Education Commons^™

Initial Teacher Preparation For Teaching Students With Exceptionalities: Pre-Service Teachers' Knowledge And Perceived Competence, Michelle L. Bannister-Tyrrell, Sofia Mavropoulou, Marguerite Jones, Jeffrey Bailey, Anne O'Donnell-Ostini, Rinchen Dorji

Australian Journal of Teacher Education

This research study surveyed 100 undergraduate teacher education students in a regional university in Australia, explored self-reported perceptions of their knowledge about students with exceptional needs, and their competence to be effective educators of these students in an inclusive classroom. Additionally, we included a measure of general attitude toward teaching in an inclusive classroom. What made this exploratory study atypical was broadening the concept of ‘exceptionality’ to the inclusion of items related to students with physical and cognitive challenges, superior academic gifts and those deemed to be twice exceptional. The results were unexpected in that teachers’ age, parental status and …

A Stealth Intervention: The Glama (Girls! Lead! Achieve! Mentor! Activate!) And Blast (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership And Physical Activity Transition Program, Kate A. Jenkinson, Geraldine Naughton, Amanda C. Benson

Australian Journal of Teacher Education

This study investigated the effects of the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) controlled 8-week peer-led stealth intervention on school connectedness and physical activity self-efficacy(PASE). The GLAMA and BLAST sessions were conducted during curriculum time in an Australian state secondary school by 49 Year 10 student leaders and 206 Year 7 students. Year 7 school connectedness decreased in both the control and intervention schools (p

Dimensions Of Work Engagement And Teacher Burnout: A Study Of Relations Among Iranian Efl Teachers, Arefe Amini Faskhodi, Masood Siyyari

Australian Journal of Teacher Education

Among different teacher-related variables burnout can have irrevocable effects on the whole educational system. Due to the importance of considering all positive and negative related variables, and also lack of attention to positive criteria in the area of work-related factors, this study is the first attempt in Iran in the field to include engagement as a positive factor involved. The purpose of the present study is to investigate any possible relationship between work engagement and teachers’ sense of burnout, as well as associations between work engagement, burnout, and teachers’ years of experience. The correlational analyses indicate a significant and negative …

An Investigation Of Preservice Teachers’ Beliefs About The Certainty Of Teaching Knowledge, Leila E. Ferguson, Jo Lunn Brownlee

Australian Journal of Teacher Education

Beliefs about the certainty of teaching knowledge may influence how preservice teachers engage with and learn from knowledge sources in teacher education, and their subsequent practice. In light of inconsistencies in prior findings that mainly employ epistemic questionnaires, we extended research focusing on a contextual analysis. Sixty-six elementary and lower-secondary preservice teachers in Norway responded to the Beliefs about the Certainty of Teaching Knowledge (BECK) scale in the first and second year of study, respectively. Participants believed knowledge about teaching and learning was more tentative and evolving at T2 than at T1 (t (65) = 2.0, p = .049, Cohen’s …

Making Pedagogy Tangible: Developing Skills And Knowledge Using A Team Teaching And Blended Learning Approach, Renée Crawford, Louise E. Jenkins

Australian Journal of Teacher Education

In an era of accountability government and industry bodies are mandating that teacher education programs provide evidence of their impact. This paper provides an example of evidence-based practice, exploring how a team teaching and blended learning approach influenced the development of pre-service teachers (PSTs) competency skills and knowledge. This approach was introduced to an initial teacher education (ITE) specialist music secondary methods unit to ensure that the tertiary learning context aligned with contemporary innovations in schools and provided authentic learning and teaching opportunities. Using an embedded advanced mixed methodology, this research had two phases. Phase 1 explored the development of …

Teacher’S Perceptions Of How They Influence Student Academic Performance In Vce Physical Education, Rachael J. Whittle, Amanda Telford, Amanda C. Benson

Australian Journal of Teacher Education

This research explored teacher perceptions of how they influence academic performance of Victorian Certificate of Education (VCE) Physical Education students. VCE Physical Education teachers (n = 37) from 31 secondary schools in Victoria, Australia participated in a qualitative study using focus groups with a semi-structured interview schedule. Recorded focus group discussions were transcribed verbatim, coded and analysed (NVivo 11). A social-ecological model was used to categorise emergent themes. At the individual level teachers perceived content knowledge, expectations, passion and enthusiasm, pedagogical content knowledge and use of reflective practices to inform teaching as key factors influencing student academic performance. Social level …

Individual’S Patterns Of Commitment, Resilience And Subjective Well-Being Of Prospective Physical Education Teachers, Britta Fischer, Miriam Bisterfeld, Oliver Staab

Australian Journal of Teacher Education

To a greater or lesser extent, specific combinations of commitment, resilience and subjective well-being represent favorable individual resources in order to cope with professional demands. Prior studies have identified different patterns of these behaviors and experiences. The present study deals with the question whether these patterns are also identifiable in prospective physical education (PE) teachers. In addition, differences between physical education students and sport students with other career goals are examined. Lastly, the study concentrates on the existence of specific gender related differences within the group of student teachers.

For this purpose, 851 sport students were interviewed. The results of …

Making Headway: Developing Principals’ Leadership Skills Through Innovative Postgraduate Programs, Susan Simon, Michael Christie, Deborah Heck, Wayne Graham, Kairen Call

Australian Journal of Teacher Education

Effective school leadership preparation has been regarded as desirable if not mandatory in Australia and globally for decades. Schools and school systems, higher education institutions and education jurisdictions have attempted with varying degrees of success to encourage teachers aspiring to become principals to prepare well for the complex role ahead. Research involving postgraduate education students identified that peer support, collaboration and collegial professional learning contributed towards self-development, strengthening the required Personal qualities, social and interpersonal skills of contemporary school leaders.

Issues Arising From The Use Of University Ilectures: A Case Study Of One Australian Campus, Toni J. Dobinson, Tatiana Bogachenko

Australian Journal of Teacher Education

Australian universities have moved towards greater reliance on technology as a learning tool. The use of podcasts or recorded lectures (sometimes called ilectures) is now common practice in both on-campus and online modes. Using a qualitative approach to data collection which included recorded interviews, an online survey of open-ended questions and the researcher’s own reflections on using ilectures, this study investigated 1) the impact of ilectures on the teaching and learning practices of both academics and students 2) student attendance in recorded lectures and 3) the responses of lecturers and students to being recorded. Findings highlighted a mix of reactions …

Why Do You Work With Struggling Students? Teacher Perceptions Of Meaningful Work In Trauma-Impacted Classrooms, Tom Brunzell, Helen Stokes, Lea Waters

Australian Journal of Teacher Education

This study contributed new findings to the construct of meaningful work (MW) and negative impacts on MW. In other professional samples, finding meaning in work has been shown to be an effective buffer when facing workplace adversity. However, prior investigation has neither identified nor explored the specific sources and mechanisms of meaningful work that teachers derive from educating trauma-affected students. Within a cross-sectional sample of primary and secondary teachers (N = 18) working in trauma-affected classrooms, two interrelated sources of MW: (1) practice pedagogy and (2) teacher wellbeing were further analysed for discussion via Rosso, Dekas, and Wrzesniewski’s (2010) four …

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 …

Culturally And Linguistically Diverse School Environments – Exploring The Unknown, Lyn Gilmour, Dr Helen Klieve, Dr Minglin Li

Australian Journal of Teacher Education

Abstract: Australian education policies aspire to meet the unique needs of all students including those from linguistically diverse backgrounds; however, a first step in achieving this aim is clear identification of such students. Many children from previous migrant families and new arrivals to Australia come from homes where at least one parent speaks a language other than English. This exploratory research utilises survey and interview responses from students and staff in five Queensland state high schools. Results showed that 79.5% of the 2,484 students surveyed were from English-only homes with only 10.5% classified as having English as Another Language/Dialect. …

Teacher Knowledge And Learning In-Situ: A Case Study Of The Long Division Algorithm, Shikha Takker, K. Subramaniam

Australian Journal of Teacher Education

The aim of the study reported in this paper was to explore and enhance experienced school mathematics teachers’ knowledge of students’ thinking, as it is manifested in practice. Data were collected from records of classroom observations, interviews with participating teachers, and weekly teacher-researcher meetings organized in the school. In this paper, we discuss the mathematical challenges faced by a primary school teacher as she attempts to unpack the structure of the division algorithm, while teaching in a Grade 4 classroom. Through this case study, we exemplify how a focus on mathematical knowledge for teaching ‘in situ’ helped in triggering a …

Student And Staff Perceptions Of A Learning Management System For Blended Learning In Teacher Education, Kathryn A. Holmes, Elena Prieto-Rodriguez

Australian Journal of Teacher Education

Higher education institutions routinely use Learning Management Systems (LMS) for multiple purposes; to organise coursework and assessment, to facilitate staff and student interactions, and to act as repositories of learning objects. The analysis reported here involves staff (n=46) and student (n=470) responses to surveys as well as data collected in interviews and focus groups. The research focuses on participants’ perceptions of two broad affordances of the LMS: accessibility and interactivity. Differences were found between student and staff views in relation to accessibility of online materials, with students rating its contribution to their learning more highly than staff. However, the two …

The Effects Of Writing Instructors’ Motivational Strategies On Student Motivation, Yin Ling Cheung

Australian Journal of Teacher Education

While the last decade has witnessed a growing body of research on student motivation in second language acquisition, research about the impact of writing instructors’ motivational strategies on student motivation has remained underexplored. In order to fill this important gap, this study, guided by motivational strategy framework, investigates the effect of writing instructors’ motivational strategies on student motivation. Participants were 344 first-year undergraduate students taking a writing course at a university in Singapore. Classroom observation schemes, student surveys, and surveys with writing instructors were collected. Findings show that the more the writing instructors reported using strategies in generating students’ initial …

Interculturality And Teacher Education. A Study From Pre-Service Teachers’ Perspective, Eva F. Hinojosa Pareja, M. Carmen López López

Australian Journal of Teacher Education

Due to the multicultural nature of society and the failure of some of the educational models adopted to respond to cultural diversity, there is a need to pay greater attention to teachers’ training. This study examines Teacher Education students’ beliefs about cultural diversity and their relationship with pre-service teacher training as key aspects in designing intercultural teacher training proposals and improving educational practice. This quantitative, descriptive study was carried out with 1464 participants enrolled in teacher training programs. The results show that future teachers have positive beliefs about cultural diversity in general terms, but their positions diverge when dealing with …

Professional Teaching Standards: A Comparative Analysis Of Their History, Implementation And Efficacy, Kairen Call

Australian Journal of Teacher Education

Since the publication of results from the first iteration of testing within the Programme for International Student Assessment (PISA) and the ensuing media consternation and political rhetoric about teacher quality in education systems around the world, professional standards for teachers have been considered, developed and implemented globally in various forms. Justified by the argument that they raise teacher quality which in turn raises student outcomes, professional standards for teachers are being considered as an integral part of the solution to current deficits in education. This article explores the forces driving and restraining professional standards for teachers within international and Australian …

Getting The Most From Google Classroom: A Pedagogical Framework For Tertiary Educators, Keith R. Heggart, Joanne Yoo

Australian Journal of Teacher Education

Many tertiary institutions have embraced digital learning through the use of online learning platforms and social networks. However, the research about the efficacy of such platforms is confused, as is the field itself, in part because of the rapidly evolving technology, and also because of a lack of clarity about what constitutes a learning platform. In this study, two early career academics and instructors examined the effectiveness of using Google Classroom for final year primary teacher education students to encourage student voice and agency, and to consider how the platform might influence future pedagogies at the tertiary level. The data …

Freedom And Constraint In Teacher Education: Reflections On Experiences Over Time, Amanda Mcgraw

Australian Journal of Teacher Education

Teacher education programs in Australia increasingly comply with new and narrowing accountabilities so that they can be approved by diverse regulatory authorities and accredited. This is an auto-biographical narrative study which draws upon the memories of a teacher educator who contrasts her experience of learning to teach in the early 1980s with her recent experience as a Program Leader working with colleagues to design a new Master of Teaching program. She interviews Professor Bernie Neville who was responsible for the design and implementation of the teacher education program she completed in 1983. He reflects on the principles guiding his practice …

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, …

Language Teachers’ Self-Efficacy Beliefs: A Review Of The Literature (2005-2016), Mark Wyatt

Australian Journal of Teacher Education

Research into language teachers’ self-efficacy (LTSE) beliefs, a domain-specific branch of research into teachers’ self-efficacy (TSE) beliefs in general education, has emerged in the past 16 years. To date, though, this emergent domain-specific research field has not been described in depth, with most accounts of it summarised very briefly, even in published research that provides empirical data relating to the specific topic of LTSE beliefs. Guided by a synthetic research ethic, this literature review aims to explore the gap. It highlights the characteristics of this LTSE beliefs research field, discussing the methodology employed by various studies that have elicited LTSE …

A Systematic Review Of The Research On The Knowledge And Skills Of Australian Preservice Teachers, Jennifer Stephenson

Australian Journal of Teacher Education

Since knowledge and skills related to curriculum content and pedagogy are crucial for teachers, it is of interest to explore the research relating to what preservice teachers know and can do. Refereed journal articles published between 2005 and 2015 that reported on the assessment of the knowledge or skills of Australian preservice teachers are reviewed. Data were extracted from 52 articles relating to the context of the research, participants in the research and the adequacy of the knowledge and skills of preservice teachers. Most authors expressed some concern about the level of knowledge and skills of preservice teachers and where …

Factors Influencing The Evolution Of Vocational Teachers’ Beliefs And Practices Related To Classroom Management During Teacher Education, Céline Girardet, Jean-Louis Berger

Australian Journal of Teacher Education

Two studies were conducted to investigate the evolution of 71 Swiss vocational teachers’ classroom management as a result of the inputs of a teacher education program, and to identify the factors that encouraged or impeded teacher change. Study 1 consisted of a longitudinal survey, and Study 2 of interviews. Longitudinal analyses were performed using a multilevel approach. This mixed-method study revealed that vocational teachers’ classroom management evolved towards the beliefs and practices encouraged by the teacher education program. Years of prior teaching experience and motivations for choosing teaching were found to moderate teachers’ evolutions. Moreover, influential people, providing alternative strategies …

Exploring The Use Of Narratives To Understand Pre-Service Teachers' Practicum Experiences From A Sociocultural Perspective, Gonca Yangin Eksi, Muzeyyen Nazli Gungor

Australian Journal of Teacher Education

This paper reports on an exploratory study designed to investigate what aspects of practicum pre-service teachers narrate as meaningful experiences and how these narratives help them promote teacher awareness and professional development. The study is conducted with 21 fourth-year pre-service teachers attending the practicum at the time of the study. The data consist of 84 narratives written in 2015-16 academic year and oral interviews with pre-service teachers conducted in seminar courses. A two-person review panel analysed the data through inductive data analysis from a sociocultural perspective. The analysis points to the nature of narratives, the practicum school context these narratives …

Creating Multicultural Music Opportunities In Teacher Education: Sharing Diversity Through Songs, Dawn Joseph, Rohan Nethsinghe, Alberto Cabedo Mas

Australian Journal of Teacher Education

This paper contributes to the knowledge base for preparing pre-service teachers (PSTs) for contemporary multicultural classrooms. To do so, we refer to our ongoing project “See, Listen and Share: Exploring intercultural music education in a transnational experience” across three Higher Education sites (Australia and Spain). Drawing on our narrative, and PSTs’ questionnaire data, using Interpretative Phenomenological Analysis to analyze and code the PST data, we report on our initial experience and findings across the three sites and cultural contexts. Generalisations to other institutions cannot be made. We discuss what was taught and how it was taught in our three settings, …

Music Activities Delivered By Primary School Generalist Teachers In Victoria: Informing Teaching Practice, Fiona King

Australian Journal of Teacher Education

The purpose of this paper is to share teacher practice in the inclusion and delivery of music education experiences for children, to inform teacher education and to guide professional learning. It draws on a larger investigation into the music activities delivered by three primary school classroom (generalist) teachers in Victoria, Australia. There is a gap in the literature regarding the music activities and experiences facilitated by teachers in day-to-day classroom learning. The case study investigation inquired into the content, pedagogy, planning and the place of music activities provided to children aged six to eleven. Teacher education is addressed in this …

Teachers’ Attitudes Toward Teaching Science In A New Zealand Intermediate School, Yvonne Ualesi, Gillian Ward

Australian Journal of Teacher Education

Concern has been raised globally that a lack of interest by teachers towards teaching science has a negative impact on the children they teach. While attention has been paid to the teacher as a contributing factor to students’ attitudes, less has been written about the attitudes of teachers. To bridge this gap, the current study examines six Year 8 teachers’ attitudes towards teaching science in a New Zealand intermediate school. Biographical data was gathered and individual semi-structured interviews were conducted that explored the teachers’ attitudes. van Aalderen-Smeets et al.’s (2012) framework, which takes a multidimensional view of attitudes, is used …

Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge And Actual Knowledge: The Challenge Of Assessing What You May Know Less About, Karyn Carson, Anne Bayetto

Australian Journal of Teacher Education

This study investigates the relationship between early childhood (EC) and early years’ primary school (EYPS) teachers’ phonological awareness (PA) assessment practices, self-reported PA knowledge and actual PA knowledge. Method: A survey design was employed whereby 102 registered Australian EC and EYPS teachers responded to questions regarding PA assessment practices, self-reported PA knowledge and actual PA knowledge. Results: The results showed: a) more than 80% of teachers use PA assessments, with EYPS teachers conducting frequent assessments and EC teachers conducting rare-to-occasional assessments; b) over-estimation of self-reported PA knowledge; c) low levels of actual PA knowledge; and d) high usage of observations …

“I Sorta Felt Like I Was Out In The Middle Of The Ocean”: Novice Teachers’ Transition To The Classroom, Rebecca Miles, Sally Knipe

Australian Journal of Teacher Education

The design of initial teacher education courses is to provide pre-service teachers with skills, processes and knowledge about the practice and profession of teaching. This allows graduate teachers to best service the learning needs of future students. A disposition of inquiry in relation to ongoing teacher learning is a significant aspect of initial teacher education programs. The contribution that teacher education programs make in the transition from pre-service teachers to teacher challenges the experiences that occur during the teacher education program. The impetus for this study was to examine the graduate teacher’s transition to novice teaching and the impact of …

Primary Pre-Service Teachers' Attitudes Towards Inclusion Across The Training Years, Corrina Goddard, David Evans

Australian Journal of Teacher Education

Teachers are responsible for meeting the needs of increasingly diverse learners. Given their position as catalysts for educational change, teachers’ positive attitudes towards inclusive education must be considered prerequisite to its success in Australian classrooms. This study investigated the extent to which pre-service training affects pre-service primary teachers’ attitudes towards inclusive education. A survey was designed to examine such attitudes among primary pre-service teachers at all year levels of their Bachelor of Education (Primary). To reflect the increasingly broad definition of inclusion established in the literature, participants’ attitudes towards gifted and talented students, those learning English as a second language …