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Full-Text Articles in Education

The Use Of The Internet For English Language Teachers’ Professional Development In Arab Countries, Mohammad Madallh Alhabahba, Omer Hassan Ali Mahfoodh Jan 2016

The Use Of The Internet For English Language Teachers’ Professional Development In Arab Countries, Mohammad Madallh Alhabahba, Omer Hassan Ali Mahfoodh

Australian Journal of Teacher Education

This study investigated the relationship between English language teachers’ motives to use online teaching resources and three types of Internet practices: teachers’ practices in using the Internet to collaborate with others, teachers’ practices for classroom teaching, and the Internet’s contribution to the overall professional development of teachers. Gender was also used to assess differences in the proposed model. In this study, one hundred and seventy-four English language teachers completed an online survey. SmartPLS was used to assess the measurement and the structural models. The results indicated that participation was a significant determinant of both English language teachers’ Internet-related practices ...


Preparing International Pre-Service Teachers For Professional Placement: In-School Induction, Sasikala Nallaya Jan 2016

Preparing International Pre-Service Teachers For Professional Placement: In-School Induction, Sasikala Nallaya

Australian Journal of Teacher Education

This paper reports on an Australian University’s support program to prepare its first year international pre-service teachers (IPSTs) for professional placement. The aim of the program was to address some of the practicum challenges experienced by the IPSTs. A case study was undertaken to investigate the effectiveness of the program. Ten international students enrolled in the Master of Teaching program were participants of this investigation. Data was collected through a questionnaire administered post-program and non-participant observation. The findings indicated that the program was beneficial towards inducting IPSTs to the Australian school context and contributed towards their confidence, communicative skills ...


Role Perception Among Faculty Members At Teacher Education Colleges, Esther Grobgeld, Ariela Teichman-Weinberg, Egoza Wasserman, Mercedes Barchilon Ben-Av Jan 2016

Role Perception Among Faculty Members At Teacher Education Colleges, Esther Grobgeld, Ariela Teichman-Weinberg, Egoza Wasserman, Mercedes Barchilon Ben-Av

Australian Journal of Teacher Education

The goal of this study was to examine how faculty members at academic colleges of education perceive their role and to consider elements of their work that need to be included in a professional profile definition. All faculty of one college of education were asked: "What are the tasks/obligations of a faculty member at a college of education? Please list the ones important to you." Content analysis yielded eight themes which were used for construction of a closed questionnaire containing 61 items describing teacher educator tasks. This questionnaire was distributed to all teacher-training colleges nationwide. The faculty members were ...


Becoming A Reflective In-Service Teacher: Role Of Research Attitude, Maria A. Impedovo, Sufiana Khatoon Malik Jan 2016

Becoming A Reflective In-Service Teacher: Role Of Research Attitude, Maria A. Impedovo, Sufiana Khatoon Malik

Australian Journal of Teacher Education

In this article we consider the importance of the role of reflective practice and research attitude for the professional development of in-service teachers. Nine teachers engaged in an international master course (in a Belgium and French university) are interviewed to obtain self-narratives. The two years full-time master was aimed to acquire skills of science educational research. The interview was conducted at the end of the master to explore their reflective practices and to evaluate the impact of the research attitude developed during the master on their reflective practices.

From the results we can consider how the reflection practice is differently ...


The Transformation Of Creativity In Entrepreneurial Learning In Teacher Education: A Critical Reflection, Anna Ehrlin, Eva Insulander, Anette Sandberg Jan 2016

The Transformation Of Creativity In Entrepreneurial Learning In Teacher Education: A Critical Reflection, Anna Ehrlin, Eva Insulander, Anette Sandberg

Australian Journal of Teacher Education

The purpose of this study is to examine how students on a teacher education programme interpret entrepreneurial learning. The study was performed in Sweden, based on a design theoretical and multimodal perspective on learning and communication which provides the basis for how we understand learning processes in early teacher education. The sample consists of course literature, teachers’ PowerPoint presentations and handouts, and narrative texts written by students. The meaning given to entrepreneurial learning is presented from the analysis of the setting, in the teaching materials and the transformation in the students’ texts. We conclude that entrepreneurial learning seeks to challenge ...


Navigating The Challenges Of Becoming A Culturally Responsive Teacher: Supportive Networking May Be The Key, Nina L. Nilsson Ph.D., Ailing Kong Ph.D., Shantel Hubert Jan 2016

Navigating The Challenges Of Becoming A Culturally Responsive Teacher: Supportive Networking May Be The Key, Nina L. Nilsson Ph.D., Ailing Kong Ph.D., Shantel Hubert

Australian Journal of Teacher Education

Research shows graduates of teacher education programs do not always transfer, or apply, the best practices they learn to instructional practice due to factors related to course features, the student, and workplace environment (e.g., Brown & Bentley, 2004; de Jong et al., 2010). This study examined the challenges a secondary-level English teacher in the United States encountered when she attempted to implement culturally responsive teaching practices she learned from a graduate course to her class with ELLs. Findings indicate she faced strategy- and language-related challenges due to student culture and school environment factors (“external challenges”), as well as her own uncertainties as ...


Inclusive Values: Exploring The Perspectives Of Pre-Service Teachers, Amanda Mergler, Suzanne Carrington, Megan Kimber, Derek Bland Jan 2016

Inclusive Values: Exploring The Perspectives Of Pre-Service Teachers, Amanda Mergler, Suzanne Carrington, Megan Kimber, Derek Bland

Australian Journal of Teacher Education

Since the turn of the century there has been an increasing focus on inclusive education in Australian schools, and growing interest in understanding how the values of pre-service teachers impact on their willingness to implement inclusive principles in their future classrooms. The current qualitative study explored the values and views toward diversity and inclusion of pre-service teachers at one university in Queensland, Australia. Results showed that first and fourth year pre-service teachers held similar ideas about the values that teachers should have, and showed congruence between their own personal values and teacher values. Fourth year students who had undertaken an ...


‘Knowing Your Students’ In The Culturally And Linguistically Diverse Classroom, Robyn Moloney, David Saltmarsh Jan 2016

‘Knowing Your Students’ In The Culturally And Linguistically Diverse Classroom, Robyn Moloney, David Saltmarsh

Australian Journal of Teacher Education

The population movement of globalization brings greater cultural and linguistic diversity (CALD) to communities and education systems. To address the growing diversity in school classrooms, beginning teachers need an expanded set of skills and attitudes to support effective learning. It is an expectation today that teachers know their students and how the students learn. It follows that lecturers and tutors should also know something of the cultural and linguistic profile of their pre-service teacher education students. This article reports a study in a university which examined its teacher education practice in this light. It assessed the curriculum provision of material ...


Ethics Education In Australian Preservice Teacher Programs: A Hidden Imperative?, Helen J. Boon, Bruce Maxwell Jan 2016

Ethics Education In Australian Preservice Teacher Programs: A Hidden Imperative?, Helen J. Boon, Bruce Maxwell

Australian Journal of Teacher Education

This paper provides a snapshot of the current approach to ethics education in accredited Australian pre-service teacher programs. Methods included a manual calendar search of ethics related subjects required in teacher programs using a sample of 24 Australian universities and a survey of 26 university representatives. Findings show a paucity of required standalone ethics subjects in the pre-service teacher training programs despite recent accreditation requirements by AITSL. When analysed by program type, the prevalence of an ethics related subject requirement in pre-service teacher programs revealed a concerning trend; post graduate programs, as a general rule, had a much lower prevalence ...


Transforming Pedagogies: Encouraging Pre-Service Teachers To Engage The Power Of The Arts In Their Approach To Teaching And Learning, Mary-Rose Mclaren, Julie Arnold Jan 2016

Transforming Pedagogies: Encouraging Pre-Service Teachers To Engage The Power Of The Arts In Their Approach To Teaching And Learning, Mary-Rose Mclaren, Julie Arnold

Australian Journal of Teacher Education

This paper describes and analyses, through the use of case studies, two experiences of transformative learning in an undergraduate arts education unit. Pre-service teachers designed and engaged with arts-based curriculum activities, created their own artwork, participated in a modified production of The Tempest and kept a reflective journal. These activities constituted the data which was analysed using creative frameworks such as case writing, script writing, narrative analysis and found poetry as ways of developing richer understanding of pre-service teachers’ self-perceptions and self-awareness as teachers and as potential artists. The stories explored here uncover two different ways of encountering the challenges ...


School-Based Youth Physical Activity Promotion: Thoughts And Beliefs Of Pre-Service Physical Education Teachers, Jerome N. Rachele, Thomas F. Cuddihy, Tracy L. Washington, Steven M. Mcphail Jan 2016

School-Based Youth Physical Activity Promotion: Thoughts And Beliefs Of Pre-Service Physical Education Teachers, Jerome N. Rachele, Thomas F. Cuddihy, Tracy L. Washington, Steven M. Mcphail

Australian Journal of Teacher Education

Physical education teachers are central to the facilitation of school-based physical activity promotion. However, teachers have self-reported a lack of knowledge, skills, understanding, and competence to successfully implement these strategies. The aim of this investigation was to explore the beliefs and perceptions of pre-service physical education teachers, concerning their potential roles in future school-based programs designed to promote student physical activity. Fifty-seven pre-service physical education teachers (21 males and 36 females) had complete data and were included in the analysis. Participants responded positively, and did not reveal concerns about their capacity to facilitate school-based physical activity promotion during practicum, and ...


“It’S About Improving My Practice”: The Learner Experience Of Real-Time Coaching, Erica J. Sharplin, Garth Stahl, Ben Kehrwald Jan 2016

“It’S About Improving My Practice”: The Learner Experience Of Real-Time Coaching, Erica J. Sharplin, Garth Stahl, Ben Kehrwald

Australian Journal of Teacher Education

This article reports on pre-service teachers’ experience of the Real-Time Coaching model, an innovative technology-based approach to teacher training. The Real-Time Coaching model uses multiple feedback cycles via wireless technology to develop within pre-service teachers the specific skills and mindset toward continual improvement. Results of this qualitative study suggest that pre-service teachers experienced an improved pedagogic practice, found the Real-Time Coaching process supportive and stress relieving, and valued its focus on practice, the explicitness of the teaching and the ability to implement feedback immediately.


Using Assessment To Develop Social Responsibility As A Graduate Attribute In Teacher Education, Kerry Howells, Noleine Fitzallen, Christine Adams Jan 2016

Using Assessment To Develop Social Responsibility As A Graduate Attribute In Teacher Education, Kerry Howells, Noleine Fitzallen, Christine Adams

Australian Journal of Teacher Education

Australian higher education institutions have struggled to develop clear strategies for developing and assessing graduate attributes within their specific disciplinary contexts. Using the example of the graduate attribute of social responsibility, this paper explores the outcomes of using assessment tasks to raise the awareness of development of graduate attributes, while at the same time contextualising their meaning and relevance within pre-service teachers’ immediate lived experiences within the study situation. The data collected were pre- and post-surveys as well as written reflections. The findings indicate that if embedded in an explicit way in assessment tasks that require reflection on the development ...


Outstanding University Lecturers: Ambitious Altruists Or Mavericks Of The Academy?, Sharon Lierse Jan 2016

Outstanding University Lecturers: Ambitious Altruists Or Mavericks Of The Academy?, Sharon Lierse

Australian Journal of Teacher Education

The paper discusses the results of a research study to determine what characteristics outstanding university lecturers have in common. Academic staff and graduate students at an Australian university were invited to participate in a survey questionnaire followed by voluntary interviews. Lecturers who had been identified as outstanding were also interviewed. The five characteristics were expertise, holistic approach to learning, engaging the student, open door policy and ambitious altruists. This study found that outstanding lecturers were unconventional in their work practices and valued student learning often at the sacrifice of their own career paths. Outstanding university lecturers are ambitious altruists who ...


Volunteering Within Initial Teacher Education: Factors That Boost And Block Participation, Daniella J. Forster, Jennifer Archer, Rukhsana T. Tajin Jan 2015

Volunteering Within Initial Teacher Education: Factors That Boost And Block Participation, Daniella J. Forster, Jennifer Archer, Rukhsana T. Tajin

Australian Journal of Teacher Education

Voluntary professional experience can be a powerful way for initial teacher education (ITE) students to develop an understanding of schools and their communities. Do ITE students make use of these opportunities? There is little Australian research that explores genuine volunteering that does not “require” students to engage with the community. We conducted an on-line survey with 141 ITE students who were eligible to participate in a volunteer program. What factors reduced volunteering and what factors enhanced it? The results showed that, while students value volunteering and can point to benefits that come from it, most are unable or unwilling to ...


Learning To Become Teacher Educators: Testimonies Of Three Phd Students In China, Rui Yuan Jan 2015

Learning To Become Teacher Educators: Testimonies Of Three Phd Students In China, Rui Yuan

Australian Journal of Teacher Education

While there has been an increasing number of graduate students who enter teacher education after obtaining a higher research degree (e.g., PhD or EdD), scant attention has been paid to their professional learning as prospective teacher educators in higher education. To fill this gap, this study, informed by the social theory of learning, investigates how three PhD students learned to become teacher educators in a university in China. Drawing on the data from interviews and the participants’ personal reflections, the study shows that the participants engaged in professional learning by interacting with different others (e.g., teachers and teacher ...


From Research To Praxis: Empowering Trinidadian Primary School Teachers Via Action Research, Charmaine S. Bissessar Jan 2015

From Research To Praxis: Empowering Trinidadian Primary School Teachers Via Action Research, Charmaine S. Bissessar

Australian Journal of Teacher Education

An exponential body of extant research illustrates the symbiotic dyad action research, andragogy, reflective praxis, and transformative learning share. This paper contains a narrative review of 83 action research papers submitted to the researcher as part of the fulfilment of the Bachelor of Education degree from April 2011 to May 2013. Additionally, interviews via email and telephone with 42 of the 83 student-teachers on their perceptions of the importance of action research on their instructional practice are examined. The narrative review of student-teachers’ archival research action proposals was thematically coded to reflect challenges confronting primary school, special needs, and early ...


Student Teachers’ Cognition About L2 Pronunciation Instruction: A Case Study, Michael Burri Jan 2015

Student Teachers’ Cognition About L2 Pronunciation Instruction: A Case Study, Michael Burri

Australian Journal of Teacher Education

In view of the minimal attention pronunciation teacher preparation has received in second language (L2) teacher education, this study examined the cognition (i.e. beliefs, thoughts, attitudes and knowledge) development of 15 student teachers during a postgraduate subject on pronunciation pedagogy offered at an Australian tertiary institution. Findings revealed that, as a result of taking the subject, student teachers’ cognition shifted from teaching individual sounds (i.e. segmentals) to favouring a more balanced approach to pronunciation instruction. That is, teaching the melody of the English language (i.e. suprasegmentals) was seen as important as teaching segmentals. Non-native speakers’ self-perceived pronunciation ...


Students’ Attitudes Towards Individual Musical Instrument Courses In Music Education Graduate Programs In Turkey, Gülten Cüceoğlu Önder Jan 2015

Students’ Attitudes Towards Individual Musical Instrument Courses In Music Education Graduate Programs In Turkey, Gülten Cüceoğlu Önder

Australian Journal of Teacher Education

The Individual Musical Instrument course is a compulsory part of the curriculum, in the Music Education Departments of universities in Turkey. The main purpose of the course is to ensure that each student is able to play a musical instrument and, use the instrument once they become music teachers. This study aims to determine the attitudes of students enrolled in the Music Education Department towards the course within the program. Participants included 334 students studying Music Education at four different Universities in Turkey. The study adopted the “Attitudes towards Individual Musical Instrument Course Scale” (Topoğlu & Erden,2012). No statistically significant ...


Collaborative Teaching And Self-Study: Engaging Student Teachers In Sociological Theory In Teacher Education., Vivienne Hogan, Linda Daniell Jan 2015

Collaborative Teaching And Self-Study: Engaging Student Teachers In Sociological Theory In Teacher Education., Vivienne Hogan, Linda Daniell

Australian Journal of Teacher Education

This article presents some of the findings of a three-year project researching the impact of changes made to teaching and learning in a first-year sociology paper for primary and early childhood education (ece) student teachers. The context of the research is an undergraduate Initial Teacher Education (ITE) programme situated in the School of Education in a New Zealand University. Through self-study, teacher educators sought to gain a deeper understanding of how changes made to the paper influenced their teaching and student learning.

A collaborative teaching relationship was particularly important for the teacher educators to share concerns and present ideas for ...


‘We Did The How To Teach It’: Music Teaching And Learning In Higher Education In Australia, Dawn Joseph Jan 2015

‘We Did The How To Teach It’: Music Teaching And Learning In Higher Education In Australia, Dawn Joseph

Australian Journal of Teacher Education

The Australian Government recognizes that the Arts are a critical part of formal school education and it should not be viewed as subordinate or extra. This paper forms part of a wider research project titled “Pre-service teacher attitudes and understandings of Music Education” that started in 2013. The focus of this paper investigates music teaching and learning in a core unit within the Bachelor of Education (Primary) course at Deakin University (Australia). Using questionnaire and interview data gathered in 2014, I employ Interpretative Phenomenological Analysis to analyse and codify the data. Three themes are discussed in relation to: Why it ...


International Students’ Experience Of Practicum In Teacher Education: An Exploration Through Internationalisation And Professional Socialisation, Georgina M. Barton, Kay A. Hartwig, Melissa Cain Jan 2015

International Students’ Experience Of Practicum In Teacher Education: An Exploration Through Internationalisation And Professional Socialisation, Georgina M. Barton, Kay A. Hartwig, Melissa Cain

Australian Journal of Teacher Education

This paper explores the practicum experience of international students studying in a teacher education course. Much research has investigated the experience of international students during their degree experience but there is limited research that has addressed the practicum; a key component of teacher education. The research that does exist tends to view international students as analogous rather than individual students with distinct needs and experiences. The current paper will draw evidence from fourteen (14) international students gathered via interviews. The themes of learning and teaching contexts and relationships; curriculum, pedagogy and assessment; and personal attributes were identified and the conceptual ...


Learning To Teach: What Do Pre-Service Teachers Report., Dawn A. Naylor, Glenda Campbell-Evans, Carmel Maloney Jan 2015

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 ...


A Healthy Dose Of Race? White Students’ And Teachers’ Unintentional Brushes With Whiteness, Samantha Schulz, Jennifer Fane Jan 2015

A Healthy Dose Of Race? White Students’ And Teachers’ Unintentional Brushes With Whiteness, Samantha Schulz, Jennifer Fane

Australian Journal of Teacher Education

This paper reports on efforts by three Australian academics to develop students’ sociocultural awareness (in particular, their racial literacy) during a time of mounting pressure on teacher educators to narrow and standardise their approaches. The field of health education provides a vehicle for research; however, it is not the paper’s central foci. Of key concern is the development of a critical disposition in students – a disposition geared toward teaching for social equity. Learning of this nature transcends topic domains, and therefore allows for collaboration between academics in different parts of teacher education. Specifically, the paper focuses upon ‘whiteness’ and ...


Beginning Teachers’ Perception Of Their Induction Into The Teaching Profession, Lynda Kidd, Natalie Brown, Noleine Fitzallen Jan 2015

Beginning Teachers’ Perception Of Their Induction Into The Teaching Profession, Lynda Kidd, Natalie Brown, Noleine Fitzallen

Australian Journal of Teacher Education

Abstract: Beginning teachers’ induction into the teaching profession needs to be personally and professionally fulfilling, which is often not the case. The main objective of this mixed method study was to gain a deeper understanding of beginning teachers’ experiences and the perceptions of their induction into the teaching profession and the support they received. A key finding was that many beginning teachers entered the profession through casual or contract positions. Although the beginning teachers reported receiving satisfactory support, the support received varied among schools. Beginning teachers’ perceptions of their induction are that the mentor and induction programs are limited. La ...


Preparedness Of Pre-Service Teachers For Inclusive Education In The Solomon Islands, Umesh Sharma, Janine Simi, Chris Forlin Jan 2015

Preparedness Of Pre-Service Teachers For Inclusive Education In The Solomon Islands, Umesh Sharma, Janine Simi, Chris Forlin

Australian Journal of Teacher Education

Recent policy changes in the Pacific Islands have seen a strong emphasis on implementing inclusive education. Preparing teachers for this change in education will be essential if they are to have the knowledge, skills and understandings so that they can become inclusive practitioners. Pre-service teacher education will play a critical role in supporting this process. This paper considers the perceptions of pre-service teachers undertaking the first year of the Diploma of Teaching in the one university in the Solomon Islands. This is the only university that prepares teachers to work across the entire archipelago. Data are collected pre and post ...


Parent-Teacher Interactions: Engaging With Parents And Carers, Michelle Ellis, Graeme Lock, Geoff Lummis Jan 2015

Parent-Teacher Interactions: Engaging With Parents And Carers, Michelle Ellis, Graeme Lock, Geoff Lummis

Australian Journal of Teacher Education

This study sought to identify factors that parents and teachers described as impacting on their interactions. Previous research indicated that student performance levels increase when parents and teachers work together; however, in practice, there are underlying tensions. The key findings revealed that the nature of parent-teacher interactions was either collaborative or non-collaborative, several activities underpinned these practices, and positive or less than satisfactory outcomes were afforded to students. Furthermore, parents and teachers had similar preferences on what practices made their interactions collaborative; however, they had different views (preferences) on what constituted non-collaborative practices. The findings from this research have implications ...


Promoting Online Students’ Engagement And Learning In Science And Sustainability Preservice Teacher Education, Louisa Tomas, Michelle Lasen, Ellen Field, Keith Skamp Jan 2015

Promoting Online Students’ Engagement And Learning In Science And Sustainability Preservice Teacher Education, Louisa Tomas, Michelle Lasen, Ellen Field, Keith Skamp

Australian Journal of Teacher Education

At James Cook University, a core first-year subject within the Bachelor of Education, Foundations of Sustainability in Education (FSE), sees students investigate the underlying science and complexity of socioecological challenges through inquiry, place-based learning, experimentation and consideration of classroom practice. Given that this subject is delivered across modes, a blended learning approach that encompasses an innovative use of learning technologies and careful consideration of pedagogy provides opportunity for both on-campus and online students to engage in active, learner-centred, collaborative, experiential and praxis-oriented learning experiences (Wals & Jickling, 2002). In this paper, we draw upon Pittaway’s (2012) engagement framework and Herrington ...


"Network Teach": How A Student Led Organisation Supports The Transition To University, Deborah Callcott, Marianne J. Knaus, Judy Warren, Ashleigh Wenban Aug 2014

"Network Teach": How A Student Led Organisation Supports The Transition To University, Deborah Callcott, Marianne J. Knaus, Judy Warren, Ashleigh Wenban

Australian Journal of Teacher Education

It is well documented that the first-year experience is crucial to student success at university. The transition to university provides many challenges for students from a personal, social and academic perspective. Over several decades, universities across Australia have implemented strategies to improve the attrition rate of first year students. This paper discusses a program designed to meet the specific needs of students in the School of Education, at a university in a metropolitan suburb of Perth, Western Australia. The Network Teach program is unique in that it is a student-run organisation. It offers social networking and academic support systems to ...


School Culture: Teachers' Beliefs, Behaviors, And Instructional Practices, Chantarath Hongboontri, Natheeporn Keawkhong May 2014

School Culture: Teachers' Beliefs, Behaviors, And Instructional Practices, Chantarath Hongboontri, Natheeporn Keawkhong

Australian Journal of Teacher Education

This mixed-methods research project documents the school culture of Hope University’s Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire. Of these, 14 participated in semi-structured interviews and classroom observations; 2 agreed to be interviewed but did not allow their classrooms to be observed. Quantitative data demonstrated strong correlations among eight social organizational variables of a school culture. Qualitative data further revealed the influences of a school culture on these teacher ...