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Full-Text Articles in Education

Developing Reflection Through An Eportfolio-Based Learning Environment: Design Principles For Further Implementation, Pauline Roberts Jan 2018

Developing Reflection Through An Eportfolio-Based Learning Environment: Design Principles For Further Implementation, Pauline Roberts

ECU Publications Post 2013

This article discusses the implementation of an ePortfolio-based learning environment with Bachelor of Education students. The intention was for the platform to be an agency for the development of reflection. The environment scaffolded reflection through (1) exemplars of good practice, (2) the opportunity for discussions and (3) activities to support the development of reflection. There were issues within the research around the introduction of the platform at the particular stage of the students’ degrees but the environment was successful in the provision of a teaching and learning platform. The findings provided design principles for a model to guide the development ...


Narrative Inquiry: A Dynamic Relationship Between Culture, Language And Education, Esther Yim Mei Chan Jan 2017

Narrative Inquiry: A Dynamic Relationship Between Culture, Language And Education, Esther Yim Mei Chan

Australian Journal of Teacher Education

Human development is a cultural process, and language serves as a cultural tool is closely related to virtually all the cognitive changes. The author addresses issues of language in education, and suggests that changing the medium of instruction should not be understood as purely a pedagogical decision. The connection between culture and language is examined for understanding why Hong Kong Chinese learners are stereotyped as passive learners. Through exploring personal experience with a student teacher, the author exemplifies how narrative inquiry is found to be a pragmatic approach to support teachers to become reflective thinkers. This study argues that narrative ...


Video-Mediated Microteaching – A Stimulus For Reflection And Teacher Growth, Stella Kourieos Jan 2016

Video-Mediated Microteaching – A Stimulus For Reflection And Teacher Growth, Stella Kourieos

Australian Journal of Teacher Education

Numerous studies have been conducted on the effectiveness of video as an effective means of reflective practice in pre-service Teacher Education. However, only few studies have explored pre-service teachers’ own perceptions in this regard in the field of ELT and none of these was related to primary level. To address this gap, multiple forms of qualitative data were triangulated. Participants were found to consider the use of video combined with guided reflection and peer dialogue to have a great potential in helping them form links between theory and practice and bring a heightened awareness of their teaching practices, especially in ...


Reflection: A Renewed And Practical Focus For An Existing Problem In Teacher Education, Pauline Roberts Jan 2016

Reflection: A Renewed And Practical Focus For An Existing Problem In Teacher Education, Pauline Roberts

Australian Journal of Teacher Education

Reflection has been a component of teacher education programs for many years. The introduction of the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS) into Western Australian schools appear to have brought a renewed focus to this. For universities involved in teacher education, reflection remains a complex construct that requires scaffolding and nurturing. The question remains, however, how to effectively do this.

This paper provides a practical focus to developing reflection by outlining strategies that address this issue. Through the scaffolded implementation of an Action Research project for pre-service teachers, this research project identified a number of ...


Promoting Student Teachers' Reflective Thinking Through A Philosophical Community Of Enquiry Approach, Fufy Demissie Jan 2015

Promoting Student Teachers' Reflective Thinking Through A Philosophical Community Of Enquiry Approach, Fufy Demissie

Australian Journal of Teacher Education

Abstract

This article outlines how student teachers’ experiences of a philosophical community of enquiry (PCoE) facilitated their pedagogical reflections. Although reflection occupies an important place in teacher education curricula and pedagogy, it is a contested and problematic concept. In this study, a group of second year student teachers took part in a module based on Matthew Lipman's Philosophy for Children (P4C) programme, designed to improve children’s thinking through a PCoE. Using data from a series of reflective activities and an in-depth interview, I examined if and how student teachers’ experiences of PCoE facilitated their readiness to reflect on ...


Preparing Palestinian Reflective English Language Teachers Through Classroom Based Action Research, Majida "Mohammed Yousef" Dajani Jan 2015

Preparing Palestinian Reflective English Language Teachers Through Classroom Based Action Research, Majida "Mohammed Yousef" Dajani

Australian Journal of Teacher Education

Abstract: This study aimed to describe the implementation of individual action research projects among some forty English language teachers distributed in thirty Palestinian schools in Ramallah and Qabatya districts-Palestine. It aimed to analyze the outcomes of the teachers’ action research as part of a broader participatory action research project that is intended to increase the capacity among teachers in Palestine as part of the LTD program. The data revealed that in spite of the difficulties that Palestinian teachers face, action research was a powerful, inquiry and exploratory tool that impacted teachers’ classroom practices and professional development. Furthermore, the implementation of ...


The Lesson Observation On-Line (Evidence Portfolio) Platform, David G. Cooper Jan 2015

The Lesson Observation On-Line (Evidence Portfolio) Platform, David G. Cooper

Australian Journal of Teacher Education

Abstract: At a time when teacher training is being moved to school-based programmes it is important to engage in a research-informed dialogue about creating more distinctive, and cost-effective 21st century models of teacher training. Three years ago I began feasibility field testing the Lesson Observation On-line (Evidence Portfolio) Platform [LOOP] concept (Cooper, 2012). Student-teachers from a university in the Midlands of England were video recorded, with their schools’ permissions, teaching mathematics’ lessons during their second period of teaching experience. The video recorded lessons together with the trainees’ lesson plans, accompanying lesson resources, lesson self-evaluations and snapshots of tangible, written ...


Avoiding Practice Shock: Using Teacher Movies To Realign Pre-Service Teachers’ Expectations Of Teaching, Jeremy Delamarter Jan 2015

Avoiding Practice Shock: Using Teacher Movies To Realign Pre-Service Teachers’ Expectations Of Teaching, Jeremy Delamarter

Australian Journal of Teacher Education

Pre-service teachers often have unrealistic expectations of teaching. They often create an inspiration/content dichotomy in which they expect relational activities to trump content delivery. Unchecked, these misaligned expectations can lead to practice shock, the disorienting and sometimes traumatic identity crisis that often occurs during the first year of teaching. Teacher preparation programs can use course-based reflective activities to provide structure and impetus for reevaluating expectations. This article studies the effects of these activities on two undergraduate pre-service teachers. Popular Hollywood teacher films were used to confront and challenge candidates’ expectations of teaching. An analytical framework based on Baudrillard’s ...


Learning To See, Seeing To Learn: The Learning Journey Of Three Pre-Service Teachers In A Video Club Setting, Catherine Moore Jan 2015

Learning To See, Seeing To Learn: The Learning Journey Of Three Pre-Service Teachers In A Video Club Setting, Catherine Moore

Theses: Doctorates and Masters

This study sought to develop a deeper understanding of the phenomenon of professional growth in pre-service teachers during their final practicum. The research was situated in a primary school and involved three pre-service teachers with widely differing backgrounds who brought differing experiences to the practicum. The study identified personal and contextual variables that affected the pre-service teachers’ professional growth and explored how professional discourse within a learning community of peers, informed by multiple perspectives on teaching practice that were facilitated by video, influenced professional growth.

This qualitative research project used a broad phenomenological approach in that the methods used were ...


The Action – Reflection – Modelling (Arm) Pedagogical Approach For Teacher Education: A Malaysia-Uk Project, Joy Jarvis, Claire Dickerson, Kit Thomas, Sally Graham Mar 2014

The Action – Reflection – Modelling (Arm) Pedagogical Approach For Teacher Education: A Malaysia-Uk Project, Joy Jarvis, Claire Dickerson, Kit Thomas, Sally Graham

Australian Journal of Teacher Education

This article presents the Action – Reflection – Modelling (ARM) pedagogical approach for teacher education developed during a Malaysia-UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics, with English and Health and Physical Education as minor subjects. The degree programme was written collaboratively by teacher educators in two Institutes of Teacher Education in Malaysia and in the University of Hertfordshire, UK, to meet the requirements for training Malaysian school teachers to teach in Malaysian schools. A cohort of 120 students studied the programme full-time over four years, graduating in 2010.

The three principles of the ARM ...


Using Video To Develop Skills In Reflection In Teacher Education Students, Anne M. Coffey Jan 2014

Using Video To Develop Skills In Reflection In Teacher Education Students, Anne M. Coffey

Australian Journal of Teacher Education

Teacher education students confront the challenging task of acquiring a unique and complex set of skills during their courses. These skills are acquired through the study of education theory together with practical experience in the classroom. Perhaps one of the most important skills that students quickly need to develop is that of reflective practice. It is only through a critical and detailed analysis of their performance that strengths and weaknesses can be ascertained and addressed. Video has been used as a tool in teacher education for many years and provides a means by which a teaching episode can be captured ...


Authentic Assessment Of Reflection In An Eportfolio: How To Make Reflection More Real For Students, Pauline Roberts, Helen Farley, Sue Gregory Jan 2014

Authentic Assessment Of Reflection In An Eportfolio: How To Make Reflection More Real For Students, Pauline Roberts, Helen Farley, Sue Gregory

ECU Publications Post 2013

In a doctoral study that focused on the enhancement of reflection through an ePortfolio-based learning environment, students’ indicated that they felt reflection was not real when it was used for assessment. This led to an examination of assessment practices linked to reflection and ways to make it authentic. The literature revealed that reflection is often a component of authentic assessment rather than being a focus of it. The practices associated with the assessment of reflection are examined in order to formulate 4 guiding principles. These principles aim to make the process of reflection more ‘real’ to students in higher education ...


Self-Assessment Of Employability Skill Outcomes Among Undergraduates And Alignment With Academic Ratings, Denise Jackson Jan 2014

Self-Assessment Of Employability Skill Outcomes Among Undergraduates And Alignment With Academic Ratings, Denise Jackson

ECU Publications Post 2013

Despite acknowledgement of the benefits of self-assessment in higher education, disparity between student and academic assessments, with associated trends in overrating and underrating, plagues its meaningful use, particularly as a tool for formal assessment. This study examines self-assessment of capabilities in certain employability skills in more than 1000 Australian business undergraduates. It evaluates the extent to which student self-assessments differ from academics, in what ways and the influence of certain individual and background characteristics - such as stage of degree, gender and academic ability - on rating accuracy. Explanations for documented disparities are presented, in addition to implications and strategies for educators.


I See, I Think I Wonder: An Evaluation Of Journaling As A Critical Reflective Practice Tool For Aiding Teachers In Challenging Or Confronting Contexts, Geoffrey M. Lowe, Peter Prout, Karen Murcia Jun 2013

I See, I Think I Wonder: An Evaluation Of Journaling As A Critical Reflective Practice Tool For Aiding Teachers In Challenging Or Confronting Contexts, Geoffrey M. Lowe, Peter Prout, Karen Murcia

Australian Journal of Teacher Education

In October 2011, five selected Western Australian teachers took part in a teacher mentoring project in Tanzania. The teachers spent a month embedded in local primary and secondary schools, working collaboratively with their Tanzanian counterparts. As a strategy for making sense of their experiences, each teacher was asked to maintain a reflective journal, using the Harvard Visible Thinking Routine of ‘see, think, wonder’ as a critical structure for guiding their journal writing. The purpose of this article is to discuss the effectiveness of journaling for teachers in challenging teaching situations, and the usefulness of the Harvard approach in structuring the ...


Self-Assessment Of Employability Skill Outcomes Among Undergraduates And Alignment With Academic Ratings, Denise Jackson Jan 2013

Self-Assessment Of Employability Skill Outcomes Among Undergraduates And Alignment With Academic Ratings, Denise Jackson

ECU Publications 2013

Despite acknowledgement of the benefits of self-assessment in higher education, disparity between student and academic assessments, with associated trends in over- and underrating, plagues its meaningful use, particularly as a tool for formal assessment. This study examines self-assessment of capabilities in certain employability skills in more than 1000 Australian business undergraduates. It evaluates the extent to which student self-assessments differ from academics, in what ways and the influence of certain individual and background characteristics - such as stage of degree, gender and academic ability - on rating accuracy. Explanations for documented disparities are presented, in addition to implications and strategies for educators.


Promoting The Case For Using A Research Journal To Document And Reflect On The Research Experience, David Lamb Jan 2013

Promoting The Case For Using A Research Journal To Document And Reflect On The Research Experience, David Lamb

ECU Publications 2013

This paper draws upon a personal research journey and makes the case for recording this experience using a research journal. tol The context for this paper is based on a study of family life and leisure, which collected data using more traditional qualitative methods, namely focus groups and interviews with pre-birth and post birth couples and leisure managers in New Zealand. The research design for this study was based on phenomenology, where the experience of the subjects being studied was significant and involved developing an understanding of the lived experiences of pre-birth and post-birth couples, where the way they acted ...


What Pre-Service Teachers Need To Know To Be Effective At Values-Based Education, Amanda G. Mergler, Rebecca Spooner-Lane Aug 2012

What Pre-Service Teachers Need To Know To Be Effective At Values-Based Education, Amanda G. Mergler, Rebecca Spooner-Lane

Australian Journal of Teacher Education

Evidence is mounting that values education is providing positive outcomes for students, teachers and schools (Benninga, Berkowitz, Kuehn, & Smith, 2006; DEST, 2008; Hattie, 2003; Lovat, Clement, Dally, & Toomey, 2010). Despite this, Australian pre-service teacher education does not appear to be changing in ways necessary to support skilling teachers to teach with a values focus (Lovat, Dally, Clement, and Toomey, 2011). This article presents findings from a case study that explored current teachers’ perceptions of the skills pre-service teachers need to teach values education effectively. Teachers who currently teach with a values focus highlighted that pre-service teacher education degrees need to encourage an ...


The Use Of The Epostl To Foster Teacher Autonomy: Elt Student Teachers’ And Teacher Trainers’ Views, Abdulvahit Cakir, Cem Balcikanli Mar 2012

The Use Of The Epostl To Foster Teacher Autonomy: Elt Student Teachers’ And Teacher Trainers’ Views, Abdulvahit Cakir, Cem Balcikanli

Australian Journal of Teacher Education

It was the aim of this pilot study to investigate ELT (English Language Teaching) student teachers’ and teacher trainers’ views on the use of the EPOSTL (The European Portfolio for Student Teachers of Languages) in pre-service language teacher education of a Turkish state university. Upon the implementation of the EPOSTL as a reflection tool for the second semester of 2010, 25 student teachers and 4 teacher trainers were interviewed through the questions prepared and piloted. The findings indicated that both student teachers and teacher trainers found the use of the EPOSTL beneficial in terms of reflection, self-assessment and awareness. In ...


The Personal Development Of Those Who Teach It, Dean Goldspink Jan 2007

The Personal Development Of Those Who Teach It, Dean Goldspink

Theses: Doctorates and Masters

This study sought to discover what primary and secondary Health and Physical Education teachers knew about personal development. Specifically, whether these teachers actively pursued their own personal development and whether they conceived of the Health and Physical Education learning area as a personal development curriculum. Further, the teachers were asked if they saw a relationship between teaching a personal development curriculum and their own pursuit of it through a process of proactive life management. A descriptive-objective research design was confirmed as a suitable approach to provide a detailed description of the personal development of Health and Physical Education teachers.