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Articles 1 - 6 of 6
Full-Text Articles in Education
Insights From Senior-Secondary Physical Education Students On Teacher-Related Factors They Perceive To Influence Academic Achievement, Rachael J. Whittle, Amanda Telford, Amanda C. Benson
Insights From Senior-Secondary Physical Education Students On Teacher-Related Factors They Perceive To Influence Academic Achievement, Rachael J. Whittle, Amanda Telford, Amanda C. Benson
Australian Journal of Teacher Education
This research aimed to explore student perceptions of teacher-related factors that may influence academic achievement in the context of Victorian Certificate of Education (VCE) Physical Education. This qualitative study involved 23 VCE Physical Education students from three government and one independent secondary school in Victoria, Australia. Focus groups utilising a semi-structured interview schedule explored student perceptions of teacher-related factors on academic achievement. The importance of teachers having a good ‘attitude’, a broad repertoire of teaching strategies, making real-world connections, developing positive student-teacher relationships and facilitating access to themselves outside of scheduled class time were perceived by students as important influences.
Social Studies Teachers’ Opinions And Practices Regarding Teaching Controversial Issues, Zafer Kuş, Durdane Öztürk
Social Studies Teachers’ Opinions And Practices Regarding Teaching Controversial Issues, Zafer Kuş, Durdane Öztürk
Australian Journal of Teacher Education
In today’s globalised world, many issues have become controversial. These controversial issues affect society and the individuals who form them. It is inevitable that these topics are brought into social studies classrooms, because this learning area is profoundly related to society. Social studies teachers’ behaviours, attitudes, and professional knowledge are crucial in teaching controversial issues. The goal of this study was to investigate social studies teachers’ opinions and practices regarding teaching controversial issues in Turkey. The study utilised a mixed method in which both quantitative and qualitative research methods were used. The quantitative data for this study were collected from …
Pre-Service Teachers’ Impact On Student Learning: Planning, Teaching, And Assessing During Professional Practice, Michael Cavanagh, Jennifer Barr, Robyn Moloney, Rod Lane, Iain Hay, Hye-Eun Chu
Pre-Service Teachers’ Impact On Student Learning: Planning, Teaching, And Assessing During Professional Practice, Michael Cavanagh, Jennifer Barr, Robyn Moloney, Rod Lane, Iain Hay, Hye-Eun Chu
Australian Journal of Teacher Education
This paper reports a pilot study to investigate four pre-service teachers’ reports of their impact on student learning while they completed a four-week professional experience block. We used Hiebert, Morris, Berk, and Jansen’s (2007) framework for teacher preparation to analyse the how the participants planned, assessed and reflected on a lesson sequence. Data collected were the pre-service teachers’ learning diary entries completed during the four-week block and an online questionnaire and interview completed at the end of the teaching block. Results indicate that the pre-service teachers struggled to identify clear learning goals for students which adversely impacted their ability to …
Beating The Bamboozle: Literacy Pedagogy Design And The Technicality Of Sfl, Erika Matruglio
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 …
Middle School Mathematics Pre-Service Teacher’S Responses To A Mathematics Content And Specific Mathematics Pedagogy Intervention, Stephen J. Norton
Middle School Mathematics Pre-Service Teacher’S Responses To A Mathematics Content And Specific Mathematics Pedagogy Intervention, Stephen J. Norton
Australian Journal of Teacher Education
Prospective middle school pre-service teachers’ knowledge and affect in Australia has had little empirical research. In this study, 108 graduate entry pre-service teachers were surveyed for their knowledge of middle years’ mathematics, confidence, and self-efficacy at the commencement of a mathematics curriculum course. It was found that their memory of middle years’ mathematics was very poor and this was accompanied by low levels of confidence and self-efficacy. An intervention was undertaken to address these issues. The findings are discussed in the context of the “genericism” of pre-service teacher preparation. In particular, the findings call into question the justification for pre-service …
Can Secondary Teaching Graduates Support Literacy In The Classroom? Evidence From Undergraduate Assignments, Brian R. Moon, Barbara R. Harris, Anne-Maree Hays
Can Secondary Teaching Graduates Support Literacy In The Classroom? Evidence From Undergraduate Assignments, Brian R. Moon, Barbara R. Harris, Anne-Maree Hays
Australian Journal of Teacher Education
Education policy in Australia and comparable countries requires that all secondary content teachers actively teach the literacy of their learning area and support the literacy development of students in their classes. In this paper we present evidence on the capacity of graduating teachers to meet that obligation. We review assessment data from 393 Initial Teacher Education students who completed a core unit in secondary curriculum literacy prior to graduation. We report that while the majority met the unit requirements, approximately 30% graduated as teachers with marginal or inadequate capacity to teach the literacy of their subject or support student learning …