Education Commons^™

Book Review - Narratives Of Learning Through International Professional Experience, Maria Cantalini-Williams

Australian Journal of Teacher Education

Narratives of Learning through International Professional Experience, edited by Fitzgerald, Parr and Williams (2017) provides compelling evidence that practicum placements in diverse cultural settings illuminate and inspire new understandings of participants including pre-service teachers, faculty facilitators and host mentor educators.

The Use Of Ict By Science Teachers In Middle Secondary Science Education In The Himalayan Kingdom Of Bhutan, Sampa Tshewang

Theses: Doctorates and Masters

This research investigated Bhutanese middle secondary science teachers’ ICT knowledge, skills, perceptions and attitudes, patterns of ICT use, and associated factors linked to effective ICT implementation in their classrooms. The study was based on the hypothesis that the use of ICT in secondary science education in Bhutan was affected by the teachers’ attitudes and perceptions towards the use of ICT; their knowledge and skills related to ICT; their TPACK and the barriers associated with effective implementation of ICT.

The research was primarily an exploratory study accommodating a post-positivist approach employing mixed design of both quantitative and qualitative approaches. A questionnaire …

Cross Faculty Collaboration In The Development Of An Integrated Mathematics And Science Initial Teacher Education Program, Sharon P. Fraser, Kim Beswick, Margaret Penson, Andrew Seen, Robert Whannell

Australian Journal of Teacher Education

This paper describes a collaborative project involving mathematicians, scientists and educators at an Australian university where an innovative initial teacher education (ITE) degree in mathematics/science was developed. The theoretical frameworks of identity theory and academic brokerage and their use in understanding the challenges associated with the early stages of collaborative projects is described. Data from reflections and interviews of the participants after involvement in the project from one to three years are presented to illustrate these challenges. The paper concludes with a description of the importance of the academic broker in overcoming identity challenges and facilitating cultural change for academics …