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Full-Text Articles in Education

Iraqi Kurdish Pre-Service Teachers And Teacher Educators’ Perceptions On Technological Pedagogical Knowledge And Professional Identity Development, Ebrahim Mohammadkarimi Jan 2023

Iraqi Kurdish Pre-Service Teachers And Teacher Educators’ Perceptions On Technological Pedagogical Knowledge And Professional Identity Development, Ebrahim Mohammadkarimi

Australian Journal of Teacher Education

This study intended to investigate pre-service teachers' and teacher educators' perceptions of technological pedagogical knowledge and professional identity development. The research was conducted with 152 English Language Teaching (ELT) pre-service teachers and 73 teacher educators from various universities in Iraqi Kurdistan. Using a mixed-method, the data for this study was collected through semi-structured interviews as well as a Technology, Pedagogy, and Content Knowledge survey questionnaire. Thematic analysis and SPSS 24 were employed for analyzing the interview responses and survey data, respectively. From this data, both pre-service teachers and teacher educators perceived a high rate of proficiency in their pedagogical content …


Six Modes Of Giving Pedagogy For Engagement And Wellbeing – For Teachers And Students, Thomas W. Nielsen, Jennifer S. Ma Jan 2023

Six Modes Of Giving Pedagogy For Engagement And Wellbeing – For Teachers And Students, Thomas W. Nielsen, Jennifer S. Ma

Australian Journal of Teacher Education

The present study took place across two outdoor education trips to the Great Barrier Reef with two groups of college students (N = 36; 16-19 years), five staff, and one of the authors (TWN). The aim was to explore how an explicit understanding and implementation of the wellbeing research around cultivating generous behaviour for meaningful happiness could be ‘experienced’ by staff and students and articulated as an educational framework, or ‘pedagogy’. Hermeneutic phenomenology was used to record and interpret pedagogical transactions of giving. Six repeated themes were identified: (1) exploration, (2) modelling, (3) explicit instruction, (4) incidental learning, (5) crisis …


Exploring Change And Continuities In Internationally Mobile Pre-Service Teachers’ Conceptualisations Of Effective Teaching, Rhonda Di Biase, Elizabeth King, Jeana Kriewaldt, Catherine Reid, Mahtab Janfada Jan 2021

Exploring Change And Continuities In Internationally Mobile Pre-Service Teachers’ Conceptualisations Of Effective Teaching, Rhonda Di Biase, Elizabeth King, Jeana Kriewaldt, Catherine Reid, Mahtab Janfada

Australian Journal of Teacher Education

: This qualitative study investigates the changes and continuities in conceptions of teaching and learning from course commencement to course completion for a group of international pre-service teachers undertaking a two-year Masters-level degree in Initial Teacher Education (ITE). Data were collected through a series of graphic elicitation activities and ranking tasks at baseline and endpoint. Findings indicate that there was: a growing emphasis on student engagement and its linkages to student learning; a shift from viewing teaching as the transfer of knowledge to learning as an active process; and a more developed repertoire of professional language to explain what is …


How Teachers Find Meaning In Their Work And Effects On Their Pedagogical Practice, Kristina Turner, Monica Thielking Jan 2019

How Teachers Find Meaning In Their Work And Effects On Their Pedagogical Practice, Kristina Turner, Monica Thielking

Australian Journal of Teacher Education

This study addresses a gap in current literature by applying a qualitative phenomenological approach to understand how teachers with a calling orientation perceive meaning in their work. A calling orientation has been defined by Wrzesniewski, et al. (1997) as a commitment to one’s work as it contributes to the greater good and makes the world a better place. Individuals’ perception of participation in meaningful work has been closely linked to subjective wellbeing. The current study revealed that teachers’ reported that they found meaning in their work through having an impact on their students’ lives and through positive relationships with students …


Beating The Bamboozle: Literacy Pedagogy Design And The Technicality Of Sfl, Erika Matruglio Jan 2019

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 …


Online Initial Teacher Education In Australia: Affordances For Pedagogy, Practice And Outcomes, Jillian J. Downing, Janet E. Dyment, Cathy Stone Jan 2019

Online Initial Teacher Education In Australia: Affordances For Pedagogy, Practice And Outcomes, Jillian J. Downing, Janet E. Dyment, Cathy Stone

Australian Journal of Teacher Education

This paper reports on interviews with 19 senior teacher educators from 18 universities across Australia who offer fully online courses in initial teacher education (ITE). Teacher educators provided insight into four focus areas related to online ITE: 1) institutional practices; 2) affordances; 3) challenges; and 4) research priorities. Analysis revealed teacher educators perceived that online ITE can not only match on campus delivery but is also able to respond to reform agendas in ITE, including attracting students with attributes and characteristics that are likely to see them succeed as teachers, enabling students to experience contemporary approaches to learning, building strong …


Multiage Education: An Exploration Of Advantages And Disadvantages Through A Systematic Review Of The Literature, Michelle Ronksley-Pavia, Georgina M. Barton, Donna Pendergast Jan 2019

Multiage Education: An Exploration Of Advantages And Disadvantages Through A Systematic Review Of The Literature, Michelle Ronksley-Pavia, Georgina M. Barton, Donna Pendergast

Australian Journal of Teacher Education

This systematic quantitative literature review explores existent empirical studies with an interest in multiage education in small school settings, with a specific focus on curriculum and pedagogy. Database searches were methodically conducted across six data bases. The inclusion criteria specified the need for empirical research, and publication dates ranged from 1997 to 2017. The article begins by setting the scene for the systematic review, exploring historical and international practices related to multiage complexities and terminology. Curriculum and pedagogical practices are explored to identify key advantages and disadvantages associated with a multiage approach in small school contexts.


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 Jan 2018

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 …


Improving The Computational Thinking Pedagogical Capabilities Of School Teachers, Matt Bower, Leigh N. Wood, Jennifer W.M. Lai, Cathie Howe, Raymond Lister, Raina Mason, Kate Highfield, Jennifer Veal Jan 2017

Improving The Computational Thinking Pedagogical Capabilities Of School Teachers, Matt Bower, Leigh N. Wood, Jennifer W.M. Lai, Cathie Howe, Raymond Lister, Raina Mason, Kate Highfield, Jennifer Veal

Australian Journal of Teacher Education

The idea of computational thinking as skills and universal competence which every child should possess emerged last decade and has been gaining traction ever since. This raises a number of questions, including how to integrate computational thinking into the curriculum, whether teachers have computational thinking pedagogical capabilities to teach children, and the important professional development and training areas for teachers. The aim of this paper is to address the strategic issues by illustrating a series of computational thinking workshops for Foundation to Year 8 teachers held at an Australian university. Data indicated that teachers' computational thinking understanding, pedagogical capabilities, technological …


Teachers’ Perceptions Of Financial Literacy And The Implications For Professional Learning, Carly M. Sawatzki, Peter A. Sullivan Jan 2017

Teachers’ Perceptions Of Financial Literacy And The Implications For Professional Learning, Carly M. Sawatzki, Peter A. Sullivan

Australian Journal of Teacher Education

Consumer, economic and financial literacy education at school is central to active and informed citizenship. Over the past decade, the Australian Securities and Investments Commission has led various policy initiatives and influenced curriculum and resource development in this area. However, there remains a paucity of research exploring how Australian teachers make sense of and approach their work as financial literacy educators or their professional learning needs and interests in this interdisciplinary field. This article reports research exploring practising teachers’ perceptions of the opportunities for financial literacy teaching and learning. Data were collected from 35 teachers in 16 Victorian primary schools. …


Contextualizing Generic Pedagogical Knowledge Through Tension-Focused Reflection: A Self-Study, Zhu Chen Jan 2016

Contextualizing Generic Pedagogical Knowledge Through Tension-Focused Reflection: A Self-Study, Zhu Chen

Australian Journal of Teacher Education

A major concern in recent decades is that teachers are equipped with pedagogical knowledge through pre-service teacher education programs but know nothing about how to put pedagogical knowledge into their own teaching scenarios. Hence, an increasing attention has been attached to teachers’ contextualized understanding of pedagogical knowledge for effective teaching. Reflection has often been recommended as an instrument for constructing teachers’ context-specific knowledge of teaching. This self-study has identified an approach of reflection by which I, as a beginning Chinese language teacher-researcher, employed to develop contextualized understanding of a generic pedagogical model known as Quality Teaching (QT). The essence of …


‘Knowing Your Students’ In The Culturally And Linguistically Diverse Classroom, Robyn Moloney, David Saltmarsh Jan 2016

‘Knowing Your Students’ In The Culturally And Linguistically Diverse Classroom, Robyn Moloney, David Saltmarsh

Australian Journal of Teacher Education

The population movement of globalization brings greater cultural and linguistic diversity (CALD) to communities and education systems. To address the growing diversity in school classrooms, beginning teachers need an expanded set of skills and attitudes to support effective learning. It is an expectation today that teachers know their students and how the students learn. It follows that lecturers and tutors should also know something of the cultural and linguistic profile of their pre-service teacher education students. This article reports a study in a university which examined its teacher education practice in this light. It assessed the curriculum provision of material …


Effective Teaching Practices For Aboriginal And Torres Strait Islander Students: A Review Of The Literature, Natalie J. Lloyd, Brian Ellis Lewthwaite, Barry Osborne, Helen J. Boon Jan 2015

Effective Teaching Practices For Aboriginal And Torres Strait Islander Students: A Review Of The Literature, Natalie J. Lloyd, Brian Ellis Lewthwaite, Barry Osborne, Helen J. Boon

Australian Journal of Teacher Education

This paper presents a review of the literature pertaining to the teacher actions that influence Aboriginal and/or Torres Strait Islander student learning outcomes. This review investigates two foci: the identification of teacher actions influencing learning outcomes for Aboriginal and/or Torres Strait Islander students and the methodological approach to how the influence of teacher behaviours on student learning has been determined. The literature review identifies that published literature in the effective teaching area is predominantly in the ‘good ideas’ category; that is assertions are made by authors with no research-based evidence for supporting such claims, especially through quantitative research which seeks …


"Inside-Out Pedagogy": Theorising Pedagogical Transformation Through Teaching Philosophy, Rosie Scholl Jun 2014

"Inside-Out Pedagogy": Theorising Pedagogical Transformation Through Teaching Philosophy, Rosie Scholl

Australian Journal of Teacher Education

This retrospective interview study focused on the impact that training and implementation of Philosophy, in Lipman's tradition of Philosophy for Children, had on the pedagogy of 14 primary teachers at one school. Semi-structured interviews were conducted to document the impact of teaching Philosophy on pedagogy, the resources required to facilitate and sustain such change, including the necessary dispositions required to teach Philosophy, and the critical junctures in pedagogical change associated with teaching Philosophy. Interview data were coded and analysed to generate a grounded theory regarding the efficacy of teaching Philosophy in terms of its impact on the pedagogy of the …


Multiple Intelligences Theory, Action Research, And Teacher Professional Development: The Irish Mi Project, Joan Hanafin Apr 2014

Multiple Intelligences Theory, Action Research, And Teacher Professional Development: The Irish Mi Project, Joan Hanafin

Australian Journal of Teacher Education

This paper presents findings from an action research project that investigated the application of Multiple Intelligences (MI) theory in classrooms and schools. It shows how MI theory was used in the project as a basis for suggestions to generate classroom practices; how participating teachers evaluated the project; and how teachers responded to the professional experience. Teachers reported successful student outcomes including more interest and motivation, better recall and deeper understanding, higher attainment, improved self-esteem, and more fun and enjoyable classroom experiences. For teachers themselves, the project was a challenge. They needed more planning time, more persistence, more collegiality, and more …


Using Narrative As A Tool To Locate And Challenge Pre Service Teacher Bodies In Health And Physical Education, Jennifer A. Mcmahon, Dawn Penney Jan 2013

Using Narrative As A Tool To Locate And Challenge Pre Service Teacher Bodies In Health And Physical Education, Jennifer A. Mcmahon, Dawn Penney

Australian Journal of Teacher Education

This paper reports on research that has explored the use of narrative as a pedagogical tool in pre service teacher education. Specifically, we pursue the use of narrative to engage with pre service teachers’ embodied experiences [their lived body] and the ways in which these experiences are in turn currently influencing their ‘living bodies’ in regard to what Health and Physical Education (HPE) is and how it should be taught. Data in the form of an assemblage of pre service teachers’ narratives are presented to show how both the lived and living body contributes to thoughts and ideas about HPE. …


How Do Early Childhood Students Conceptualize Play-Based Curriculum?, Avis Ridgway, Gloria Quinones Dec 2012

How Do Early Childhood Students Conceptualize Play-Based Curriculum?, Avis Ridgway, Gloria Quinones

Australian Journal of Teacher Education

The study’s purpose was to discover student understanding of play-based curriculum. Traditionally, play has been misunderstood in pedagogical terms, and was widely interpreted in our study. The Early Years Learning Framework suggests educator guidance in sustaining play is essential for learning and development. As teacher educators, we wanted to reflect on Play and Pedagogy (A new fourth year unit) that expected students to create a conceptual play model for use in practice. Twenty-six students volunteered de-identified assignments. From these, common conceptual elements were identified. We selected quotes from student’s work to support identified concepts and entered a methodology of dialogue …


Why Educators Should Bring An End To Pedagogy, R. Scott Webster Feb 2009

Why Educators Should Bring An End To Pedagogy, R. Scott Webster

Australian Journal of Teacher Education

As Australia is moving towards a national curriculum there are also activities to nationalise teacher education. This involves various departments of state and federal governments, third-party bodies funded by government such as the Curriculum Corporation and Teaching Australia, and non-government organisations such as the Business Council of Australia. These agencies are producing models and principles which aim on establishing standards of best practice for how they want teachers to teach. Within all of this activity the term ‘pedagogy’ is often employed to represent aspects of these best practices. Examples include ‘productive pedagogies’, ‘new pedagogies’, ‘pedagogical content knowledge’ and ‘pedagogical strategies’. …