Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Teacher Education and Professional Development (43)
- Curriculum and Instruction (11)
- Other Teacher Education and Professional Development (11)
- Higher Education (9)
- Educational Assessment, Evaluation, and Research (8)
-
- Secondary Education and Teaching (7)
- Higher Education and Teaching (6)
- Early Childhood Education (5)
- Elementary Education and Teaching (5)
- Language and Literacy Education (5)
- Elementary Education (4)
- Psychology (4)
- Scholarship of Teaching and Learning (4)
- Social and Behavioral Sciences (4)
- Educational Leadership (3)
- Online and Distance Education (3)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (3)
- Special Education and Teaching (3)
- Educational Methods (2)
- Educational Psychology (2)
- Health and Physical Education (2)
- Junior High, Intermediate, Middle School Education and Teaching (2)
- Medicine and Health Sciences (2)
- Science and Mathematics Education (2)
- Accounting (1)
- Adult and Continuing Education and Teaching (1)
- Alternative and Complementary Medicine (1)
- Applied Behavior Analysis (1)
- Art Education (1)
- Keyword
-
- Teacher education (11)
- Preservice teachers (4)
- Early childhood (3)
- Initial Teacher Education (3)
- Action research (2)
-
- Agency (2)
- Assessment (2)
- Covid-19 (2)
- Disadvantage (2)
- Higher education (2)
- Inclusion (2)
- Online learning (2)
- Pre-service teachers (2)
- Self-efficacy (2)
- Teacher educators (2)
- Teaching (2)
- 360degree video (1)
- Aboriginal and Islander Education Officers (AIEOs) (1)
- Aboriginal teachers (1)
- Academic freedom (1)
- Academic visitor (1)
- Active learning (1)
- Additional needs (1)
- Alternative Education (1)
- Associate teachers (1)
- Attitudes (1)
- Behaviour support (1)
- Bibliometric analysis (1)
- Blended learning (1)
- Brain-based learning (1)
Articles 1 - 30 of 63
Full-Text Articles in Education
Social Discourses On The Teacher Performance Assessment: Media Tales, Twitter Tweets And Leadership Surveys, Beryl Exley, Donna Pendergast, Frances Hoyte
Social Discourses On The Teacher Performance Assessment: Media Tales, Twitter Tweets And Leadership Surveys, Beryl Exley, Donna Pendergast, Frances Hoyte
Australian Journal of Teacher Education
This paper explores the introduction of the new Teacher Performance Assessment (TPA) for graduate teachers in Australia. We investigate how the broader discussion around TPAs has been understood by multiple agents during an eight-month period from January 2019 to August 2019. Data includes legacy media, social media tweets and a survey of school leaders. The analysis draws on Bernsteinian (1975) theory about the way particular social relations produce differing sentiments of social unity. While eschewing a strict binary, legacy media was characterised by a mechanical solidarity which promoted the TPA as akin to a test. Contributions to social media and …
A Study Of Victorian Teachers’ Beliefs About Student Behaviour And Their Perception Of Preparation And Confidence To Engage In Evidence-Based Behaviour Support, Russell A. Fox, Umesh Sharma, Erin S. Leif
A Study Of Victorian Teachers’ Beliefs About Student Behaviour And Their Perception Of Preparation And Confidence To Engage In Evidence-Based Behaviour Support, Russell A. Fox, Umesh Sharma, Erin S. Leif
Australian Journal of Teacher Education
Positive and proactive approaches to behaviour support have been recognised as one component required to create effective and inclusive school environments (Finkelstein et al., 2019). States and territories within Australia have increasingly adopted school-wide positive behavioural interventions and supports (SWPBIS) as a means to creating effective social and behavioural change (Poed & Whitefield, 2020). However, ensuring staff implement SWPBIS as it is intended has been a challenge, both in Australia and internationally (McIntosh et al., 2016; NSW Ombudsman, 2017). The current study identifies and seeks to address two gaps in the existing literature exploring noted barriers to …
Introduction Of Phonological Concepts In An Initial Teacher Education Literacy Unit, Anne Thwaite, Helen Adam, Yvonne Urquhart, Susan Hill
Introduction Of Phonological Concepts In An Initial Teacher Education Literacy Unit, Anne Thwaite, Helen Adam, Yvonne Urquhart, Susan Hill
Australian Journal of Teacher Education
Pre-service teachers (PSTs) need sound Knowledge About Language (KAL), both for their own professional communication and for their teaching practice. In the longer term, enhanced KAL will benefit our graduates in their implementation of the Australian Curriculum. This paper reports on work with First Year PSTs at one Australian university. We present an analysis of students’ response to an intervention designed to develop their KAL, focusing on Phonological Awareness (PA) and phonics. While the designed resources were introduced and discussed in class, students mainly accessed them online afterwards. Student achievement was measured by online testing, and attitudes were obtained from …
Demonstrating ‘Impact’: Insights From The Work Of Preservice Teachers Completing A Graduate Teacher Performance Assessment, Peter D. Brett, Michelle Parks
Demonstrating ‘Impact’: Insights From The Work Of Preservice Teachers Completing A Graduate Teacher Performance Assessment, Peter D. Brett, Michelle Parks
Australian Journal of Teacher Education
Initial Teacher Education (ITE) reform in Australia has mandated that graduating teachers demonstrate their practice and ‘impact’ through the completion of a Teaching Performance Assessment (TPA) prior to graduation. The requirement to analyse ‘impact’ in teaching, requires a nuanced understanding of what ‘impact’ is and how it manifests in varied contemporary classrooms. This paper reports on how a sample of high-performing pre-service teachers from one Australian ITE institution, within a framework devised by Australia’s largest TPA consortium, appraised the impact of their teaching in the context of the disciplinary area of Humanities and Social Sciences (HASS). How ‘impact’ was articulated …
Using Systems Perspectives To Develop Underlying Principles For Educational Reform, John Daniel Kenny, Connie Cirkony
Using Systems Perspectives To Develop Underlying Principles For Educational Reform, John Daniel Kenny, Connie Cirkony
Australian Journal of Teacher Education
One of the enduring problems in the education system is the gap between theory and practice, where the research to improve teaching and learning is not fully realised in the classroom. This has impacted the effectiveness of education reform. We take a systems thinking approach to better understand the complexity of an education system, which involves multiple stakeholders, each with different levels of power, purposes, and perspectives about what is important. Drawing on an extensive body of research we propose a set of six foundational and five enabling principles that support systemic educational reform. These 11 principles are put forward …
Australian Teachers’ Perception Of Their Preparedness To Teach Traumatised Students: A Systematic Literature Review., Glenys M. Oberg, India Bryce
Australian Teachers’ Perception Of Their Preparedness To Teach Traumatised Students: A Systematic Literature Review., Glenys M. Oberg, India Bryce
Australian Journal of Teacher Education
There are many studies documenting the negative impacts of trauma in childhood. However, despite schools and teachers being a known protective factor which have the potential to modify the negative impacts of complex trauma, limited research examining the perspectives of primary teachers working with traumatised children and their perceptions of preparedness to teach students living with complex trauma has been conducted. Thus a systematic literature review was conducted to collate and synthesise available empirical research on this topic. The review followed PRISMA guidelines and searches were conducted across academic databases for peer reviewed studies published between 2011 and 2022. Only …
University English Teachers’ Professional Development Through Academic Visits: Using Identity As A Theoretical Lens, Feng Ding, Rui Eric Yuan, Fiona Curtis
University English Teachers’ Professional Development Through Academic Visits: Using Identity As A Theoretical Lens, Feng Ding, Rui Eric Yuan, Fiona Curtis
Australian Journal of Teacher Education
Academic visitor programs aim to enhance university teachers’ teaching and research capacity and intercultural competence. Its impact, however, has remained under-researched. Using the data collected from two rounds of in-depth interviews with 13 Chinese university English teachers over a year and a half, this study explored their experiences as academic visitors in the UK through the lens of professional identity. Findings revealed that the participants came with various expectations and negotiated and constructed different identities during their academic visits. The participants’ developing identities in turn affected their investment in their professional development in their situated contexts. The study provides important …
Mathematics Teachers’ Feedback Responses To Students’ Errors And Unexpected Strategies, Andrés Pinzón, Pedro Gómez, María José González
Mathematics Teachers’ Feedback Responses To Students’ Errors And Unexpected Strategies, Andrés Pinzón, Pedro Gómez, María José González
Australian Journal of Teacher Education
A part of students learning in the classroom depends on how the teacher responds to their thinking. The literature has separately addressed teachers’ feedback responses to errors and unexpected strategies that students put into play when solving tasks. We propose a framework to analyze these responses together based on three criteria: the focus of the answers (teacher or student), the type of knowledge (conceptual or procedural) that the teacher puts into play in the teacher-centered answers, and the types of actions (asking and proposing) involved in student-centered responses. We codified and analyzed the feedback responses of a group of mathematics …
Integrated Curriculum Approaches To Teaching In Initial Teacher Education For Secondary Schooling: A Systematic Review, Terri Bourke, Lyra L’Estrange, Jill Willis, Jennifer Alford, James Davis, Deborah Henderson, Mallihai Tambyah, Senka Henderson, Tricia Clark-Fookes
Integrated Curriculum Approaches To Teaching In Initial Teacher Education For Secondary Schooling: A Systematic Review, Terri Bourke, Lyra L’Estrange, Jill Willis, Jennifer Alford, James Davis, Deborah Henderson, Mallihai Tambyah, Senka Henderson, Tricia Clark-Fookes
Australian Journal of Teacher Education
Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated …
Supporting Mathematics Pre-Service Teachers Reflection With 360degree Video And The Knowledge Quartet, Lisa O'Keeffe, Bruce White
Supporting Mathematics Pre-Service Teachers Reflection With 360degree Video And The Knowledge Quartet, Lisa O'Keeffe, Bruce White
Australian Journal of Teacher Education
Secondary mathematics teaching is often characterised by teacher-led pedagogies centred on practice and memorising formula which can dominate incoming pre-service teachers’ perceptions of mathematics teaching. Hence, creating opportunities for pre-service teachers (PSTs) - particularly those who have not experienced student-centered pedagogies – to see the power of alternative pedagogical approaches is crucial in the early experiences of their teacher training. This paper explores the potential of 360degree video recordings of micro teaching of PSTs to enhance initial reflections using the Knowledge Quartet. Drawing on four PSTs’ 360degree video reflections using the Knowledge Quartet framework we unpack the different ways that …
Emotional Freedom Techniques (Tapping) To Improve Wellbeing And Reduce Anxiety In Primary School Classrooms, Margaret T. Lambert, Sue E. Smith, Simon Moss, Marilynne N. Kirshbaum
Emotional Freedom Techniques (Tapping) To Improve Wellbeing And Reduce Anxiety In Primary School Classrooms, Margaret T. Lambert, Sue E. Smith, Simon Moss, Marilynne N. Kirshbaum
Australian Journal of Teacher Education
The use of Emotional Freedom Techniques (EFT) as a class exercise was investigated to ascertain its effectiveness for student wellbeing. Although EFT has been validated in clinical settings, studies have not yet established whether this approach could be applied in classrooms to curb anxiety and improve wellbeing. A pragmatic, mixed methods study was conducted with 138 students in northern Australian primary schools. Student anxiety dissipated over two stages of intervention. Aside from class tapping sessions, students sometimes tapped surreptitiously, and teachers applied tapping for themselves on occasions. Students generally preferred a quieter, individual approach during class tapping sessions. Broader themes …
Positioning Dispositions In Initial Teacher Education: An Action Research Approach, Qilong Zhang, Joanne Hayes, Rawhia Tehau-Grant, Roberta Skeoch, Lois France, Ke Jiang, Ruth Barnes
Positioning Dispositions In Initial Teacher Education: An Action Research Approach, Qilong Zhang, Joanne Hayes, Rawhia Tehau-Grant, Roberta Skeoch, Lois France, Ke Jiang, Ruth Barnes
Australian Journal of Teacher Education
In spite of debate, ambiguity, and tension around teacher dispositions, in the past over two decades, the place of dispositions in initial teacher education (ITE) has been widely supported among policy makers and researchers. Specifically, debate on whether dispositions are teachable has largely given way to action to foster dispositions. Adopting a two-cycle participatory action research design, this study explored ways to teach the first-year teacher candidates’ dispositions in an early childhood ITE programme in New Zealand. The intervention included eight focus dispositions and corresponding strategies to teach each focus disposition. Data collection methods included student self-assessment surveys, individual and …
The Impact Of Problem-Based Learning On Pre-Service Teachers’ Mathematics Pedagogical Content Knowledge, David A. Martin
The Impact Of Problem-Based Learning On Pre-Service Teachers’ Mathematics Pedagogical Content Knowledge, David A. Martin
Australian Journal of Teacher Education
Predictors of teacher effectiveness in relation to student achievement are based on the ability to use a range of evidence-based teaching strategies. Australia’s Teacher Education Ministerial Advisory Group (TEMAG) report that some tertiary providers working with pre-service teachers (PSTs) are using pedagogical practices which are not informed by established research. This paper reports on the impact a student-centred, PBL teaching approach had on third-year Bachelor of Education PSTs’ PCK in a mathematics education subject, compared to a similar group taught using a conventional teacher-directed approach. A quasi-experimental group-by-time design was used to determine the impact of the intervention. Contrary to …
Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna
Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna
Australian Journal of Teacher Education
Recent developments of higher teacher education in Tanzania have witnessed high student enrolments necessitating change of an emphasis from individual assessment to group-based assessment practices. In this context, informed by the constructivist philosophical perspective, this article reports on the pre-service teachers’ voices regarding the prevalence, impacts and counteractive strategies of social loafing. The pre-service teachers are drawn from one higher education institution in Tanzania that serves as a case study. It draws on qualitative data collected from a sample of purposively selected undergraduate pre-service teachers. The study found social loafing tendencies to be commonplace and with far-reaching consequences amongst students …
Tough Teachers Actually Care: An Ethnographic Look Into The ‘Problematic’ Role Of Teachers As Figures Of Authority Under Learner-Centered Education, Julie Lucille Haber Del Valle
Tough Teachers Actually Care: An Ethnographic Look Into The ‘Problematic’ Role Of Teachers As Figures Of Authority Under Learner-Centered Education, Julie Lucille Haber Del Valle
Australian Journal of Teacher Education
Teacher authority is culturally valued among Filipinos. This authority however poses a threat to the fundamental principles of learner-centred education as it arguably perpetuates ‘teacher-centered’ instruction and obstructs positive student-teacher relationships which are necessary for student learning. This problematic role of teacher authority is examined in this study by investigating what constitutes good pedagogy in one class within a rural school in the Philippines. With this research problem, this study used ethnographic research approach to examine what students and teachers understand about ‘classroom authority’ and its perceived value in good pedagogy within a specific and cultural place. Ethnographic data in …
A Review Of Undergraduate Education Student Responses To The Online Component Of Blended Learning: A Cautionary Tale, Ross S. Bernay, Chris Jenkin, Tafili Utumapu-Mcbride, Adrian Schoone, Andrew Gibbons
A Review Of Undergraduate Education Student Responses To The Online Component Of Blended Learning: A Cautionary Tale, Ross S. Bernay, Chris Jenkin, Tafili Utumapu-Mcbride, Adrian Schoone, Andrew Gibbons
Australian Journal of Teacher Education
Calls for enhancing the digital interface for teaching and learning within tertiary institutions have played out in one School of Education, with variable results. Online learning tasks were added in 2018 to regular classes to provide more flexibility for student engagement. A team of lecturers developed a questionnaire for students to be completed after the first semester pilot. Data and findings indicated that one-third of students identified online learning as an enhancement to their learning. A second survey was conducted one year later to assess changes made and analyse the longer-term impacts. During the COVID-19 lockdown, fully online pedagogy was …
The Design Of Early Childhood Teacher Education Programs: Australian Employer Perspectives With International Program Comparisons, Wendy Boyd, Linda Mahony, Jane Warren, Sandie Wong
The Design Of Early Childhood Teacher Education Programs: Australian Employer Perspectives With International Program Comparisons, Wendy Boyd, Linda Mahony, Jane Warren, Sandie Wong
Australian Journal of Teacher Education
Provision of quality early childhood education and care (ECEC) supports children’s learning with strong agreement that early childhood teachers (ECTs) are central to quality provision. In many countries, it is mandatory that ECEC services employ ECTs. However, Australian ECT employers report that early childhood graduates are not always well-prepared to work in ECEC settings. This may be because what constitutes optimal early childhood initial teacher education programs (EC ITE) is unclear. To investigate the design of EC ITE programs this research reports on (i) design of EC ITE programs across international contexts; and (ii) 19 Australian ECT employers’ perspectives on …
An Appraisal Of The Class Instrument As An Observational Measurement Tool For Evaluation Of Student And Teacher Interactions In Western Australian Classrooms, Gillian Kirk, Marianne J. Knaus, Shane Rogers
An Appraisal Of The Class Instrument As An Observational Measurement Tool For Evaluation Of Student And Teacher Interactions In Western Australian Classrooms, Gillian Kirk, Marianne J. Knaus, Shane Rogers
Australian Journal of Teacher Education
The National Quality Framework is used across Australia to drive quality improvement in early childhood settings. Unique to Western Australia, the National Quality Standard is also used in schools to improve quality in classrooms up to Year two (seven to eight years). However, the literature suggests the National Quality Standard is too broad with an emphasis on quantifiable program features (structural quality). As the Classroom Assessment Scoring System (CLASS™) instrument was designed to measure classroom interactions (process quality), the purpose of this current study was to examine its efficacy in Pre-primary (five-year-old) classrooms. A mixed-method research approach was employed to …
On Country Teacher Education: Developing A Success Program For And With Future Aboriginal Teachers, Graeme Gower, Tatiana Bogachenko, Rhonda Oliver
On Country Teacher Education: Developing A Success Program For And With Future Aboriginal Teachers, Graeme Gower, Tatiana Bogachenko, Rhonda Oliver
Australian Journal of Teacher Education
A growing awareness of the value of Aboriginal teachers in Australian schools has motivated the development of the ‘On Country’ Teacher Education (OCTE) program through collaboration between the Western Australian Department of Education and Curtin University. The OCTE builds on previous initiatives to increase the number of Aboriginal teachers in Australian classrooms and has also developed new features. It enables Aboriginal and Islander Education Officers (AIEOs[1]) to obtain a teaching degree while studying ‘on Country’ and working in their (often remote) schools. An evaluation of the first year of this course through the interviews/yarns with the AIEOs, principals, …
Terminology And Provision For Students With Learning Difficulties: An Examination Of Australian State Government Education Department Websites, Nicole Todd, Lorraine Gaunt, Tom Porta
Terminology And Provision For Students With Learning Difficulties: An Examination Of Australian State Government Education Department Websites, Nicole Todd, Lorraine Gaunt, Tom Porta
Australian Journal of Teacher Education
Students with learning difficulties form the largest group of students with additional needs in Australian mainstream classrooms. However the terminology surrounding these students differs broadly across the country. A consistent and shared understanding of the term learning difficulties is vital, as this impacts the identification and equitable provision of support for students experiencing difficulties with learning. The website of each Australian state/territory government education department was examined to determine to how students with learning difficulties are formally identified and supported. It was found that considerable differences, and even conflicting information, exist both within and across education systems. Implications and the …
Preservice Teachers’ Encounters With Dual Language Picturebooks, Nicola Daly, Kathy G. Short
Preservice Teachers’ Encounters With Dual Language Picturebooks, Nicola Daly, Kathy G. Short
Australian Journal of Teacher Education
Our action research explored the potentialities of dual language picturebooks related to language inquiries with preservice teachers. For six weeks, preservice teachers browsed picturebooks featuring English and another language, starting with a familiar language and moving to unfamiliar languages. After browsing, we shared our responses to the books, made connections across books, and engaged in experiences to think about language. Initial comments indicated that readers were not familiar with dual language picturebooks and connected to their own complex personal relationships with language. The preservice teachers engaged in inquiries around audience and book design, including issues such as Indigenous books signalling …
Learning To Teach Without Teaching: A Mixed Methods Case Study Of Preservice Teachers’ Efficacy Beliefs And Perceptions Of An Evidence-Based Creative Arts Subject, James Deehan, Rachael C. Hutchesson, Paul Parker
Learning To Teach Without Teaching: A Mixed Methods Case Study Of Preservice Teachers’ Efficacy Beliefs And Perceptions Of An Evidence-Based Creative Arts Subject, James Deehan, Rachael C. Hutchesson, Paul Parker
Australian Journal of Teacher Education
Recognition of the inherent value of the Creative Arts in society seldom extends beyond rhetoric to meaningful action. The powerful ways the Creative Arts are positioned within curriculum documents, for example, stand in contrast to entrenched problems such as poor teacher attitudes, disengaging teaching practices and low status. Initial Teacher Education (ITE) programs and preservice teachers are essential to the long-term improvement of Creative Arts education. Creative Arts in ITE is also an interesting context in which to examine the divide between Subject Matter Knowledge (SMK) and Pedagogical Knowledge (PK) that has influenced both educational research and policy. This paper …
Teachers’ Emotion Regulation: Implications For Classroom Conflict Management, Sabina Valente, Abílio Afonso Lourenço, Sergio Dominguez-Lara, Ali Derakhshan, Zsolt Németh, Leando S. Almeida
Teachers’ Emotion Regulation: Implications For Classroom Conflict Management, Sabina Valente, Abílio Afonso Lourenço, Sergio Dominguez-Lara, Ali Derakhshan, Zsolt Németh, Leando S. Almeida
Australian Journal of Teacher Education
It has been postulated that emotions play essential roles in conflict situations and that excessive expression of emotions or inappropriate display can reduce the capacity to manage conflict. However, there is a lack of research that relates teachers’ emotion-regulation ability to managing conflict. To bridge this gap, this pilot study aimed to examine the relationships between teachers’ emotion-regulation ability and conflict management strategies used in the classroom. The sample consisted of 878 teachers (61% women) working in Portuguese schools, which completed an application of Mayer and Salovey’s emotional intelligence model and Rahim’s model of conflict management. Using the structural equation …
Conceptualising Early Career Teachers’ Agency And Accounts Of Social Action In Disadvantaged Schools, Margaret Kettle, Bruce Burnett, Jo Lampert, Barbara Comber, Naomi Barnes
Conceptualising Early Career Teachers’ Agency And Accounts Of Social Action In Disadvantaged Schools, Margaret Kettle, Bruce Burnett, Jo Lampert, Barbara Comber, Naomi Barnes
Australian Journal of Teacher Education
This article examines the accounts of actions undertaken by Early Career Teachers (ECTs) recently graduated from a social justice-oriented Initial Teacher Education (ITE) program and employed in complex school settings with high levels of student diversity, disadvantage, and poverty. The study drew on theories of teacher agency and agency more broadly to examine the workshadowing observations of the teachers’ practice in classrooms augmented by their reflective accounts in interviews. The study found that the ECTs’ agency, or contextualised social action, can be conceptualised as temporally embedded social engagement directed at addressing their students’ cultural, social and academic needs. The teachers …
Balancing The Needs Of The School Community: Implementing Trauma-Informed Behaviour Supports In An Australian Regional Primary School., Kay Ayre, Govind Krishnamoorthy, Bronwyn Rees, Emily Berger Dr
Balancing The Needs Of The School Community: Implementing Trauma-Informed Behaviour Supports In An Australian Regional Primary School., Kay Ayre, Govind Krishnamoorthy, Bronwyn Rees, Emily Berger Dr
Australian Journal of Teacher Education
Exposure to adverse and traumatic events in childhood has been found to lead to poorer academic and social-emotional outcomes in school settings. The psychological impact of exposure to such events, referred to as childhood trauma, has been identified as a key driver of these educational difficulties. First Nations students have been found to experience higher rates of childhood trauma compared to non-First Nations students, with historical and intergenerational adversity contributing to such difficulties. There are national guidelines in Australia for the use of trauma-informed care practices in schools to reduce the impact of childhood trauma on educational engagement. This pilot …
Anxious, Disconnected And ‘Missing Out’, But Oh So Convenient: Tertiary Students’ Perspectives Of Remote Teaching And Learning With Covid-19, Melissah B. Thomas, Helen Widdop Quinton, Zali Yager
Anxious, Disconnected And ‘Missing Out’, But Oh So Convenient: Tertiary Students’ Perspectives Of Remote Teaching And Learning With Covid-19, Melissah B. Thomas, Helen Widdop Quinton, Zali Yager
Australian Journal of Teacher Education
The higher education sector has learnt a great deal in the online delivery shift due to Covid-19, however, student voice has been underrepresented in literature. This paper reveals 15 student perspectives, including both international and domestic students, who were studying a Master of Teaching (Secondary) at one university in Melbourne, Australia, during heightened social distancing restrictions. The inductive thematic qualitative data analysis collected through semi-structured interviews showed opportunities and challenges of learning experiences. Emergent themes found affordances of convenience and challenges of relational and structural aspects of teaching and learning. Relational aspects of learning were more challenging, including peer collaboration, …
Developing Mathematics And Science Teachers’ Ability To Design For Active Learning: A Design-Based Research Study, Steven Kickbusch, Les Dawes, Nick Kelly, Katherine Nickels
Developing Mathematics And Science Teachers’ Ability To Design For Active Learning: A Design-Based Research Study, Steven Kickbusch, Les Dawes, Nick Kelly, Katherine Nickels
Australian Journal of Teacher Education
This paper describes an approach to working with secondary preservice mathematics and science (M&S) teachers to develop their ability to design for active learning. It presents the design of a studio-style intervention that augments existing teacher education. It describes the way that these studios can be organised, with specific suggestions that a specialised learning designer, a subject matter expert, and administrative support be included to aid in the design for learning—on the justification that this can both improve the learning design as well as advance teacher learning. It describes a study in which 10 secondary M&S preservice teachers experienced this …
Books That Tell My Story: Transforming The Attitudes Of Australian Preservice Teachers Towards Children’S Diverse And Multicultural Literature., Kym M. Simoncini, Hilary Smith, Lara Cain-Gray, Darlene Sebalj
Books That Tell My Story: Transforming The Attitudes Of Australian Preservice Teachers Towards Children’S Diverse And Multicultural Literature., Kym M. Simoncini, Hilary Smith, Lara Cain-Gray, Darlene Sebalj
Australian Journal of Teacher Education
Children’s literature is ubiquitous in Australian classrooms with picture books playing a particularly important role in early childhood classrooms. Teachers use children’s literature to teach early literacy concepts including vocabulary and to help children learn about the world and their identity. Historically, the majority of children’s literature has featured White characters and perspectives, excluding many children from seeing themselves and their lives reflected in books. The aim of this study was to explore how an assessment task that asked preservice teachers (PSTs) to select an underrepresented aspect of children’s literature, locate books on that topic, and reflect upon their own …
Brain-Based Learning: Beliefs And Practice In One Australian Primary School Implementing A Neuroscience Pedagogical Framework, Christina Deans, Ellen Larsen
Brain-Based Learning: Beliefs And Practice In One Australian Primary School Implementing A Neuroscience Pedagogical Framework, Christina Deans, Ellen Larsen
Australian Journal of Teacher Education
: Pedagogy grounded in neuroscience is an influential approach in Australian schools, despite concerns regarding teachers’ beliefs in several neuromyths that go on to pervade their practice. This paper reports on a small study that explored teachers’ beliefs and implementation of brain-based learning in one Australian primary school whose pedagogy is specifically underpinned by neuroscience. Survey data collected from 14 teachers were analysed using simple descriptive statistics and content analysis. Findings indicated that these teachers, despite having some accurate brain-based knowledge, were still prone to endorsing common neuromyths regardless of the school’s teaching and learning framework, years at the school, …
Teacher Educators: A Bibliometric Mapping Of An Emerging Research Area, Tugba Hangul, Mehmet Fatih Ozmantar, Gulay Agac
Teacher Educators: A Bibliometric Mapping Of An Emerging Research Area, Tugba Hangul, Mehmet Fatih Ozmantar, Gulay Agac
Australian Journal of Teacher Education
There has been increasing research attention on teacher educators in recent years; however, the dynamics of this research area have not been examined through bibliometric analysis of the relevant studies. This study aimed to perform a systematic mapping of the trends in research studies on teacher educators through the bibliometric data obtained from the Web of Science database. The bibliometric analysis led to four substantial findings: (1) research on teacher educators is an emerging field of educational studies that have experienced a progressive increase since the 2000s; (2) scientific publications in this field are produced by a small group of …