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Full-Text Articles in Education

The Value Of Lectures In Teacher Education: The Group Perspective, Geoffrey H. Waugh, Russell F. Waugh Jan 1999

The Value Of Lectures In Teacher Education: The Group Perspective, Geoffrey H. Waugh, Russell F. Waugh

Australian Journal of Teacher Education

This paper proposes the use of a model of large student lectures in teacher education programmes to emphasize the group perspective, rather than the individual perspective, during lecture presentation and which complement other types of instruction such as tutorials and seminars. The model involves eight variables, manipulated by the lecturer that contribute to a good lecture series with more than 100 students. These are: atmosphere in the lecture hall, structure and clarity of the lecture, the learning and information content of the lecture, lightheartedness during the lecture, a personal and helpful relationship with the students, arranged and interesting breaks during ...


Success Stories : A Means Of Enhancing The Personal-Professional Development Of Teachers, Elizabeth Kirstie Thorburn Jan 1999

Success Stories : A Means Of Enhancing The Personal-Professional Development Of Teachers, Elizabeth Kirstie Thorburn

Theses : Honours

This thesis details my experiences and findings as u teacher-researcher of narrative inquiry. To address the effectiveness of teacher story sharing as a means or enhancing teacher personal-professional development, I formed a 'story group' with four teacher participants, three of whom were at the pre-service level. The participants collaboratively engaged in the narrative processes of story sharing, story writing, reflection and story critiquing with myself shifting between the roles of researcher, facilitator and participant. Hence, the participants engaged in research about their peers, as well as about themselves, and their practice. In this way, knowledge was shared and jointly constructed ...


The Good Language Class: Teacher Perceptions, Rosemary Senior Jan 1999

The Good Language Class: Teacher Perceptions, Rosemary Senior

Theses: Doctorates and Masters

This is a qualitative, descriptive study of group processes in classes of adult language learners, viewed from the perspective of practising teachers. The study has an internal narrative which takes the reader through the process of the research, from the initial question raised by a casual classroom conversation to the discussion chapter which questions a number of assumptions underlying current English language teaching practices within western educational contexts. The study falls into two distinct phases. The first phase uses the constant comparative method of data collection and analysis to integrate the perceptions of 28 experienced language teachers into the following ...


Teaching And Learning In Higher Education : Nurturing Critical Reflection For Bridging Theory/Practice Links : A Case Study In Social Work Education, Gary Keith Ovington Jan 1999

Teaching And Learning In Higher Education : Nurturing Critical Reflection For Bridging Theory/Practice Links : A Case Study In Social Work Education, Gary Keith Ovington

Theses: Doctorates and Masters

The 1990s has witnessed two 'institutions' in 'crisis': higher education and social work. In higher education. government has brandished its quality sword and the long-neglected area of teaching is prominent in the war cry. In social work, major stakeholders have constructed the crisis as the 'theory/practice problematic' and the systemic intervention has been the prima facie increasing power of non-academic bodies to shape social work curriculum. This study is set within this context of quality teaching and theory/practice issues. It is an action research study of the teaching and learning dynamic of a first year social work subject ...


Attaining Professional Goals Using The Expertise Of Colleagues, Esme Pashley Jan 1999

Attaining Professional Goals Using The Expertise Of Colleagues, Esme Pashley

Theses: Doctorates and Masters

This study examines one method of providing professional development, which addresses the individual needs of experienced successful classroom teachers. It is a qualitative investigation into how teachers attain their professional goals using the expertise of their colleagues through a collaborative and collegial process Data were collected from regular meetings by the participants and their personal journal entries related to the project The data were then compiled in a context chart and a descriptive matrix, to enable case studies to be compiled. The findings contribute to enhanced understanding of how professional development may be provided to experienced classroom teachers.