Education Commons^™

Exploring The Differences In Teaching Perspectives Between Australian Pre-Service And Graduate Physical Education Teachers, Brendon P. Hyndman

Dr Brendon P Hyndman

Limited investigation has been undertaken into Australian physical educators’ teaching beliefs and intentions and those that have been researched have tended to utilise ‘qualitative’ research methods. The present study addresses a gap in the literature by exploring the differences in teaching perspectives between Australian pre-service and graduate physical education teachers. The teaching perspectives inventory (TPI) was administered to pre-service physical education teachers (n=105) graduate physical education teachers (n=37). Each TPI item was linked to one of five key teaching perspectives (apprenticeship, developmental, nurturing, social reform & transmission). Average teaching perspective scores were calculated for each of the five teaching perspectives …

Engaging Students In Mathematics Conversations: Discourse Practices And The Development Of Social And Socialmathematical Norms In Three Novice Teachers' Classrooms, Mary T. Grassetti

Mary T Grassetti, Ed.D.

Research on learning to teach mathematics reveals that mathematics teaching is a complex process (Lerman, 2000) and classroom teaching and learning is a “multifaceted, extraordinarily complex phenomenon” (O’Connor, 1998, p. 43). Moreover, research reveals that the mathematics reform agenda has had an impact on what happens in the mathematics classroom, however, the impact has been superficial (Kazemi & Stipek, 2001) with teachers often retaining their pre-reform habits and attitudes in regards to mathematics teaching and learning (O’Connor, 1998). This study examined the reform discourse practices that three novice teachers, who had been enrolled in a reform based methods course during …

Teach For Australia Pathway: Evaluation Report Phase 3 Of 3, Paul Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid

Dr Elizabeth Kleinhenz

This report is the final of three reports of the evaluation of the Teach for Australia (TFA) Pathway, a pilot of an alternative approach to teacher education in Australia. The evaluation was undertaken by the Australian Council for Educational Research (ACER) over the period 2010 to 2012. The basic design of the TFA Pathway is as follows: 1. High-achieving university graduates are recruited nationally. Applicants are subject to a rigorous recruitment process and are selected on the basis of qualities and skills suitable to the teaching profession, and the possession of a genuine desire to reduce educational disadvantage. 2. Selected …

Teach For Australia Pathway: Evaluation Report Phase 3 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid

Dr Kate Reid

This report is the final of three reports of the evaluation of the Teach for Australia (TFA) Pathway, a pilot of an alternative approach to teacher education in Australia. The evaluation was undertaken by the Australian Council for Educational Research (ACER) over the period 2010 to 2012. The basic design of the TFA Pathway is as follows: 1. High-achieving university graduates are recruited nationally. Applicants are subject to a rigorous recruitment process and are selected on the basis of qualities and skills suitable to the teaching profession, and the possession of a genuine desire to reduce educational disadvantage. 2. Selected …

Teach For Australia Pathway: Evaluation Report Phase 3 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid

Dr Phillip McKenzie (retired)

This report is the final of three reports of the evaluation of the Teach for Australia (TFA) Pathway, a pilot of an alternative approach to teacher education in Australia. The evaluation was undertaken by the Australian Council for Educational Research (ACER) over the period 2010 to 2012. The basic design of the TFA Pathway is as follows: 1. High-achieving university graduates are recruited nationally. Applicants are subject to a rigorous recruitment process and are selected on the basis of qualities and skills suitable to the teaching profession, and the possession of a genuine desire to reduce educational disadvantage. 2. Selected …

Teach For Australia Pathway: Evaluation Report Phase 3 Of 3, Paul R. Weldon, Phillip Mckenzie, Elizabeth Kleinhenz, Kate Reid

Dr Paul Weldon

This report is the final of three reports of the evaluation of the Teach for Australia (TFA) Pathway, a pilot of an alternative approach to teacher education in Australia. The evaluation was undertaken by the Australian Council for Educational Research (ACER) over the period 2010 to 2012. The basic design of the TFA Pathway is as follows: 1. High-achieving university graduates are recruited nationally. Applicants are subject to a rigorous recruitment process and are selected on the basis of qualities and skills suitable to the teaching profession, and the possession of a genuine desire to reduce educational disadvantage. 2. Selected …

Sustainability, Ambiguity And Aspiration In Teacher Education, Sandra Wooltorton

Sandra Wooltorton

The Importance Of Action Research In Teacher Education Programs : Three Testimonies, Gregory Hine, Shane D. Lavery

Shane D Lavery

This paper explores the experiences of three teacher-researchers, 'Simone', 'Damian' and 'Michael', who undertook an Action Research project in their respective schools as part of their postgraduate studies. As Head of Professional Learning, Simone conducted a research project designed to investigate how to improve a Peer Observation Program at her secondary school. Damian, also a Head of Professional Learning, explored ways to improve the profile of the existing Professional Development program at his secondary school, with a particular emphasis on overhauling the Staff Mentor Program. Michael, a Head of Junior School, investigated ways to reduce the number of playground incidents …

A Critical Look At Four Multicultural Reform Efforts In One Urban College Of Education, Mary Gove, Dinah Volk, Kristine Lynn Still, Grace Hui-Chen Huang, Sashelle Thomas-Alexander

Grace H. C. Huang

The article describes multicultural reform projects at an urban college of education including analyses of student's descriptions of their experiences in urban schools, the results of a faculty diversity self-study group and issues arising from culturally responsive pedagogy in an early childhood teaching class. The author's assertion that diversity education is an essential part of teacher education is discussed, and the importance of continuous critical analysis of teacher education is emphasized.

The Educational Philosophies Of Pre-Service And In-Service Physical Education Teachers, Brett Baisch, Sean X. Cai, Alan S. Kornspan

Alan S Kornspan

No abstract provided.