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Full-Text Articles in Education
Building Research Capacity Of Future Teachers: A Canadian Case Study, Dragana Martinovic, Ziad F. Dabaja
Building Research Capacity Of Future Teachers: A Canadian Case Study, Dragana Martinovic, Ziad F. Dabaja
Australian Journal of Teacher Education
Since their first day in school, in-service teachers are expected to act professionally, make good judgments, think critically, and problem-solve effectively. The literature suggests that engaging pre-service teachers in research can help them to develop several key skills. In this paper, we present the outcomes from a year and a half long mixed-methods case study that was conducted in two phases (i.e., a pilot and a follow-up study) with two groups of pre-service teachers enrolled in a teacher education programme in a Canadian mid-size university. The purpose of this research was to examine how an in-course research component might have …
Pre-Service Teachers’ Perceptions Of Professional Standards And Their Integration Into Pre-Service Training: A Comparative Study Of Australia And Pakistan, Sadia Shaukat, Raqib Chowdhury
Pre-Service Teachers’ Perceptions Of Professional Standards And Their Integration Into Pre-Service Training: A Comparative Study Of Australia And Pakistan, Sadia Shaukat, Raqib Chowdhury
Australian Journal of Teacher Education
This paper critically analyses 52 Australian and 68 Pakistani pre-service teachers’ (PST) perceptions of professional standards for teachers enabling the comparison of teacher preparation in the two countries. A multivariate analysis of variance tested the hypothesis that an integrated standards-based teacher preparation program was more effective for professional skills and competencies development than a non-integrated one. While the Australian PSTs undertaking a standards-integrated curriculum reported significantly higher levels of professional preparation in ten areas of professional Standards, their Pakistani counterparts - who were not exposed to such curriculum - reported inadequate preparation. The findings have implications for teacher educators and …
Supporting Pre-Service Teachers In Becoming Reflective Practitioners Using Conversation And Professional Standards, Ondine J. Bradbury, Angela Fitzgerald, Justen P. O'Connor
Supporting Pre-Service Teachers In Becoming Reflective Practitioners Using Conversation And Professional Standards, Ondine J. Bradbury, Angela Fitzgerald, Justen P. O'Connor
Australian Journal of Teacher Education
A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the APSTs and designed to enhance reflective conversations. Focus group interview discussions unveiled the …
The Use Of Blog Activities To Promote Reflection In An Elt Practicum, Esra Bener, Senem Yıldız
The Use Of Blog Activities To Promote Reflection In An Elt Practicum, Esra Bener, Senem Yıldız
Australian Journal of Teacher Education
Informed by the theories of critical reflection and community of practice, this study aimed to explore the integration of blogs to promote reflection among eighteen pre-service English language teachers registered in a practicum course at a public university in Turkey. Fourteen blog activities were designed and implemented to guide the reflective process of student teachers. Data were collected through archival documents of participants’ blog entries, two focus group interviews and two surveys. A total of 457 entries were analysed in terms of depth of reflection and the analysis revealed evidence of medium or high level reflection in most (61%) of …
Social Media Use In Initial Teacher Education: Lessons On Knowing Where Your Students Are, Narelle Lemon, Siobhan O'Brien
Social Media Use In Initial Teacher Education: Lessons On Knowing Where Your Students Are, Narelle Lemon, Siobhan O'Brien
Australian Journal of Teacher Education
The use of social media in initial teacher education offers connection to a community of learners. As teacher educators we planned to use Twitter with pre-service teachers (PSTs). But at the end of the semester it was revealed that PSTs insisted on using a different platform; offering valuable perspectives and insights into the boundaries that are set by PSTs when moving from personal to professional use of social media. Through this paper we share our voices as initial teacher educators who valued the voices of PSTs in navigating the integration of Twitter into a semester of study. Revealed are insights …
Student Reflections On Teacher Identity Development In A Year-Long Secondary Teacher Preparation Program, Kaisa Hahl, Erin Mikulec
Student Reflections On Teacher Identity Development In A Year-Long Secondary Teacher Preparation Program, Kaisa Hahl, Erin Mikulec
Australian Journal of Teacher Education
This preliminary case study examines qualitatively the experiences of 20 participants enrolled in an international English-medium secondary teacher preparation program at a university in Finland and analyzes reflections on their teacher identity development. Multiple measures of data with triangulation were collected from course work, including reflection essays from 20 pre-service teachers and a focus group interview with four of the pre-service teachers. The data were analyzed with thematic analysis (Braun & Clarke, 2006) in order to find categories of factors that influenced the pre-service teachers’ teacher identity development. The results indicate that the support especially from mentors and positive feedback …
Perceived Social-Ecological Barriers Of Generalist Pre-Service Teachers Towards Teaching Physical Education: Findings From The Get-Pe Study, Brendon P. Hyndman
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 (community …
Developing An Understanding Of What Constitutes Mathematics Teacher Educator Pck: A Case Study Of A Collaboration Between Two Teacher Educators, Tracey Muir, Jill Wells, Helen Chick
Developing An Understanding Of What Constitutes Mathematics Teacher Educator Pck: A Case Study Of A Collaboration Between Two Teacher Educators, Tracey Muir, Jill Wells, Helen Chick
Australian Journal of Teacher Education
Previous research into the knowledge required for teaching has focused primarily on pre-service and in-service teachers’ knowledge. What is less researched, however, is the role of the teacher educator in helping pre-service teachers (PSTs) develop the knowledge needed in order to teach mathematics to students. The focus thus shifts from examining school teachers’ knowledge for teaching mathematics to school students, to studying teacher educators’ knowledge for teaching teachers. This raises the question of what is the nature of this knowledge as required by teacher educators, and how evident is it in their practice? This paper documents the interactions among two …
Perceptions And Competence Of Turkish Pre-Service Science Teachers With Regard To Entrepreneurship, Isa Deveci
Perceptions And Competence Of Turkish Pre-Service Science Teachers With Regard To Entrepreneurship, Isa Deveci
Australian Journal of Teacher Education
The aim of this study is both to determine the perceptions of pre-service science teachers towards the concepts of entrepreneurship and entrepreneurial characteristics and to investigate the perceptions of pre-service science teachers regarding transferring the entrepreneurial characteristics to students. This study is designed as a qualitative study and a phenomenological research approach is used. A total of 12 pre-service science teachers from grades 5 to 8 participated in the study. Data were gathered through the use of semi-structured interviews. The data were evaluated through both descriptive and content analysis. The results show that the perceptions of the 12 …
Video-Mediated Microteaching – A Stimulus For Reflection And Teacher Growth, Stella Kourieos
Video-Mediated Microteaching – A Stimulus For Reflection And Teacher Growth, Stella Kourieos
Australian Journal of Teacher Education
Numerous studies have been conducted on the effectiveness of video as an effective means of reflective practice in pre-service Teacher Education. However, only few studies have explored pre-service teachers’ own perceptions in this regard in the field of ELT and none of these was related to primary level. To address this gap, multiple forms of qualitative data were triangulated. Participants were found to consider the use of video combined with guided reflection and peer dialogue to have a great potential in helping them form links between theory and practice and bring a heightened awareness of their teaching practices, especially in …
Dangerous Practices: The Practicum Experiences Of Non-Indigenous Pre-Service Teachers In Remote Communities, Glenn Auld, Julie Dyer, Claire Charles
Dangerous Practices: The Practicum Experiences Of Non-Indigenous Pre-Service Teachers In Remote Communities, Glenn Auld, Julie Dyer, Claire Charles
Australian Journal of Teacher Education
This paper seeks to explore the risks of providing pre-service teachers with professional experiences in remote communities. In particular this paper focuses on the risks associated with this kind of professional experience. Twelve pre-service teachers were interviewed while on a three-week practicum around Katherine and in Maningrida in the Northern Territory during 2012. The dangers outlined in this paper relate to the way their experiences continued to be mediated by stereotypes and perpetuating colonial practices. The pre-service teachers’ limited understandings of Indigenous knowledges and languages are discussed before exploring the vexed issue of reverse culture shock that some of the …
Metaphors As Two-Way Mirrors: Illuminating Pre-Service To In-Service Teacher Identity Development, John Buchanan
Metaphors As Two-Way Mirrors: Illuminating Pre-Service To In-Service Teacher Identity Development, John Buchanan
Australian Journal of Teacher Education
The transition from pre-service to in-service can be difficult for teachers. One means of looking into the minds and hearts of such teachers is to elicit the metaphors they adopt for themselves. Previous studies have indicated that during this transition much of the confidence, idealism and optimism of teacher metaphors is displaced by bleak and defeatist visions. These changes are usually explained by ‘praxis shock’ – a result of unrealistic prior views of teaching and equally unrealistic workloads and challenges. This research project asks if metaphors might reveal more about pre-service teachers’ views and vulnerabilities, and help avert or mitigate …
Partnerships With Cultural Organisations: A Case For Partnerships Developed By Teacher Educators For Teacher Education, Narelle Lemon, Jacolyn Weller
Partnerships With Cultural Organisations: A Case For Partnerships Developed By Teacher Educators For Teacher Education, Narelle Lemon, Jacolyn Weller
Australian Journal of Teacher Education
New ways of working in teacher education are currently being highlighted, especially in relation to partnerships. One type of partnership that is under utilised is that with cultural organisations. This paper reports on two projects where the authors work with pre-service teachers in partnership with a wildlife sanctuary and a national gallery. Common project elements included research into the value for pre-service teachers in professional engagement of their own teaching and insight into ongoing professional development. The data showed that ownership, empowerment, and meaning can be experienced by stakeholders. The research not only challenges new ways of working with partnerships …
Are You Ready To Be A Mentor? Preparing Teachers For Mentoring Pre-Service Teachers, Angelina Ambrosetti
Are You Ready To Be A Mentor? Preparing Teachers For Mentoring Pre-Service Teachers, Angelina Ambrosetti
Australian Journal of Teacher Education
The use of mentoring has nowadays become a predominant practice for the professional placement component of pre-service teacher education programs. Research however has identified that being an effective teacher doe not make you an effective mentor. The present research investigated the role of professional development in the preparation of mentor teachers for their mentoring roles. Specifically, this paper presents the findings of a pilot mentoring preparation course that engaged mentor teachers in developing their knowledge about the nature and process of mentoring, and the roles of mentors and mentees. Data about changed understandings of mentoring and changed mentoring practices of …
Intentions And Behaviours: Record-Keeping Practices Of Pre-Service Teachers During Professional Experience, Simon G. Shaw, Scott Pedersen, Dean Cooley, Rosemary A. Callingham
Intentions And Behaviours: Record-Keeping Practices Of Pre-Service Teachers During Professional Experience, Simon G. Shaw, Scott Pedersen, Dean Cooley, Rosemary A. Callingham
Australian Journal of Teacher Education
The current expectation of teachers in Australia is that they are able to collect, interpret, and use data related to teaching and learning. Digital technologies in schools, such as electronic methods of record-keeping, offer enhanced opportunities for teachers to perform this skill, and its application has been growing steadily in education. The aim of this exploratory study was to examine fourth-year pre-service teachers’ behaviour in record-keeping whilst on their final professional experience placement. Using Ajzen’s (1992) theory of planned behavior, this study found that most pre-service teachers exhibited positive attitudes toward the behaviour of recording, using, and analysing classroom data. …
Democratic Values And Teacher Self-Efficacy Perceptions: A Case Of Pre-Service English Language Teachers In Turkey, Ece Zehir Topkaya, Aysun Yavuz
Democratic Values And Teacher Self-Efficacy Perceptions: A Case Of Pre-Service English Language Teachers In Turkey, Ece Zehir Topkaya, Aysun Yavuz
Australian Journal of Teacher Education
This study investigated democratic values of pre-service English language teachers in relation to their teacher self-efficacy perceptions in a Turkish context. It also examined the possible relationships between gender, grade and democratic values and self-efficacy perceptions. A questionnaire survey was conducted with 294 pre-service teachers. Findings show that they had a high level of democratic values while senior students reported the highest rate of democratic values. Results did not show a significant difference between democratic values and gender. Participants also reported a moderately high level of self-efficacy. Lastly, correlation was found between their democratic values and self-efficacy perceptions.