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Australian Journal of Teacher Education
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
- Keyword
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- Teacher education (11)
- Early childhood (6)
- Pre-service teachers (4)
- Knowledge (3)
- Preservice teachers (3)
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- Early childhood education (2)
- Experiential learning (2)
- Infants (2)
- Initial teacher education (2)
- Professional experience (2)
- Teacher preparation (2)
- APST (1)
- Aboriginal Indigenous education (1)
- Action research (1)
- Arts-based research (1)
- Assessment (1)
- Assessment of practicum (1)
- Barriers (1)
- Behaviour management (1)
- Beliefs and perceptions (1)
- Book sharing (1)
- British schools (1)
- Bullying (1)
- Case study research (1)
- Children's literature (1)
- Children's physical literacy (1)
- China (1)
- Climate change (1)
- Clustering (1)
- Collaborative inquiry (1)
Articles 31 - 48 of 48
Full-Text Articles in Education
The Curious Schools Project: Capturing Nomad Creativity In Teacher Work, Mary Ann Hunter, Sherridan Emery
The Curious Schools Project: Capturing Nomad Creativity In Teacher Work, Mary Ann Hunter, Sherridan Emery
Australian Journal of Teacher Education
The Curious Schools project is a teacher professional learning initiative that aims to provide an insight into – and resource for – creativity in Tasmanian schools. It offers an alternative to conventional models of teacher professional learning by engaging teachers in multi-modal methods of documenting and reflecting on their work as the basis for an online community of practice and public showcase for creativity in education that takes place ‘behind the scenes’. The authors, as coordinators of the project, describe the rationale behind the project and the ways it embraced discourses and practices of curiosity as a means of making …
Teachers´ Practices And Mental Models: Transformation Through Reflection On Action, María Soledad Manrique, Verónica Sánchez Abchi
Teachers´ Practices And Mental Models: Transformation Through Reflection On Action, María Soledad Manrique, Verónica Sánchez Abchi
Australian Journal of Teacher Education
This contribution explores the transformation of the teaching practices of 10 in- service kindergarten teachers who participated in a teaching education (T.E) course in Buenos Aires, Argentina. The study is based on the assumption that representations underlie teaching practices and that T.E affects these representations (Scheuer & Pozo, 2006). Hence, a T.E course was designed and implemented to answer the following research question: how do teaching practices and teaching discourses change after teacher education? The T.E. course focused on the practices of personal narrative telling in kindergarten. It concerned the viewing and analyzing of videos of each participant´s classes. The …
The Importance Of Music In Preschool Education, Anna Ehrlin, Hans-Olof Gustavsson
The Importance Of Music In Preschool Education, Anna Ehrlin, Hans-Olof Gustavsson
Australian Journal of Teacher Education
At a few universities in Sweden students can chose a preschool teacher education programme with a music profile. At one of these universities, a study was undertaken that aimed to explore student teachers understanding of self as musician, their future professional role as a preschool teacher and how the education equips for that. Sixteen students participated in focus group interviews, and thirty students answered a questionnaire. The study shows that almost three-quarters of the students did not choose the music profile for the sake of the specific profile in music. Instead, it happened that this was the programme they managed …
Transforming Thai Preschool Teachers' Knowledge On Inclusive Practice: A Collaborative Inquiry, Joseph Seyram Agbenyega, Sunanta Klibthong
Transforming Thai Preschool Teachers' Knowledge On Inclusive Practice: A Collaborative Inquiry, Joseph Seyram Agbenyega, Sunanta Klibthong
Australian Journal of Teacher Education
Educating children with disabilities alongside their peers in mainstream preschools has increased intensely over the past few years, affecting all aspects of early childhood education. Many children who previously would have been educated in segregated special centres are now being included in inclusive preschools. This research paper discusses how Thai preschool teachers’ professional knowledge in inclusive education influence the ways they practice within preschool classrooms. Qualitative data obtained through observations and collaborative inquiry with teachers drawn from four preschool in Bangkok, Thailand showed that the lack of adequate teacher preparation for inclusive practice rendered the teachers helpless and unable to …
Do Master Early Childhood Teacher Education Programs Provide Adequate Coverage Of Infants And Toddlers?: A Review Of Content, Susanne Garvis, Matthew Manning
Do Master Early Childhood Teacher Education Programs Provide Adequate Coverage Of Infants And Toddlers?: A Review Of Content, Susanne Garvis, Matthew Manning
Australian Journal of Teacher Education
In Australia, growth in the demand of early childhood services for young children aged birth to three years has placed increased pressure on the early childhood education sector as new policy stipulates the need for qualified teachers. The new policy has resulted in a growth in Master of Early Childhood Education programs in Australian universities. These programs are designed as initial teacher education programs for people with a non-education Bachelor degree wanting to become a qualified early childhood teacher in 18 months.
Little is known about the structure as well as the content of these new programs in their ability …
A Study Of Children’S Musical Preference: A Data Mining Approach, Hoi Yin Bonnie Yim, Yee Ling Boo, Marjory Ebbeck
A Study Of Children’S Musical Preference: A Data Mining Approach, Hoi Yin Bonnie Yim, Yee Ling Boo, Marjory Ebbeck
Australian Journal of Teacher Education
Musical preference has long been a research interest in the field of music education, and studies consistently confirm the importance of musical preference in one’s musical learning experiences. However, only a limited number of studies have been focussed on the field of early childhood education (e.g., Hargreaves, North, & Tarrant, 2006; Roulston, 2006). Further, among these limited early childhood studies, few of them discuss children’s musical preference in both the East and the West. There is very limited literature (e.g., Faulkner et al., 2010; Szymanska, 2012) which explores the data by using a data mining approach. This study aims to …
Student Teachers’ Implementation And Understanding Of Repeated Picture-Book Reading In Preschools, Clodie Tal, Ora Segal-Drori
Student Teachers’ Implementation And Understanding Of Repeated Picture-Book Reading In Preschools, Clodie Tal, Ora Segal-Drori
Australian Journal of Teacher Education
Research conducted among student teachers during three academic years (2010-2011; 2011-2012 ; 2012-2013) at Israel’s Levinsky College of Education sought to ascertain (a) the extent of implementation of repeated picture-book reading (RPBR) with preschool groups each academic year ; (b) how does the implementation of RPBR progress throughout the years of the study ? (c) students’ understanding of the value of RPBR; and (d) the perceived benefits and difficulties of RPBR by student-teachers. Of approximately 250 students who completed questionnaires each semester, most report that they regularly perform RPBR – implementation in 2013 was 96% for students in the four-year …
Engaging In Deep Cultural Learning Through The Intersection Of Multiple Contexts, Maria Northcote, Peter Kilgour, Daniel Reynaud, Phil Fitzsimmons
Engaging In Deep Cultural Learning Through The Intersection Of Multiple Contexts, Maria Northcote, Peter Kilgour, Daniel Reynaud, Phil Fitzsimmons
Australian Journal of Teacher Education
The type of learning that takes place in teacher education courses typically results in pre-service teachers developing a mixture of knowledge, skills and values that enable them to become effective teachers in schools in the future. During their journey to become qualified teachers, pre-service teachers typically engage in coursework and experiential-based learning.
By engaging in coursework experiences, an overseas practicum and an overseas study tour, students experienced a range of reflection-promoting activities and contexts during which they broadened and deepened their understanding of cultures other than their own.
Using a cross-case analysis approach, the data gathered in these three cases …
Policies And Practices Of Professional Development In China: What Do Early Childhood Teachers Think?, Karen Liang Guo, Yan Yong
Policies And Practices Of Professional Development In China: What Do Early Childhood Teachers Think?, Karen Liang Guo, Yan Yong
Australian Journal of Teacher Education
This paper focuses on early childhood teachers’ professional development in China. It reports a study which aims to elicit twelve in-service early childhood teachers’ perspectives of the values and issues of professional development policies and the learning opportunities they experienced. Two themes arising from the study are addressed, namely the teachers’ positive responses to the government aspirations for enhancing teaching in early childhood education, and the complexities of the organizational and role structures of the early childhood community in ChangChun where the study took place. An important aspect of the teachers’ perspectives of their professional development, which connects up to …
Personality Types Of Hong Kong Kindergarten Teachers: Implications For Teacher Education, Yau-Ho Paul Wong, Zhang Li-Fang
Personality Types Of Hong Kong Kindergarten Teachers: Implications For Teacher Education, Yau-Ho Paul Wong, Zhang Li-Fang
Australian Journal of Teacher Education
While an individual’s personality is related to his or her well-being, little research has examined kindergarten teachers’ personality. This research was the first to investigate Hong Kong kindergarten teachers’ personality types using the Myers-Briggs Type Indicator (MBTI). Three hundred and seventy-one kindergarten teachers voluntarily responded to the MBTI. Findings showed that Hong Kong kindergarten teachers were predominantly of the sensing-feeling-judging personality types, characterized by being realistic, conventional, and considerate to others’ feelings. In addition, principals and head teachers in kindergartens tended to be extraverted. Results also suggested a very low percentage of intuitive kindergarten teachers, indicating that teachers’ personality types …
Professional Pathways Of Aboriginal Early Childhood Teachers: Intersections Of Community, Indigeneity, And Complexity, Alma Fleet, Kerrie Wechmann, Ryan Whitworth
Professional Pathways Of Aboriginal Early Childhood Teachers: Intersections Of Community, Indigeneity, And Complexity, Alma Fleet, Kerrie Wechmann, Ryan Whitworth
Australian Journal of Teacher Education
Little information is available about the employment trajectories of Aboriginal and Torres Strait islander peoples pursuing university professional qualifications. This article describes a context in which cultural space, issues of identity, pragmatics of employment, family and community and a bureaucratic regulatory environment intersect to create scenarios that are multi-facetted and layered in complexity. As has been demonstrated clearly in other arenas (Richardson & Watt, 2006), the move towards professional teacher education qualification is not linear or straightforward. To add to the knowledge base in this area, the focus in this study is on university graduates of a teacher education degree …
Preparing The Australian Early Childhood Workforce For Rural And Remote Settings: A Review Of The Literature, Nicole C. Green, Andrea Nolan
Preparing The Australian Early Childhood Workforce For Rural And Remote Settings: A Review Of The Literature, Nicole C. Green, Andrea Nolan
Australian Journal of Teacher Education
This article presents the findings of a literature review of research on teacher preparation for rural settings. In the past there has been little or no preparation of teachers for rural teaching, with the emphasis placed on supporting beginning teachers once they commenced (Baills, Bell, Greensill & Wilcox, 2002; Howe, 2006); now there is a strong movement to prepare preservice teachers adequately before their first teaching appointment. However, what has become clear is that the focus of research has been predominantly on primary and secondary education. In our search we have not been able to identify a substantial body of …
Early Career Teaching: Learning To Be A Teacher And Staying In The Job, Dawn Joseph
Early Career Teaching: Learning To Be A Teacher And Staying In The Job, Dawn Joseph
Australian Journal of Teacher Education
This article provides insights into the ways that teacher education programs might equip early career teachers beginning their professional identity. Situated in Melbourne (Australia), it discusses tertiary music education preparation for the profession and recognises the value and importance of having critical friends and mentors as a beginner teacher. By using narrative reflection both lecturer and graduate allow their voices to be heard as they make a contribution to understand the challenges new teachers face when building their professional identity and ‘staying in the job’. The discussion provided by the graduate, outlines her experience and engagement regarding the ‘positives’ and …
Exploring The Beliefs Of Commencing Early Childhood Education Graduate Students: Providing Insights To Improve Teacher Education Programs, Susanne Garvis, Bev Fluckiger, Danielle Twigg
Exploring The Beliefs Of Commencing Early Childhood Education Graduate Students: Providing Insights To Improve Teacher Education Programs, Susanne Garvis, Bev Fluckiger, Danielle Twigg
Australian Journal of Teacher Education
In response to the increased demand for qualified early childhood educators in Queensland, many universities are being challenged to tailor make programs and identify innovative practices that support individuals interested in pursuing such a teaching qualification. Although research indicates that beliefs and perceptions are an important influence on pre-service teacher success in teacher education programs as well as in the workforce, little is known, however, about those of students as they enter early childhood education programs. This study focuses on the beliefs and perceptions that students bring to a Graduate Diploma in Early Childhood Education (GDipECE) being offered at Griffith …
Early Childhood Teachers' Sustainment In The Classroom., Pam Kilgallon, Carmel Maloney, Graeme Lock
Early Childhood Teachers' Sustainment In The Classroom., Pam Kilgallon, Carmel Maloney, Graeme Lock
Australian Journal of Teacher Education
This paper describes an investigation of Australian early childhood teachers’ sustainment in their profession, focussing on those factors which enhance professional commitment, job satisfaction and occupational motivation. Utilizing qualitative methodology this study also identified key factors early childhood teachers consider crucial to sustaining engagement in teaching, while coping with the daily demands of their work and the implementation of mandated educational change. In particular, this study found early childhood teachers’ students, work colleagues, educational setting and attitudes, beliefs and pedagogical practice contributed to their sustainment, as did their ability to maintain personal well-being and a life-work balance.
Describing Standards For Early Childhood Teachers : Moving The Debate Forward To The National Level., Carmel Maloney, Lennie Barblett
Describing Standards For Early Childhood Teachers : Moving The Debate Forward To The National Level., Carmel Maloney, Lennie Barblett
Australian Journal of Teacher Education
In Australia, there is no set of agreed upon national teaching standards for early childhood teachers. In some states such as Western Australia and Queensland, documents have been produced that outline generic teaching competencies for all teachers. However, research in Australia and overseas shows that one set of standards does not always fit all teaching specialisations easily. This paper reports on the culmination of a joint research project between Edith Cowan University and the Department of Education (WA) that undertook to describe the generic teaching competencies for Phase 1 teachers in terms of early childhood teachers work. The views of …
Preferred Models Of Early Childhood Teacher Education, Collette Tayler
Preferred Models Of Early Childhood Teacher Education, Collette Tayler
Australian Journal of Teacher Education
Early childhood teacher education in Australia continues to be a topic of contention. The erosion of specialized early childhood courses during the early 1980's was indicated by Briggs (1984) in the face of then new shared structures with primary teacher education. Restructuring of courses at that time was brought about by amalgamations of many higher education institutions which provided courses for teachers. At that time, the tertiary education sector began what has become the most significant post-war re-arrangement of higher education Australia has witnessed. Course developments in 1984 were illustrative of the kinds of amalgamations which were taking place and …
The Early Childhood Multicultural Classroom: Implications For Teacher Education, Rita Kino
The Early Childhood Multicultural Classroom: Implications For Teacher Education, Rita Kino
Australian Journal of Teacher Education
This article records findings and impressions gained from a selfbrlef·ing study of multicultural early childhood settings in British schools~ It begins by providing background information which motivated interest in the work. It presents the issues relevant to early childhood multi· cultural programmes around which questions were asked of ~nd administrators in a wide range of British early childhood settings. Conclusions are then presented, founded on replies to these These conclusions are useful for interpreting attitudes to the issues which are prevalent in Britain and may have a bearing in the Australi!ln early childhood setting.