Education Commons^™

Pre-Service Student-Teacher Self-Efficacy Beliefs: An Insight Into The Making Of Teachers, Donna Pendergast, Susanne Garvis, Jayne Keogh

Australian Journal of Teacher Education

Pre-service teacher education programs play an important role in the development of beginning teacher self-efficacy and identity. Research suggests that this development is influenced by the ‘apprenticeship of learning’. However, there remains limited research about the self-efficacy beliefs and identity construction of beginning pre-service teachers entering teacher training, and the impact of the education programs on the development of these attributes.

This paper reports on the first phase of a longitudinal study that investigates beginning teacher pre-service teachers’ views of what it is to be a teacher. In 2010, the Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001) …

The Context For Change: Reconceptualising The 3rs In Education For Indigenous Students, Elizabeth M. Jackson-Barrett

Australian Journal of Teacher Education

Abstract

In 2011, three years on from the Apology given by Prime Minister, Kevin Rudd to the Stolen Generations and coupled with the Federal Governments agenda to ‘close the gap’ in education for Aboriginal students, perhaps it is time to retrospectively look at the issues and challenges that have moulded the terrain of Aboriginal education in Western Australia. It is clear that over the last 200 years there has been progress in improving the access of schooling for many Aboriginal students. However the retention and successful completion of compulsory schooling still remain at unacceptable levels. It is these current performance …

Supporting Quality Teaching With Recognition, Hans A. Andrews

Australian Journal of Teacher Education

Abstract

Value has been found in providing recognition and awards programs for excellent teachers. Research has also found a major lack of these programs in both the USA and in Australia. Teachers receiving recognition and awards for their teaching have praised recognition programs as providing motivation for them to continue high-level instruction. Motivational theories provide a solid foundation for these programs. Teacher educators should find ‘recognition’ as an important part of their curriculum in terms of teaching the research behind motivational theories. They can also encourage K-12 schools to provide recognition to the excellent teachers working with university teacher educators …

Teacher Professional Standards, Accountability, And Ideology: Alternative Discourses, Katarina Tuinamuana

Australian Journal of Teacher Education

Teacher professional standards and accountability are today writ large on the landscape of both schooling and teacher education practice around the world. This paper explores some of the related debates through a discussion of four discourses on teacher professional standards: namely, discourses of commonsense, professionalism and quality, managerialism/performativity, and strategic manoeuvring. It is argued that each of these discourses legitimises particular understandings of standards and quality, illustrating the competing set of lenses through which they are viewed, as well as the broader ideologies from which they emerge, including neoliberalism and technical rationality. These discourses also represent the interpretive practice that …

Putting Partnership At The Centre Of Teachers' Professional Learning In Rural And Regional Contexts: Evidence From Case Study Projects In Tasmania, Sue Stack, Kim Beswick, Natalie Brown, Helen Bound, John Kenny, Joan Abbott-Chapman

Australian Journal of Teacher Education

This paper presents a professional learning (PL) model that emerged from the authors’ involvement with PL processes in several rural and remote schools in the state of Tasmania. As is the case for rural areas generally, young people in rural areas of Tasmania have lower retention rates to Year 12 and lower participation rates in higher education than their urban peers. Schools in these regions typically have less experienced staff, higher staff turnover and reduced access to professional networks compared with urban schools. Four case studies are presented to illustrate the experiences that lead to the partnership model of PL …

Peeping Into The Learning World Of Secondary Teacher Trainees: Can Their Academic Success Be Predicted?, Mamta Garg

Australian Journal of Teacher Education

The study investigated the styles of learning and thinking, study habits, achievement motivation of teacher trainees along with their attitude towards teaching and perception for B.Ed. course. It also explored the predictors that may determine the academic success of these pre-service teachers. The data were analyzed by employing product moment correlation, factor analysis and multiple regression. Findings showed that a total of 29.7% variance in marks in theory papers may be explained a total of 29.7% variance was explained by eight measures whereas five measures contributed towards the explanation of 29.5% variance in skills in teaching. But only three predictors …

Putting ‘Maori’ In The Mainstream: Student Teachers' Reflections Of A Culturally Relevant Pedogogy, Steven S. Sexton

Australian Journal of Teacher Education

This paper reports on student teachers experiences of an education program that was explicitly designed to be grounded in both Kaupapa Māori and mainstream pedagogy. This program started from the Kaupapa Māori view to be Māori as Māori. This was then supported by mainstream epistemology of New Zealand focused good teaching practice. A Kaupapa Māori approach was taken in this qualitative study that used participant driven spiral discourse. The paper suggests that this combined Kaupapa Māori and mainstream approach allowed these student teachers to find their place in education. Conclusions suggest that a culturally relevant pedagogy modeled as good teaching …

Preparing The Australian Early Childhood Workforce For Rural And Remote Settings: A Review Of The Literature, Nicole C. Green, Andrea Nolan

Australian Journal of Teacher Education

This article presents the findings of a literature review of research on teacher preparation for rural settings. In the past there has been little or no preparation of teachers for rural teaching, with the emphasis placed on supporting beginning teachers once they commenced (Baills, Bell, Greensill & Wilcox, 2002; Howe, 2006); now there is a strong movement to prepare preservice teachers adequately before their first teaching appointment. However, what has become clear is that the focus of research has been predominantly on primary and secondary education. In our search we have not been able to identify a substantial body of …

A Qualitative Study Of The Teaching Of Modern Greek In Western Australia Under The 'Seconded Teachers From Greece Scheme': Implications For Other Similar Schemes, Angela Evangelinou-Yiannakis, Thomas Anthony O'Donoghue

Australian Journal of Teacher Education

The aim of the study reported in this paper was to develop an understanding of how the key stakeholders in Western Australia (WA) 'dealt with' the teaching of Modern Greek (Greek) as a second language under the 'Seconded Teachers from Greece Scheme' (STGS). It addressed a deficit in research in the field not only in relation to WA, but Australia-wide. We report that the stakeholders moved through three stages, namely, the stage of idealism, the stage of conflict, and the stage of cooperation. The study has implications for the development of policy, practice, and future research for the STGS and …

Exploring Intercultural Competence: A Service-Learning Approach, Donna Tangen, K. Louise Mercer, Rebecca Spooner-Lane, Erika Hepple

Australian Journal of Teacher Education

This study explored the developing intercultural competence of fourth-year Australian education pre-service teachers through a core unit of study on inclusive education, following a service-learning pathway. The Australian pre-service teachers volunteered to be ‘of service’ to a cohort of second-year Malaysian pre-service teachers studying in Australia in a transnational twinning program. Students participated in a Patches program which included writing ‘patches’ (reflections) and engaging in social exchanges. Data were gathered from focus group interviews, written reflection logs and Patches writing books and were analysed through Butin’s (2005) four-lenses of service-learning: technical, cultural, political and post-modern lenses. Data revealed that initially …

In-Service Teacher Education And Scholar Innovation: The Semantics Of Action And Reflection On Action As A Mediation Device, Fátima Pereira

Australian Journal of Teacher Education

This paper presents and discusses the results of a research project in Education Sciences, which aimed at identifying and understanding the effects of in-service teacher education carried out in schools, on the educational practices of a school of the 1st Cycle of Basic Education (CBE). The training was organized with small project groups consisting of six teachers and a trainer, and lasted three years. The present study analyzed the narratives of the educational practices of teachers and of reflection in small groups, from one of the Project groups. The analysis highlighted the importance of the semantics of action and reflection …

Rubbing Off The Corners: The Rite Of Passage Of The Teacher Trainee In 20th Century New Zealand, Teresa Ball

Australian Journal of Teacher Education

Abstract: This paper investigates how, in the early 20th Century training colleges of New Zealand, student teachers actively constituted themselves through internalising the norms imposed upon them by the educational authorities. It explores how their training resulted in "rubbing off the corners" so that they could be ethically and pedagogically transformed into the ideal teacher. The result of this was the emergence of a disciplined body of conforming individuals who could implement the state's moral and pedagogical imperatives. This occurred through a three-phase rite of passage: the separation of trainees from their original society; a transition in the enclosed world …

Teacher Education To Meet The Challenges Posed By Child Sexual Abuse, Ben Mathews

Australian Journal of Teacher Education

The phenomenon of child sexual abuse has significant implications for teachers’ pre-service training and professional development. Teachers have a pedagogical role in dealing with abused children, and a legal and professional duty to report suspected child sexual abuse. Teachers require support and training to develop the specialised knowledge and confidence needed to deal with this complex context. This article explains the social context of child sexual abuse, its health and educational consequences, and the legal context, showing why teachers require this specialised training. It then reports on findings from an Australian study into the amount of training received by teachers …

Improving Teacher Education Programs, Kelly Harding, Jim Parsons

Australian Journal of Teacher Education

In this paper, the authors review current practices in pre-service teacher education. They suggest that radical improvements are possible and that, if practiced, would help mediate many of the pressures young teachers face. To do so, the authors: 1) outline the experiences of young teachers to consider how teachers might thrive in a difficult vocation; 2) share recent research in the area of in-service teacher professional learning (including their own) as a way to inform teacher education programs; and 3) to use these research findings to suggest possible changes and improvements to pre-service teacher education programs. Synthesizing the research, the …

Classroom Behaviour Management Preparation In Undergraduate Primary Teacher Education In Australia : A Web-Based Investigation., Sue C. O'Neill, Jennifer Stephenson

Australian Journal of Teacher Education

Classroom behaviour management is an essential skill required by all teacher graduates to facilitate instruction in curriculum content. This article describes the classroom behaviour management (CBM) content on offer in Australian undergraduate primary education programs. To date, no nationwide studies exist that report the CBM instruction on offer in pre-service teacher education programs. Thirty-five primary teacher preparation programs were reviewed. Thirty programs (85.7%) contained mandatory course-work in CBM, 108 units contained relevant content, 33 of those were stand-alone CBM units (30.6%). More units were found with CBM content embedded within methods or inclusion units than stand-alone CBM units. The mean …

What Do Beginning English Teachers Want From Professional Development?, Anita Jetnikoff

Australian Journal of Teacher Education

This qualitative, interpretive case study allows insights into the reflective emerging teacher practitioner as it explores pre-service and beginning teachers’ preparedness to deal with curriculum change and the demands of the classroom and school community. Five beginning teachers were asked what they want from professional development in a period of rapid curriculum change. The study aligns with emerging local and national agendas for teacher professional development and accreditation in Australia.

The data analysis, based on “community of practice” perspectives, shows that new teachers have clear ideas about the professional development they need and want. Professional development is seen as integral …

Teaching Indigenous Children: Listening To And Learning From Indigenous Teachers, Ninetta Santoro, Jo-Anne Reid, Laurie Crawford, Lee Simpson

Australian Journal of Teacher Education

This article is based on the findings of a qualitative case study that examined the professional experiences and career pathways of fifty current and former Australian Indigenous teachers. Here, we draw on data obtained from semi-structured interviews with the teachers to highlight their knowledge in three key areas: ‘Indigenous ways of knowing’, ‘Indigenous learners’ lives beyond the classroom’ and ‘Building relationships with Indigenous students and communities’. We suggest that Indigenous teachers can potentially play important roles as teacher educators and as mentors to non-Indigenous teachers and preservice teachers. We argue that it is important for schooling systems and teacher education …

A Cross Sectional Study Of Pre-Service Teacher Efficacy Throughout The Training Years, Stuart Woodcock

Australian Journal of Teacher Education

Teachers’ judgments in their ability to motivate students and promote learning can play a vital role in determining a student’s performance in the classroom and once a belief has been held for a long time, it can become difficult to change. Utilising a sample of 467 beginner and final year pre-service teachers training to become primary (elementary) and secondary teachers, the aim of this study was to examine to what extent pre-service teachers’ level of teacher efficacy changed during their teacher training years. Results showed that the training courses for primary school teachers appeared to have no influence on teacher …

Health Education In Teacher Education: Evaluation Of Learning Design With Embedded Personal Wellness Learning And Assessment Focus, Zali Yager

Australian Journal of Teacher Education

This paper describes the use of a personal and professional approach to pre-service teacher education that allows trainee teachers to focus on their own wellbeing as well as how they might improve the wellbeing of their future students. ‘Concepts of Wellbeing’ was taught to all Bachelor of Education students and included a wellness curriculum, Social and Emotional Learning, and embedded transformative assessment. Mixed methods evaluation research was used to determine student perceptions of the impact on their learning and wellbeing. The main themes that emerged were that assessment was transformative and seen as important to the student’s learning; and that …

High School Dropouts Returning To Study: The Influence Of The Teacher And Family During Secondary School, Robert Whannell, William Allen

Australian Journal of Teacher Education

This study investigated the influence of the teacher and family relationships during secondary school for 18 to 22 year old students who had dropped out of secondary school and were attempting to gain access to tertiary study through a tertiary bridging program at a regional university. 144 students from two student cohorts completed a questionnaire intended to facilitate an understanding of how social context influenced secondary school attrition. It was identified that students who had not completed secondary school reported significantly lower levels of emotional engagement with school and poorer relationships with teachers. The study concluded that the residential situation …

Investigative Primary Science: A Problem-Based Learning Approach, Matthew B. Etherington

Australian Journal of Teacher Education

This study reports on the success of using a problem-based learning approach (PBL) as a pedagogical mode of learning open inquiry science within a traditional four-year undergraduate elementary teacher education program. In 2010, a problem-based learning approach to teaching primary science replaced the traditional content driven syllabus. During the 13 week semester, a cohort of 150 elementary pre-service teachers embarked on a Design and Make project to solve an individually chosen real world problem. Over one week, the pre-service teachers used a problem based mode of learning in conjunction with an open scientific inquiry to showcase individual working models (prototypes) …

Early Career Teaching: Learning To Be A Teacher And Staying In The Job, Dawn Joseph

Australian Journal of Teacher Education

This article provides insights into the ways that teacher education programs might equip early career teachers beginning their professional identity. Situated in Melbourne (Australia), it discusses tertiary music education preparation for the profession and recognises the value and importance of having critical friends and mentors as a beginner teacher. By using narrative reflection both lecturer and graduate allow their voices to be heard as they make a contribution to understand the challenges new teachers face when building their professional identity and ‘staying in the job’. The discussion provided by the graduate, outlines her experience and engagement regarding the ‘positives’ and …

Behind Cultural Competence: The Role Of Causal Attribution In Multicultural Teacher Education, Yan Yang, Diane Montgomery

Australian Journal of Teacher Education

In an attempt to bridge the gap between achievement motivation and multicultural teacher education, this study explored the relationship between causal attribution of cultural awareness and cultural competence among preservice teachers. Participants were 793 preservice teachers from two large public universities who reported their causal attributions of cultural awareness and their cultural competence. Canonical correlation analysis results showed two significant relationships between causal attribution and cultural competence. Personal control over the causes of cultural awareness was found to be positively related to praxis, i.e., behavioral outcome; whereas attributions to internal and stable causes were positively associated with knowledge as major …

Exploring The ‘How’ And ‘Why’ Of Value Orientations In Physical Education Teacher Education, Lorna B. Gillespie

Australian Journal of Teacher Education

This paper focuses on the significance of curriculum value orientations for curriculum implementation and, therefore, for teacher education. The paper draws on data arising from research undertaken with six Health and Physical Education teachers in Aotearoa New Zealand to explore issues pertinent to Physical Education teacher education (PETE). Selected findings from the study are presented and critically engaged with from a teacher education viewpoint to specifically address (i) considerations relating to students’ value orientations that teacher educators need to be cognisant of, and (ii) issues arising for teacher educators seeking to engage with value orientations in undergraduate and/or post-graduate PETE …

Analysing Mentoring Dialogues For Developing A Preservice Teacher’S Classroom Management Practices, Tracey Sempowicz, Peter Hudson

Australian Journal of Teacher Education

A key concern for preservice teachers is classroom management, including student behaviour management, which also has been a factor associated with teachers leaving the profession within the first five years. This study investigates the mentoring practices used to guide the mentee’s classroom management. Using multiple data sources (e.g., lesson plans, preservice teacher reflections, mentor reports, and video and audio-recorded interviews), this case study uses a five-factor mentoring framework to analyse mentor-mentee dialogues about classroom management practices. Data indicated 30 out of 34 mentoring practices provided input into the mentee’s classroom management; however there was no overt evidence on mentoring aims, …

Democratic Values And Teacher Self-Efficacy Perceptions: A Case Of Pre-Service English Language Teachers In Turkey, Ece Zehir Topkaya, Aysun Yavuz

Australian Journal of Teacher Education

This study investigated democratic values of pre-service English language teachers in relation to their teacher self-efficacy perceptions in a Turkish context. It also examined the possible relationships between gender, grade and democratic values and self-efficacy perceptions. A questionnaire survey was conducted with 294 pre-service teachers. Findings show that they had a high level of democratic values while senior students reported the highest rate of democratic values. Results did not show a significant difference between democratic values and gender. Participants also reported a moderately high level of self-efficacy. Lastly, correlation was found between their democratic values and self-efficacy perceptions.

Arts Education In Swedish Teacher Training – What’S At Stake?, Monica Lindgren, Claes Ericsson

Australian Journal of Teacher Education

Swedish teacher education has undergone several reforms in recent decades aimed at incorporating teacher education into the university setting and strengthening the teaching profession. In view of earlier research that has shown how arts education in schools is ruled by dominant knowledge ideologies, the purpose of the project is to critically scrutinize current discourses related to arts learning and arts education in teacher education. The study is based on social constructionist theory and data were collected by various means, including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes.

Our analysis shows that an academic …

Play In The School Context? The Perspectives Of Finnish Teachers, Pirkko T. Hyvonen

Australian Journal of Teacher Education

Playful learning environments (PLEs) have been constructed in schoolyards in Finland with the aim of increasing learning through play in curriculum-based education. In order to better understand and inform this development, the Hyvönen sets out to ascertain how teachers view and use play in kindergarten and elementary education. Fourteen teachers were interviewed, and the data obtained were analyzed using the grounded theory approach. Eight play types were distinguished, with the teacher having the roles of leader, allower, and afforder. Play types were found to be either curriculum-driven, or seen as facilitating friendship or integrating play and learning as a process. …

Enablers And Constraints In Achieving Integration In A Teacher Preparation Program, Craig Deed, Peter Cox, Vaughan Prain

Australian Journal of Teacher Education

There is broad consensus that effective teacher preparation programs should enable pre-service teachers to integrate learning experiences at university and school. However, as noted in many reviews and studies, achieving this integration remains a significant challenge. In this study we aimed to identify factors that influence developmental coherence in pre-service teachers’ learning in the first eight weeks of a one-year preparation program, entailing university-based and school-based experiences. The pre-service teachers were expected to integrate learning in both contexts as preparation for their first five-week practicum. Our study aimed to identify their judgements of the value of various components of the …

Investigation Of Teachers’ Verbal And Non-Verbal Strategies For Managing Attention Deficit Hyperactivity Disorder (Adhd) Students’ Behaviours Within A Classroom Environment, Gretchen Geng

Australian Journal of Teacher Education

This paper investigated teachers’ verbal and non-verbal strategies for managing ADHD students in a classroom environment. It was found that effective verbal and non-verbal strategies included voice control, short phrases, repeated instructions, using students’ names, and visual cues and verbal instructions combined. It has been found that teachers’ talk is instrumental in gaining the students’ attention and that strategic teachers’ talk can result in students calming down or communicate better with the ADHD students, however, teachers’ non-verbal strategies were found more useful in classroom management. Teachers may find this paper useful in developing more confidence in managing ADHD students’ challenging …