Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Teacher Education and Professional Development (3)
- Elementary Education and Teaching (2)
- Elementary Education (1)
- Health and Physical Education (1)
- Higher Education (1)
-
- Junior High, Intermediate, Middle School Education and Teaching (1)
- Medicine and Health Sciences (1)
- Other Teacher Education and Professional Development (1)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (1)
- Public Health (1)
- Public Health Education and Promotion (1)
- Secondary Education and Teaching (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Targeted Teacher Education To Improve Primary Preservice Teachers’ Knowledge And Understanding Of Uv And Effective Sun Protection Measures For Children, Joseph J. Scott, Robyn S. Johnston, Natasha Bear, Sonia Gregory, Sally Blane, Mark Strickland, Jill Darby, Elin S. Gray
Targeted Teacher Education To Improve Primary Preservice Teachers’ Knowledge And Understanding Of Uv And Effective Sun Protection Measures For Children, Joseph J. Scott, Robyn S. Johnston, Natasha Bear, Sonia Gregory, Sally Blane, Mark Strickland, Jill Darby, Elin S. Gray
Australian Journal of Teacher Education
Teachers are responsible for children at school during peak ultraviolet (UV) times of the day. It is paramount that teachers have knowledge and understanding of UV to effectively protect themselves and their students. The aim of this pilot study was to investigate the effect of a short intervention on preservice teachers’ sun protective behaviours, knowledge and perceived skill to teach sun safety. Participants (n =161; median age=20 years) attended a 45-minute preservice teacher sun safety intervention and completed pre- and post-test surveys. Post-intervention, most participants indicated they felt: i) more informed about the dangers of UV and risks of developing …
A Systematic Review Of The Research On The Knowledge And Skills Of Australian Preservice Teachers, Jennifer Stephenson
A Systematic Review Of The Research On The Knowledge And Skills Of Australian Preservice Teachers, Jennifer Stephenson
Australian Journal of Teacher Education
Since knowledge and skills related to curriculum content and pedagogy are crucial for teachers, it is of interest to explore the research relating to what preservice teachers know and can do. Refereed journal articles published between 2005 and 2015 that reported on the assessment of the knowledge or skills of Australian preservice teachers are reviewed. Data were extracted from 52 articles relating to the context of the research, participants in the research and the adequacy of the knowledge and skills of preservice teachers. Most authors expressed some concern about the level of knowledge and skills of preservice teachers and where …
Beginning Teachers’ Perceptions Of Their Pedagogical Knowledge And Skills In Teaching: A Three Year Study, Doris Choy, Angela F. L. Wong, Kam Ming Lim, Sylvia Chong
Beginning Teachers’ Perceptions Of Their Pedagogical Knowledge And Skills In Teaching: A Three Year Study, Doris Choy, Angela F. L. Wong, Kam Ming Lim, Sylvia Chong
Australian Journal of Teacher Education
The purpose of this paper is to investigate the beginning teachers’ perceptions of pedagogical knowledge and skills in teaching in Singapore. Data was collected from the beginning teachers at three time points: the exit point of the teacher education programme, the end of their first year and third year of teaching. In this three year study, the focus is to examine the beginning teachers’ perceptions of their development in the following teaching related factors: lesson planning, classroom management and instructional strategies. The results showed that beginning teachers’ pedagogical knowledge and skills increased significantly, but at different rates, in all three …
A Values, Skills And Knowledge Framework For Initial Teacher Preparation Programmes, Sylvia Chong, Horn Mun Cheah
A Values, Skills And Knowledge Framework For Initial Teacher Preparation Programmes, Sylvia Chong, Horn Mun Cheah
Australian Journal of Teacher Education
The purpose of this paper is to introduce an integrated values, skills and knowledge (VSK) framework for initial teacher preparation programmes. The VSK framework articulated, in broad terms, the desired skills and knowledge components for beginning teachers, with the underlying core values permeating the programmes. The paper has two parts, the first of which details the development as well as the conceptual underpinning of the VSK framework. Part two, through a programme evaluation, discusses the validity and reliability of items developed through the VSK framework to measure the values, skills and knowledge that student teachers perceived through their initial teacher …