school classrooms were observed over a period of five months and teachers were interviewed as part of the data collection process. Five key factors were found to support students to have more agency in their learning: independence and ownership, scaffolding, students as teachers, joyfulness, and reflection ...


Safe Spaces For Enabling The Creative Process In Classrooms, Monique Fuss, Graham R. Daniel Jan 2020

Safe Spaces For Enabling The Creative Process In Classrooms, Monique Fuss, Graham R. Daniel

Australian Journal of Teacher Education

Based on interviews with five creative professionals this article looks to investigate the creative experience as a source of data on how educators might create space for enabling the creative process in the classroom. Looking toward professional artists who are also committed educators provides core commentary on how to maximise creative experiences in the classroom. Whilst acknowledging the importance of physical space, the following article looks purposefully toward how to enable space as an internal state of being, with the intent toward establishing transdisciplinary discussions that stimulate and provoke creative pedagogical research across an interdependent continuum. The research concludes that ...


Lessons In Persistence: Investigating The Challenges Faced By Preservice Teachers In Teaching Coding And Computational Thinking In An Unfamiliar Context, Vinesh Chandra, Margaret Lloyd Jan 2020

Lessons In Persistence: Investigating The Challenges Faced By Preservice Teachers In Teaching Coding And Computational Thinking In An Unfamiliar Context, Vinesh Chandra, Margaret Lloyd

Australian Journal of Teacher Education

An ongoing problem for teacher education institutions is bridging the gap between theory and practice and offering authentic experiences to challenge preservice teachers’ pedagogical decision-making. Preservice practicums simulate teaching and can, at best, offer controlled experiences in familiar settings. This restricts the opportunities for preservice teachers to develop confidence in their own pedagogical decision-making and to adapt curriculum to meet unknown or unforeseen conditions. This paper describes, through a small-scale qualitative case study, a teaching experience in an unfamiliar setting, the persistent actions taken to respond to a specific context and the impact this had on preservice teacher knowledge and ...


Evidence-Based Reasoning Processes In Education: A Model To Support Interventionist Practice., Natasha Ziebell, Jemma Skeat Jan 2020

Evidence-Based Reasoning Processes In Education: A Model To Support Interventionist Practice., Natasha Ziebell, Jemma Skeat

Australian Journal of Teacher Education

The Evidence-based Reasoning model is a systematic inquiry into student learning to determine what interventions are required in classroom contexts. The four step process includes noticing students who need additional support in their learning, the use of assessment data to establish an evidence-base, and subsequent interpretation that leads to decision making. The reasoning process is supported by collaborative practice models both within and beyond the teaching profession. The evaluation of interventions is integral in determining the impact that interventions have on student learning.



Making A Difference To The Student Experience Through Purposeful Course Design, Lucia Zundans-Fraser, Alan Bain Jan 2020

Making A Difference To The Student Experience Through Purposeful Course Design, Lucia Zundans-Fraser, Alan Bain

Australian Journal of Teacher Education

The study described examines the student experience in a graduate inclusive education course purposefully designed to address areas of need identified. These include the need for theory to underpin course design, the need for collaborative practice, and the need to reduce the theory-to-practice gap. Throughout their enrolment and after course completion, feedback from students is presented and examined in order to determine whether these needs have been met through the design of the course. Findings suggest that the organisation of learning materials, embedded capacity-building skills, and the practical applicability of course content was highly regarded by students and contributed to ...


Investigating Probability Concepts Of Secondary Pre-Service Teachers In A Game Context, Hem Chand Dayal, Sashi Sharma Jan 2020

Investigating Probability Concepts Of Secondary Pre-Service Teachers In A Game Context, Hem Chand Dayal, Sashi Sharma

Australian Journal of Teacher Education

There is a rich literature on students’ and teachers’ intuitions and misconceptions about probability. However, less attention has been paid to the development of pre-service teachers’ probabilistic thinking in teacher education. Based on this, the second author developed a lesson sequence for teaching probability. In particular, it demonstrates how a game context can be used to explore the relationship between experimental and theoretical probabilities in a collaborative learning setting. The lesson sequence integrates concepts and processes related to probability and is grounded in socio-cultural theory. We trialed the sequence with secondary pre-service teachers. This paper focuses on their understanding of ...


Managing Science Teachers’ Adoption Of The 2005 Tanzanian Inquiry And Student-Centred Curriculum: Revealing Schoolbased Leaders’ Practices And Achievements, Noel Mark Makwinya Jan 2020

Managing Science Teachers’ Adoption Of The 2005 Tanzanian Inquiry And Student-Centred Curriculum: Revealing Schoolbased Leaders’ Practices And Achievements, Noel Mark Makwinya

Theses: Doctorates and Masters

Many countries have made considerable changes to their education systems in response to the forces of globalisation. Tanzania is no exception. The most recent educational change attempt in Tanzania relates to the introduction of the 2005 Tanzanian Inquiry and Student- Centred Curriculum.

Sound change-leadership is a necessary condition for the realisation of change, particularly in influencing its adoption. Within the descriptive qualitative research paradigm, this study employed a Type IV (embedded and multiple) case-study design to examine and describe science teachers’ lived experiences in dealing with this latest Tanzanian curriculum and the role played by school-based leaders in influencing such ...


Receiving By Giving: The Impacts Of Immersive Service-Learning For Primary School-Age Students, Kimberley Luinstra Jan 2020

Receiving By Giving: The Impacts Of Immersive Service-Learning For Primary School-Age Students, Kimberley Luinstra

Theses: Doctorates and Masters

Immersive service-learning (ISL) tours provide opportunities for students to deepen their academic and social learning as they provide services to others in an environment different to their home. Research on the effects of ISL tours has been conducted with secondary, tertiary, and graduate school level students, but little research exists on the effects for primary school-age students. This may be in part because of the scarcity of ISL programs available for primary school-age students.

This case study research explores the impacts of an ISL service-learning experience on its primary school-age participants. The community of the metropolitan suburban school at the ...


Children’S Knowledge, Identity And Right To Participation In Driving Curriculum Decision-Making, Vanessa Wintoneak Jun 2019

Children’S Knowledge, Identity And Right To Participation In Driving Curriculum Decision-Making, Vanessa Wintoneak

Theses: Doctorates and Masters

The research study investigated why and how educators make use of knowledge about children and their interests for the purpose of curriculum decision-making, and the subsequent influence on children’s involvement. The study took a Participatory Action Research approach and examined curriculum construction in childcare-based and school-based Kindergarten settings. Data were collected over a six-month period in 2018 from settings in the metropolitan area of Perth, Western Australia. Initial interviews were conducted with four Kindergarten educators to find out how they gathered and used information about children and their interests for curriculum purposes. These interviews were followed by a curriculum ...


Book Review - Narratives Of Learning Through International Professional Experience, Maria Cantalini-Williams Apr 2019

Book Review - Narratives Of Learning Through International Professional Experience, Maria Cantalini-Williams

Australian Journal of Teacher Education

Narratives of Learning through International Professional Experience, edited by Fitzgerald, Parr and Williams (2017) provides compelling evidence that practicum placements in diverse cultural settings illuminate and inspire new understandings of participants including pre-service teachers, faculty facilitators and host mentor educators.


Democratic Contribution Or Information For Reform? Prevailing And Emerging Discourses Of Student Voice, Jennifer Charteris, Dianne Smardon Jan 2019

Democratic Contribution Or Information For Reform? Prevailing And Emerging Discourses Of Student Voice, Jennifer Charteris, Dianne Smardon

Australian Journal of Teacher Education

While a range of typologies frame and critique the scope, purpose and power relations of different student voice approaches, it is timely to look at the direction that student voice literature has taken in recent years and map dominant discourses in the field. In the article the following questions are addressed: (a) What are the dominant discourses in student voice literature? (b) What are the ways forward, to ensure there is both systemic quality assurance and democratic (if not radical) student participation? The discourses named and interrogated in this article include: governmentality; accountability; institutional transformation and reform; learner agency; personalising ...


New Approaches To Literacy Problems: Multiliteracies And Inclusive Pedagogies, Rachel J. Drewry, Wendy M. Cumming-Potvin, Dorit Maor Jan 2019

New Approaches To Literacy Problems: Multiliteracies And Inclusive Pedagogies, Rachel J. Drewry, Wendy M. Cumming-Potvin, Dorit Maor

Australian Journal of Teacher Education

This paper is based on a qualitative study examining multiliteracies (New London Group, 1996, 2000) and inclusivity. Underpinned by a socio-cultural approach, the study examined ways to facilitate meaningful literacy learning for students experiencing challenges in print-based, classroom activities. Key to this research was an analysis of how scaffolding was used to bridge home and school communities. This paper focuses on one of the study’s students, Hannah, who exhibited extensive engagement with multiliteracies at home - driven through the Arts (e.g. graphic design, singing and music). In contrast, Hannah’s literacy experiences in the classroom were, at times, challenging ...


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.


Does A “Science, Technology And Social Change” Course Improve Scientific Habits Of Mind And Attitudes Towards Socioscientific Issues?, Muammer Çalik, Faik Özgür Karataş Jan 2019

Does A “Science, Technology And Social Change” Course Improve Scientific Habits Of Mind And Attitudes Towards Socioscientific Issues?, Muammer Çalik, Faik Özgür Karataş

Australian Journal of Teacher Education

The study aimed at exploring whether a “Science-Technology-Social Change” course improved pre-service social studies teachers’ (PST) scientific habits of mind and attitudes towards socio-scientific issues. Within a pre- and post-course experimental design, the study was conducted with 135 second-year PST (68 males and 67 females) from two classes at Department of Social Studies Teacher Education in a large-size university, Turkey. Two different Likert type scales, Scientific Habits of Mind Scale and Attitudes towards Socioscientific Issues Scale, were employed to collect data before and after the course. The data were imported to SPSS 15TM for descriptive and inferential statistics in ...


Middle School Mathematics Pre-Service Teacher’S Responses To A Mathematics Content And Specific Mathematics Pedagogy Intervention, Stephen J. Norton Jan 2019

Middle School Mathematics Pre-Service Teacher’S Responses To A Mathematics Content And Specific Mathematics Pedagogy Intervention, Stephen J. Norton

Australian Journal of Teacher Education

Prospective middle school pre-service teachers’ knowledge and affect in Australia has had little empirical research. In this study, 108 graduate entry pre-service teachers were surveyed for their knowledge of middle years’ mathematics, confidence, and self-efficacy at the commencement of a mathematics curriculum course. It was found that their memory of middle years’ mathematics was very poor and this was accompanied by low levels of confidence and self-efficacy. An intervention was undertaken to address these issues. The findings are discussed in the context of the “genericism” of pre-service teacher preparation. In particular, the findings call into question the justification for pre-service ...


Teacher Educators’ And Pre-Service Teachers’ Preparedness To Use Ict: A Western Australian Perspective, Huifen Jin Jan 2019

Teacher Educators’ And Pre-Service Teachers’ Preparedness To Use Ict: A Western Australian Perspective, Huifen Jin

Theses: Doctorates and Masters

With the ongoing development of the Information and Communication Technology (ICT), a wide variety of devices, software and apps are available that could be used in education. As a result, universities and schools are adopting different policies and strategies for integrating these new technologies. As teachers are a key element in the implementation of educational innovation, teacher educators and pre-service teachers need to be confident in using ICT effectively in teaching and learning.

This study proposed to investigate how teacher educators’ and pre-service teachers’ integration of ICT in their teaching and learning. A mixed methods design, that included both quantitative ...


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 ...


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 ...


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 ...


Multiage Education: An Exploration Of Advantages And Disadvantages Through A Systematic Review Of The Literature, Michelle Ronksley-Pavia, Georgina M. Barton, Donna Pendergast Jan 2019

Multiage Education: An Exploration Of Advantages And Disadvantages Through A Systematic Review Of The Literature, Michelle Ronksley-Pavia, Georgina M. Barton, Donna Pendergast

Australian Journal of Teacher Education

This systematic quantitative literature review explores existent empirical studies with an interest in multiage education in small school settings, with a specific focus on curriculum and pedagogy. Database searches were methodically conducted across six data bases. The inclusion criteria specified the need for empirical research, and publication dates ranged from 1997 to 2017. The article begins by setting the scene for the systematic review, exploring historical and international practices related to multiage complexities and terminology. Curriculum and pedagogical practices are explored to identify key advantages and disadvantages associated with a multiage approach in small school contexts.


Dimensions Of Agency In New Generation Learning Spaces: Developing Assessment Capability, Jennifer Charteris, Dianne Smardon Jan 2019

Dimensions Of Agency In New Generation Learning Spaces: Developing Assessment Capability, Jennifer Charteris, Dianne Smardon

Australian Journal of Teacher Education


In new generation schooling contexts, the interaction of human activity, space, and objects, co- produce spatialised practices. There is the fluid use and continuous re-design of learning spaces, where dynamic socio-material practices support the ongoing and negotiated development of curriculum, pedagogy and assessment. Links are forged in this article between spatialised practice and student agency. In Aotearoa/New Zealand there is a national policy impetus for all schools to move towards re-designed learning spaces. School leaders are challenged with a mandate to lead pedagogic change to develop assessment capability, in alignment with the redesign of education facilities. Informed by theories ...


From Pink Floyd To Pink Hill: Transforming Education From The Bricks In The Wall To The Connections Of Country In Remote Aboriginal Education., Elizabeth M. Jackson-Barrett, Libby Lee-Hammond Jan 2019

From Pink Floyd To Pink Hill: Transforming Education From The Bricks In The Wall To The Connections Of Country In Remote Aboriginal Education., Elizabeth M. Jackson-Barrett, Libby Lee-Hammond

Australian Journal of Teacher Education

In this paper, we present findings from an eighteen-month research project conducted in a remote community school in Western Australia. The data from this project includes documentation pertaining to the practices of educators engaging with Aboriginal Elders and children on Country. The aim of the project was to document the transformative potential of learning on Country for young Aboriginal children (4-8 years). We discuss our findings in the context of Pink Floyd’s metaphor of formal education being built and maintained as a Wall in which children are ‘just another brick’. We argue that education is an institution that produces ...


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 ...


Using Ict To Foster Collaborative Writing For Efl University Students In Vietnam, Thi Thu Lan Nguyen Jan 2019

Using Ict To Foster Collaborative Writing For Efl University Students In Vietnam, Thi Thu Lan Nguyen

Theses: Doctorates and Masters

The development of Information and Communications Technology (ICT) has changed most aspects of life, and its diffusion into education was inevitable. Vietnam is a developing country where English and ICT are highly valued as two of the most important instruments of industrialisation and modernisation. These instruments help facilitate the country’s integration into the globalised world. Thus, the use of ICT in English language teaching and learning has received much attention from both policy makers and researchers.

In this study, the possibilities of using ICT in fostering English as a Foreign Language (EFL) university students’ collaborative writing in a Vietnamese ...


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 ...


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 ...


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



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 ...