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Full-Text Articles in Education
Navigating The Challenges Of Becoming A Culturally Responsive Teacher: Supportive Networking May Be The Key, Nina L. Nilsson Ph.D., Ailing Kong Ph.D., Shantel Hubert
Navigating The Challenges Of Becoming A Culturally Responsive Teacher: Supportive Networking May Be The Key, Nina L. Nilsson Ph.D., Ailing Kong Ph.D., Shantel Hubert
Australian Journal of Teacher Education
Research shows graduates of teacher education programs do not always transfer, or apply, the best practices they learn to instructional practice due to factors related to course features, the student, and workplace environment (e.g., Brown & Bentley, 2004; de Jong et al., 2010). This study examined the challenges a secondary-level English teacher in the United States encountered when she attempted to implement culturally responsive teaching practices she learned from a graduate course to her class with ELLs. Findings indicate she faced strategy- and language-related challenges due to student culture and school environment factors (“external challenges”), as well as her own …
Preparing Pre-Service Teachers For Professional Engagement Through Place/Community Pedagogies And Partnerships, Monica M. Green
Preparing Pre-Service Teachers For Professional Engagement Through Place/Community Pedagogies And Partnerships, Monica M. Green
Australian Journal of Teacher Education
There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers’ professional knowledge, engagement and practice in an undergraduate Bachelor of Education (primary) course. The paper reports on a study about teacher education students’ perspectives of fieldwork-based learning and its potential to inform students’ future engagement with the broader school community. Using a conceptual framework of place- and community based education, the study examined data from …
Professional Development Needs Of Turkish Teachers In An Era Of National Reforms, Tuba Gokmenoglu, Christopher M. Clark, Ercan Kiraz
Professional Development Needs Of Turkish Teachers In An Era Of National Reforms, Tuba Gokmenoglu, Christopher M. Clark, Ercan Kiraz
Australian Journal of Teacher Education
An emerging consensus in the teacher education literature confirms that supporting educational reforms and improving designs for national programs can be accomplished simply by maximizing the match between teachers’ expressed needs and the content by which those professional development needs are met. This paper presents an interpretation of findings on Turkish teachers’ in-service training needs during an era of massive reform. The findings indicate that teachers do not report a strong need for any professional development program content. Analyses are based on survey data from 1,730 Turkish teachers from 352 primary schools. The results raise the discussion of whether teachers …
Perceptions And Competence Of Turkish Pre-Service Science Teachers With Regard To Entrepreneurship, Isa Deveci
Perceptions And Competence Of Turkish Pre-Service Science Teachers With Regard To Entrepreneurship, Isa Deveci
Australian Journal of Teacher Education
The aim of this study is both to determine the perceptions of pre-service science teachers towards the concepts of entrepreneurship and entrepreneurial characteristics and to investigate the perceptions of pre-service science teachers regarding transferring the entrepreneurial characteristics to students. This study is designed as a qualitative study and a phenomenological research approach is used. A total of 12 pre-service science teachers from grades 5 to 8 participated in the study. Data were gathered through the use of semi-structured interviews. The data were evaluated through both descriptive and content analysis. The results show that the perceptions of the 12 …
The Teaching Discipline Doesn’T Matter? An Assessment Of Preservice Teachers’ Perception Of The Value Of Professional Experience In Attaining Teacher Competencies., Peter Howley, Ruth Reynolds, Erica Southgate
The Teaching Discipline Doesn’T Matter? An Assessment Of Preservice Teachers’ Perception Of The Value Of Professional Experience In Attaining Teacher Competencies., Peter Howley, Ruth Reynolds, Erica Southgate
Australian Journal of Teacher Education
This paper is one in a series of papers interrogating some of the fundamental bases of what is seen as good professional experience in initial teacher education (ITE). This paper uses the case study of Health/Physical Education (HPE) students’ perceptions of their professional experience, compared to other teaching disciplines, in one regional university to examine the seemingly taken-for–granted view that professional experience in all teaching disciplines can be assessed according to generic professional standards. In this case when HPE students were surveyed on their views of their ability to satisfy the NSW Institute of Teachers’ Professional Teaching Standards during practical …