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Articles 1 - 7 of 7
Full-Text Articles in Education
Teaching Chemistry In A Spiral Progression Approach: Lessons From Science Teachers In The Philippines, Joymie R. Orbe, Allen A. Espinosa, Janir T. Datukan
Teaching Chemistry In A Spiral Progression Approach: Lessons From Science Teachers In The Philippines, Joymie R. Orbe, Allen A. Espinosa, Janir T. Datukan
Australian Journal of Teacher Education
As the Philippines moves towards implementing the K-12 curriculum, there has been a mismatch in teacher preparation in science. The present teacher education curriculum prepares science teachers to specialise in a specific field (e.g. integrated science, biology, chemistry, and physics). However, in the K-12 curriculum, they are required to teach all the sciences in a spiral progression approach. Hence, this study analysed the experiences of science teachers in teaching chemistry in the K-12 curriculum in order to identify their challenges and how they are overcoming them. Findings suggest that the teacher’s content, pedagogy, and assessment in chemistry are problematic; specifically, …
Developing Pre-Service Teacher Professional Capabilities Through Action Research, Shannon Kennedy-Clark, Katrina Eddles-Hirsch, Tryon Francis, Grace Cummins, Luke Ferantino, Matthew Tichelaar, Lloyd Ruz
Developing Pre-Service Teacher Professional Capabilities Through Action Research, Shannon Kennedy-Clark, Katrina Eddles-Hirsch, Tryon Francis, Grace Cummins, Luke Ferantino, Matthew Tichelaar, Lloyd Ruz
Australian Journal of Teacher Education
There is a growing interest in pre-service teacher education programs on how to maximise the learning benefits of professional experience. This study attempts to discover how action research can be used as a vehicle to bridge the divide between theory and practice and to support pre-service teachers in the development of authentic professional knowledge. In this paper, we share the experiences of four pre-service teachers who undertook an action research study whilst on a ten-week professional experience placement in an Australian High School. The findings of the study indicate that pre-service teachers see the benefit of being able to conduct …
Arts Engagement Outside Of School: Links With Year 10 To 12 Students’ Intrinsic Motivation And Self-Efficacy In Responding To Art, Julia Morris
Research outputs 2014 to 2021
This study draws on student engagement factors to examine the relationship between students’ non-school-based arts experiences on their intrinsic motivation and self-efficacy to participate in visual arts responding tasks. Visual arts responding in the curriculum includes learning about artists and artworks, decoding art and making critical judgements, and is important in building twenty-first century learning skills such as critical thinking and communication. A total of 266 Year 10 to 12 students from 18 schools in Western Australia (WA) participated in the quantitative research, which explored outside-school arts engagement as well as cognitive and psychological engagement factors in their current year …
Examining The Perceived Benefit Of Education For Aboriginal Secondary Students In Western Australia, Mary-Anne Macdonald
Examining The Perceived Benefit Of Education For Aboriginal Secondary Students In Western Australia, Mary-Anne Macdonald
Theses: Doctorates and Masters
Indigenous and remote Australians have lower education and employment levels than non- Indigenous and urban Australians and face continued socio-economic disadvantage. Many contemporary voices have called for quantitative evidence for Indigenous education policy. The current thesis responds to this gap in the literature by developing a factor model of Indigenous education engagement, and supports this with regression equations and qualitative interviews exploring the impact of various experiences on Indigenous engagement with secondary school. The current study found that, despite gap in attendance rates, Year 12 completion rates, and tertiary education enrolment and completion, Indigenous and non-Indigenous participants alike ascribed a …
Attracting Preservice Teachers To Remote Locations, Kenneth D. Young, Peter Grainger, Dennis James
Attracting Preservice Teachers To Remote Locations, Kenneth D. Young, Peter Grainger, Dennis James
Australian Journal of Teacher Education
Teaching in rural/remote regions poses many challenges to teachers and is identified as a priority research area by the state government. Despite initiatives by the state government and university providers to solve the issue through various incentives designed to attract teachers, the problem remains significant. This research describes and analyses the impact of a regional university initiative to attract teachers to rural and remote locations in Queensland. The data was gathered through analysis of responses from preservice teachers completing education degrees at a regional university in Queensland. The data revealed that a pre-graduation teaching placement to a rural/remote region resulted …
An Application Of The Solo Taxonomy To Classify Strategies Used By Pre-Service Teachers To Solve “One Question Problems”, Joanne C. Caniglia, Michelle Meadows
An Application Of The Solo Taxonomy To Classify Strategies Used By Pre-Service Teachers To Solve “One Question Problems”, Joanne C. Caniglia, Michelle Meadows
Australian Journal of Teacher Education
: The purpose of this article is to report on the strategies of secondary mathematics pre-service teachers (PSTs) as they solved conceptually rich problems. Using the Structure of Observed Learning Outcomes by Biggs and C (1982) (SOLO) Taxonomy, 15 PSTs’ solutions (in groups of 3 or 4) were analyzed by a panel of three mathematics educators. In addition, the authors studied questions posed by PSTs during their student teaching experiences through video analysis. Questions were then categorized using Crespo’s criteria of problem posing. Results showed a significant majority of the problems posed were procedural while PSTs own problem solutions showed …
What Do Students Believe About Effective Classroom Management? A Mixed-Methods Investigation In Western Australian High Schools, Helen Egeberg, Andrew Mcconney
What Do Students Believe About Effective Classroom Management? A Mixed-Methods Investigation In Western Australian High Schools, Helen Egeberg, Andrew Mcconney
Research outputs 2014 to 2021
Students’ views about teaching, learning, and school experiences are important considerations in education. The purpose of this study was to examine students’ perceptions of teachers who create and maintain safe and supportive learning environments. To achieve this, a survey was conducted with 360 students to capture students’ views on their classroom experiences. Follow-up focus group discussions were used to further elaborate and clarify students’ perceptions. Despite varying school contexts, students provided consistent reports that effective classroom managers meet students’ needs by developing caring relationships and controlling the classroom environment while developing student responsibility and engaging students in their learning.