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Articles 1 - 13 of 13
Full-Text Articles in Education
A Stem Narrative: 15 Years In The Making., Susan Blackley, Jennifer Howell
A Stem Narrative: 15 Years In The Making., Susan Blackley, Jennifer Howell
Australian Journal of Teacher Education
Since its inception in the late 1990s, STEM has continued to attract attention and sizeable funding in the US, UK, and Australia. This paper narrates the development of the STEM movement, and analyses both the influences that have progressed its evolution and those that have stymied authentic STEM practices. The pervading rhetoric of “STEM crisis” is considered through a global lens, and is resolved as a geo-political phenomenon. The strident voice of the US in the STEM narrative is tempered by investigating the approach to STEM in European, Asian, and developing countries. Two perspectives are described in the narrative: the …
Should Educators Be ‘Wrapping School Playgrounds In Cotton Wool’ To Encourage Physical Activity? Exploring Primary And Secondary Students’ Voices From The School Playground, Brendon P. Hyndman, Amanda Telford
Should Educators Be ‘Wrapping School Playgrounds In Cotton Wool’ To Encourage Physical Activity? Exploring Primary And Secondary Students’ Voices From The School Playground, Brendon P. Hyndman, Amanda Telford
Australian Journal of Teacher Education
Physical activity in school playgrounds has changed considerably over recent decades to reflect a climate of ‘surplus safety’. A growing culture of surplus safety can be attributed to a desire of parents and teachers responsible for children to protect school students from danger. The aim of this research was to examine students’ perceptions of playground safety influences on physical activity during school breaks from the perspectives of the ‘users’ of school playgrounds. Data collection consisted of seven focus groups (4 primary school & 3 secondary school) conducted across four schools (2 primary & 2 secondary). During this study, the focus …
Exploring Turkish Social Studies Student Teachers’ Development Of Identity, Banu Çulha Özbaş
Exploring Turkish Social Studies Student Teachers’ Development Of Identity, Banu Çulha Özbaş
Australian Journal of Teacher Education
The aim of this study was to explore professional identity development among social studies student teachers in four-year teacher education program in Turkey. Fifty-five student teachers participated in the study. Data were collected about their metaphorical images about teachers and social studies teachers and a series of in-depth interviews was conducted with five of them. All data were analysed across different study years in the teacher education program using inductive content analysis. In the light of this analysis, the experiences of the five student teachers’ were examined in detail to gain a deeper understanding of how they had become social …
Factors In Instructional Decision-Making, Ratings Of Evidence And Intended Instructional Practices Of Australian Final Year Teacher Education Students, Mark Carter, Jennifer Stephenson, Toni Hopper
Factors In Instructional Decision-Making, Ratings Of Evidence And Intended Instructional Practices Of Australian Final Year Teacher Education Students, Mark Carter, Jennifer Stephenson, Toni Hopper
Australian Journal of Teacher Education
There has been increasing interest in an evidence-based approach to education in Australia but relatively little research has provided relevant data on knowledge of the evidence base for instructional practices among teachers preparing to enter the profession. Final year teacher education students (N = 290) in 15 Australian tertiary institutions were surveyed on their understanding of the strength of evidence for 14 instructional strategies and their intended frequency of use of the strategies following graduation. They were also asked to rate the importance of factors they considered in instructional decision-making. Empirical evidence was important in selection of instructional practices but …
Inquiry-Based Learning In Teacher Education: A Primary Humanities Example, Lou Preston, Kate Harvie, Heather Wallace
Inquiry-Based Learning In Teacher Education: A Primary Humanities Example, Lou Preston, Kate Harvie, Heather Wallace
Australian Journal of Teacher Education
Inquiry-based learning features strongly in the new Australian Humanities and Social Sciences curriculum and increasingly in primary school practice. Yet, there is little research into, and few exemplars of, inquiry approaches in the primary humanities context. In this article, we outline and explain the implementation of a place-based simulation as a vehicle for inquiry in a humanities subject in a teacher education course. Preliminary findings of surveys of pre-service teachers conducted pre and post the implementation of the inquiry model suggest increased engagement and enhanced learning outcomes. Further analysis is required in order to determine the depth of pre-service teachers’ …
The Curious Schools Project: Capturing Nomad Creativity In Teacher Work, Mary Ann Hunter, Sherridan Emery
The Curious Schools Project: Capturing Nomad Creativity In Teacher Work, Mary Ann Hunter, Sherridan Emery
Australian Journal of Teacher Education
The Curious Schools project is a teacher professional learning initiative that aims to provide an insight into – and resource for – creativity in Tasmanian schools. It offers an alternative to conventional models of teacher professional learning by engaging teachers in multi-modal methods of documenting and reflecting on their work as the basis for an online community of practice and public showcase for creativity in education that takes place ‘behind the scenes’. The authors, as coordinators of the project, describe the rationale behind the project and the ways it embraced discourses and practices of curiosity as a means of making …
Developing Culturally Competent Teachers: An International Student Teaching Field Experience, Michelle Salmona, Margaret Partlo, Dan Kaczynski, Simon N. Leonard
Developing Culturally Competent Teachers: An International Student Teaching Field Experience, Michelle Salmona, Margaret Partlo, Dan Kaczynski, Simon N. Leonard
Australian Journal of Teacher Education
This study offers a theoretical construct for better understanding how experiential learning enables student teachers to acquire social and cultural variation skills, develop cultural empathy in the K-12 classroom, and the transference of these skills to new educational situations. An Australian and United States research team used a phenomenological approach to explore the connections between the skills student teachers acquire and the application of these newly developed skills to professional practices. Participants were a group of United States pre-teachers who enrolled in a 5 week teaching experience in Australia. Findings show that participation in cultural based events is part of …
Preparing Elementary English Teachers: Innovations At Pre-Service Level, Mochamad Subhan Zein
Preparing Elementary English Teachers: Innovations At Pre-Service Level, Mochamad Subhan Zein
Australian Journal of Teacher Education
The teaching of English for Young Learners has become a global phenomenon, but many countries are facing dilemma in terms of teacher preparation (Nunan, 2003; Kaplan, Baldauf, & Kamwangamalu, 2011). Indonesia is of no exception. Its pre-service system has not been adequate to sufficiently prepare elementary English teachers with knowledge and skills pertaining to their occupational needs. Moreover, systematic ways to overhaul the pre-service system remain yet to be seen. This study investigated the perceptions of English teachers and language teacher educators on educational policy measures for the improvement of pre-service education to better prepare elementary English teachers. The findings …
School Leaders As Participants In Teachers’ Professional Development: The Impact On Teachers’ And School Leaders’ Professional Growth, Annette Hilton, Geoff Hilton, Shelley Dole, Merrilyn Goos
School Leaders As Participants In Teachers’ Professional Development: The Impact On Teachers’ And School Leaders’ Professional Growth, Annette Hilton, Geoff Hilton, Shelley Dole, Merrilyn Goos
Australian Journal of Teacher Education
Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from 11 schools chose to do. Throughout the project, data were collected from teachers and participating school leaders using surveys, interviews, and workshop discussions to investigate teachers’ and leaders’ professional growth. The findings showed that school leaders’ participation in teacher professional development programs has a positive influence on the capacity …
The Effects Of Microteaching On The Critical Thinking Dispositions Of Pre-Service Teachers, Zeki Arsal
The Effects Of Microteaching On The Critical Thinking Dispositions Of Pre-Service Teachers, Zeki Arsal
Australian Journal of Teacher Education
Abstract: The purpose of the study was to examine the effects of microteaching on pre-service teachers’ critical thinking dispositions. The participants of the study consisted of 70 pre-service teachers (64.3% females, 35.7% males) in the Turkish Language teacher education program at a public university in the North of Turkey. In the study, an experimental and a control group with a pretest-posttest quasi-experimental design was used to determine the impact of microteaching training on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results revealed that the pre-service teachers in the experimental group showed a statistically …
Are Prospective Elementary School Teachers’ Social Studies Teaching Efficacy Beliefs Related To Their Learning Approaches In A Social Studies Teaching Methods Course?, Şahin Dündar
Australian Journal of Teacher Education
This study aimed to contribute to the growing literature on learning approaches and teacher self-efficacy beliefs by examining associations between prospective elementary school teachers’ learning approaches in a social studies teaching methods course and their social studies teaching efficacy beliefs. One hundred ninety-two prospective elementary school teachers for grades 1–4 participated in this study at the school of education at a university in Turkey. Findings showed that the deep learning approach in a social studies teaching methods course was a significant and positive contributor to future teachers’ social studies teaching efficacy beliefs. The findings highlight the importance of stimulating deep …
Antecedents Of Teachers’ Educational Beliefs About Mathematics And Mathematical Knowledge For Teaching Among In-Service Teachers In High Poverty Urban Schools, Danya M. Corkin, Adem Ekmekci, Anne Papakonstantinou
Antecedents Of Teachers’ Educational Beliefs About Mathematics And Mathematical Knowledge For Teaching Among In-Service Teachers In High Poverty Urban Schools, Danya M. Corkin, Adem Ekmekci, Anne Papakonstantinou
Australian Journal of Teacher Education
This paper examines the antecedents of three types of educational beliefs about mathematics among 151 teachers predominantly working in high poverty schools. Studies across various countries have found that teachers in high poverty schools are less likely to enact instructional approaches that align with mathematics reform standards set by national and international organizations. Researchers contend that for instruction to change, educational beliefs about mathematics and teaching must change. Regression analyses indicated that mathematics-teaching experience was associated with teachers’ self-efficacy for teaching mathematics at the onset of professional development and the number of mathematics college courses teachers had taken moderated their …
Learning To Teach: What Do Pre-Service Teachers Report., Dawn A. Naylor, Glenda Campbell-Evans, Carmel Maloney
Learning To Teach: What Do Pre-Service Teachers Report., Dawn A. Naylor, Glenda Campbell-Evans, Carmel Maloney
Australian Journal of Teacher Education
Abstract: Taking a sociocultural approach to understanding the phenomenon of learning to teach, this study examined the extent to which seven pre-service teachers, in their final year of a Bachelor of Education course in a regional Australian university campus, identified personal, professional and contextual aspects as significant influences on learning to teach. By listening to the voices of the pre-service teachers, this study found three orientations towards learning to teach. While these orientations were specific to the pre-service teachers enrolled in one regional teacher education program, they do offer teacher educators some insight and advice into the phenomenon of learning …