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Articles 1 - 11 of 11

Full-Text Articles in Education

Creating Spaces For Critical Transformative Dialogues: Legitimising Discussion Groups As Professional Practice, Christine J. Edwards-Groves Dec 2013

Creating Spaces For Critical Transformative Dialogues: Legitimising Discussion Groups As Professional Practice, Christine J. Edwards-Groves

Australian Journal of Teacher Education

Focussed dialogue (as lived and living practices) can have a powerful role in renewing professional practice, advancing its sustainability and development as administrative and political systems colonise the practices of teachers and teacher educators. However, participating in discussion groups for many teachers, including those in academia, is often constrained by time demands, workplace structures and accountabilities. This paper reports a two year empirical case study investigating the transformative nature of dialogues experienced in one such focused discussion group. The dialogic practices of the group aimed firstly to provide a communicative space for its participants to interrogate and interpret factors which ...


Averting Uncertainty: A Practical Guide To Physical Activity Research In Australian Schools, Jerome N. Rachele, Thomas F. Cuddihy, Tracy L. Washington, Steven M. Mcphail Sep 2013

Averting Uncertainty: A Practical Guide To Physical Activity Research In Australian Schools, Jerome N. Rachele, Thomas F. Cuddihy, Tracy L. Washington, Steven M. Mcphail

Australian Journal of Teacher Education

Preventative health has become central to contemporary health care, identifying youth physical activity as a key factor in determining health and functioning. Schools offer a unique research setting due to distinctive methodological circumstances. However, school-based researchers face several obstacles in their endeavour to complete successful research investigations; often confronted with complex research designs and methodological procedures that are not easily amenable to school contexts. The purpose of this paper is to provide a practical guide for teachers (both teacher educators and teaching practitioners) seeking to conduct physical activity-based research in Australian school settings, as well as discuss research practices. The ...


The Weaving Of A Tapestry: A Metaphor For Teacher Education Curriculum Development, Susan E. Simon Aug 2013

The Weaving Of A Tapestry: A Metaphor For Teacher Education Curriculum Development, Susan E. Simon

Australian Journal of Teacher Education

Teacher educators rightfully dream of delivering inspiring programs to benefit future teachers and the students they will in turn inspire. However, in the current teacher education environment in Australia, the artisan’s craft of weaving rich texture and producing a masterpiece is potentially over-shadowed by the educational administrator’s continual focus on the mapping of professional standards to produce an accreditation-worthy product. Responding to increased accountability, teacher educators at the University of the Sunshine Coast in Queensland, Australia, embarked on re-developing programs utilising a process akin to tapestry weaving. This metaphor enriched contributors’ understanding of the complex process of teacher ...


Challenges For Curriculum Leadership In Contemporary Teacher Education, Robert J. Parkes Jun 2013

Challenges For Curriculum Leadership In Contemporary Teacher Education, Robert J. Parkes

Australian Journal of Teacher Education

This paper outlines the complex contemporary milieu of Australian teacher education within which curriculum leaders responsible for designing teacher education programs must make their program design decisions. Particular attention is paid to the collision of vertical (‘hierarchical’ or 'academic rationalist') and horizontal (‘flat’ or 'student-centred') curriculum discourses as a program design problem that has emerged within the current context; how it is intensified by an unexpected alliance between progressivist and new managerial curriculum discourses; and how this problem may be amplified in graduate entry teacher education programs. This paper concludes with a provocation to see the curriculum tensions and conditions ...


The Effects Of Training On Pre-Service English Teachers’ Regulation Of Their Study Time, Aysegul Daloglu, Seniye Vural Jun 2013

The Effects Of Training On Pre-Service English Teachers’ Regulation Of Their Study Time, Aysegul Daloglu, Seniye Vural

Australian Journal of Teacher Education

Based on Zimmerman et al.’s (1996) learning model, an intervention consisting of seven weekly training sessions to increase students’ awareness of and ability to plan and manage their study time was developed. Weekly journals, in which students reflected on their implementation of each phase of the learning model, were applied for students and the researchers to monitor and evaluate the training process. The results indicate that the training proved to be beneficial in that students reported a frequent use of a variety of strategies throughout the training process.


Reading And Note Taking In Monological And Dialogical Classes In The Social Sciences, Manuela Cartolari, Paula Carlino, Laura M. Colombo Jun 2013

Reading And Note Taking In Monological And Dialogical Classes In The Social Sciences, Manuela Cartolari, Paula Carlino, Laura M. Colombo

Australian Journal of Teacher Education

This qualitative study explores the uses of reading and note-taking in two pre-service teacher training Social Sciences courses. Data analysis of in-depth interviews with professors and students, class observations and course materials suggested two polar teaching styles according to how bibliography was included in the course and the presence or absence of dialogicality. In one course, the professor assumed that students should read texts on their own prerogative. As monological lectures were given, they mostly studied from their class-notes. In the other course, the professor held class discussions based on readings that took place in and outside the classroom. According ...


How Can Technology Make This Work? Preservice Teachers, Off-Campus Learning And Digital Portfolios, Wendy Moran, Les Vozzo, Jo-Anne Reid, Marilyn Pietsch, Caroline Hatton May 2013

How Can Technology Make This Work? Preservice Teachers, Off-Campus Learning And Digital Portfolios, Wendy Moran, Les Vozzo, Jo-Anne Reid, Marilyn Pietsch, Caroline Hatton

Australian Journal of Teacher Education

Utilising appropriate Information Communication Technologies (ICT) as instructional tools in teacher education can be a challenging yet worthwhile endeavour. This paper reports the difficulties and benefits of a recent inter-university project requiring preservice primary teachers to construct professional digital portfolios using the support of ICT. Challenges with regard to communication and learning were numerous as 34 preservice teachers (PSTs) from three universities in NSW (situated in country towns, and in Sydney) worked together as a collaborative learning community. Meeting regularly face-to-face during the 12-month process was not always possible and so ICT resources were employed to facilitate instruction and communication ...


“Miss, I Am Not Being Fully Prepared”: Student - Teachers’ Concerns About Their Preparation At A Teacher Training Institution In Jamaica, Carmel G. Roofe, Paul Miller May 2013

“Miss, I Am Not Being Fully Prepared”: Student - Teachers’ Concerns About Their Preparation At A Teacher Training Institution In Jamaica, Carmel G. Roofe, Paul Miller

Australian Journal of Teacher Education

The issue of teacher preparation continues to occupy academic discourse relating to student outcomes and student achievement (Stronge, Ward & Grant, 2011). Research has supported the view that there is an inextricable connection between student outcomes, quality of teaching and teachers, and teacher preparation (Darling-Hammond 2005; Grover 2002). Similarly, theories about students’ self efficacy beliefs (e.g. Bandura, 1977; Dweck, 2000) and Institutional Habitus (Bourdieu, 1977) have been advanced in relation to students’ study experience, motivation and coping mechanisms. Using data from a focus group comprising 30 third year students enrolled in a four year teacher training pogramme in Jamaica, this paper discusses student-teachers’ concerns about their training. The main findings from this small scale exploratory study indicated that student teachers’ concerns were about the quality of ...


How School And University Supervising Staff Perceive The Pre-Service Teacher Education Practicum: A Comparative Study, Jeanne M. Allen, Angelina Ambrosetti, David Turner Apr 2013

How School And University Supervising Staff Perceive The Pre-Service Teacher Education Practicum: A Comparative Study, Jeanne M. Allen, Angelina Ambrosetti, David Turner

Australian Journal of Teacher Education

Abstract: This paper reports on research conducted in two Australian universities to evaluate factors that are perceived to significantly impact on the professional experiences of pre-service teachers during practicum. Contextualised within teacher education programs in an urban university in Tasmania and a regional university in Queensland, the particular focus of this paper is the beliefs and experiences of school and university supervising staff members regarding the efficacy of the practicum in enabling students to integrate into practice the knowledge and skills they have acquired in their university coursework. Findings generated from the comparative analysis of both mixed methods studies revealed ...


Emerging Critical Literacy In Teachers As Novice Researchers, Jennifer Mitton Kukner Mar 2013

Emerging Critical Literacy In Teachers As Novice Researchers, Jennifer Mitton Kukner

Australian Journal of Teacher Education

This paper explores the experiences of three teachers as novice researchers as they taught full-time in a university English language school in Turkey. Viewing the participants’ experiences as researchers through a narrative understanding of teacher knowledge and a critical literacy lens enhanced their critical cognisance of their positioning as women instructors in a higher education setting. Their research experiences were shaped not only by their classroom concerns but also by expectations and larger social narratives that lived beyond their classroom doors. This study focuses specifically upon English language teachers and acknowledges the intersection of gender roles and contextual constraints as ...


Knowledgeable Learning And Conceptual Change: Value Adding To Teacher Training, Tony Yeigh Jan 2013

Knowledgeable Learning And Conceptual Change: Value Adding To Teacher Training, Tony Yeigh

Australian Journal of Teacher Education

This report concerns the use of pre and post responses to an online questionnaire as evidence of knowledgeable learning by education students at a regional Australian university. Factor analysis was used to reveal conceptual changes in the students’ thinking about classroom management across a unit of learning they had undertaken. These changes primarily involved movement from an authoritarian, rule-based management approach, toward a more differentiated, inclusive approach to management. The implications these changes have for unit delivery, as well as for validation of the engagement process, are discussed, and recommendations made concerning ongoing research and the design of online learning.