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Full-Text Articles in Education

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.


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 ...


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 ...


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.