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Articles 1 - 16 of 16
Full-Text Articles in Education
Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin
Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin
Australian Journal of Teacher Education
In a direct effort to build a greater understanding of higher education teaching and learning opportunities, this study shares the journey of three university lecturers working to ensure best practice outcomes from criterion-referenced assessment [CRA]. The work was built on a belief that our respective higher education undergraduate students did not fully value the design structure or feedback outcomes inherent in CRA. Using a collaborative autoethnographic lens we pooled experiences, outcomes, challenges, assumptions, and accounts of unconscious biases from across our different tertiary education schools and subjects. Our examination enriched our understanding, our teaching, and our student outcomes. In sharing …
“Why I Don’T Teach As I Was Trained”: Vietnamese Early Career Esol Teachers’ Experience Of Reality Shock, Vu Tran-Thanh
“Why I Don’T Teach As I Was Trained”: Vietnamese Early Career Esol Teachers’ Experience Of Reality Shock, Vu Tran-Thanh
Australian Journal of Teacher Education
Trained intensively in teaching English for communication, beginning Vietnamese ESOL teachers still follow the traditional approach in their classroom, i.e., teaching for grammar-and-vocabulary exams. This contrast in pedagogical practices is caused by “reality shock”, which happens for most teachers during the first few years into teaching. The current study aims to explore how reality shock influences and transforms early career ESOL teachers’ teaching methodologies. It employs an interpretative case study research design to outline both external and internal factors that characterize reality shock. The results show that besides English education policy, students’ cooperativeness and professional support, the participants were also …
Leveraging Social Media And Scholarly Discussion For Educator Empowerment, Steven Kolber, Sandy Nicoll, Kelli Mcgraw, Nicolas Gaube, Keith R. Heggart
Leveraging Social Media And Scholarly Discussion For Educator Empowerment, Steven Kolber, Sandy Nicoll, Kelli Mcgraw, Nicolas Gaube, Keith R. Heggart
Australian Journal of Teacher Education
This paper shares insights from an international community of educators who have been using social media as a virtual space for a scholarly reading group: #edureading. The collection of educator narratives presented in this paper show how social networks on Twitter and Flipgrid were used as inclusive environments for teacher-led professional development. This paper is both a report of research involving five practitioners inquiring into their collective experience, and an exercise in building the scholarly capacity of the #edureading group. The accessibility of the social media platforms, as well as the collaborative, inquiry-based approach to scholarly reading, emerge as key …
The Mediating Role Of Self-Directed Learning Readiness In The Relationship Between Teaching-Learning Conceptions And Lifelong Learning Tendencies, Kasım Karataş, Cihad Şentürk, Aziz Teke
The Mediating Role Of Self-Directed Learning Readiness In The Relationship Between Teaching-Learning Conceptions And Lifelong Learning Tendencies, Kasım Karataş, Cihad Şentürk, Aziz Teke
Australian Journal of Teacher Education
In this study, the mediating role of readiness for self-directed learning in the relationship between pre-service teachers’ teaching-learning approach and lifelong learning skills was examined. The study group consisted of 800 pre-service teachers studying in different universities in Turkey. Data were collected with three different scales. The analysis of the data was carried out using structural equation modelling. According to the findings obtained and the results of the mediation analysis, it is clear that the readiness of self-directed learning in the relationship between constructivist teaching-learning, which is one of the learning teaching approaches, and lifelong learning tendencies has a full …
Online Education Practices And Teaching Team Compositions In Australian Preservice Primary Science Education, James Deehan
Online Education Practices And Teaching Team Compositions In Australian Preservice Primary Science Education, James Deehan
Australian Journal of Teacher Education
Australian Initial Teacher Education (ITE) has long been marred by instability, scrutiny and high academic workloads. University wide workforce changes and the proliferation of online education require ongoing consideration as these factors have the potential to both enrich ITE and exacerbate existing issues. As subsect of ITE, preservice primary science education faces unique hurdles as establish student-centred, authentic practices have historically been delivered by tenured staff in traditional face-to-face settings. This paper aims to explore online teaching practices and teaching team composition in Australian preservice primary science education via interview and survey data collected from 17 academics in a Type …
Anatomy Of A Peace Educator: Her Work And Workplace, Gulistan Gursel-Bilgin, David Flinders
Anatomy Of A Peace Educator: Her Work And Workplace, Gulistan Gursel-Bilgin, David Flinders
Australian Journal of Teacher Education
This article reports a case study that examined the peace education practice of a 5th and 6th grade teacher at an independent, non-profit school in the Mid-western United States. The study used Paulo Freire’s (1970) conception of dialogue as its conceptual framework. After describing the study’s context and methods, we present data focusing on the teacher’s background and development as a peace educator, her teaching practices, and her relationships with her students, school and local community. We discuss Michelle’s interdisciplinary approach to peace education linked with her personal background and her use of dialogue as dynamic, fluid, and relational. Our …
"Professional Learning On Steroids”: Implications For Teacher Learning Through Spatialised Practice In New Generation Learning Environments., Jennifer Charteris, Dianne Smardon
"Professional Learning On Steroids”: Implications For Teacher Learning Through Spatialised Practice In New Generation Learning Environments., Jennifer Charteris, Dianne Smardon
Australian Journal of Teacher Education
There is growing interest in innovative educational space design and the relationality of spatialised teaching practices. This paper addresses the characteristics of spatialised professional learning in newly redesigned or purpose built new generation learning environments (NGLE). The case study is situated within Aotearoa/New Zealand context, a country where there has been considerable policy focus and investment in NGLE. Data from principals who have established NGLE in their schooling settings is analysed, with consideration given to the preparation of teachers to take up spatialised practices. The study highlights key characteristics of spatialised PLD practice – fostering spatial literacy; professional cross-pollination; co-teaching …
Dimensions Of Professional Growth In Work-Related Teacher Education, Leena Aarto-Pesonen, Päivi Tynjälä
Dimensions Of Professional Growth In Work-Related Teacher Education, Leena Aarto-Pesonen, Päivi Tynjälä
Australian Journal of Teacher Education
This article conceptualises adult learners’ professional growth in a tailored, work-related, teacher-qualification programme in physical education. The study data consisted of the reflective-learning diaries of 20 adult learners during a 2-year tertiary and work-related teacher-qualification programme. The data were analysed using data-driven open coding analysis, which was conducted using the constant comparative method of the grounded theory approach. This article presents the horizontal dimensions (egocentric learner, researching professional and expert within society) and the vertical dimensions (transforming self-image, expanding professional self-expression and widening agency) of the adult learners’ multifaceted professional growth process. In addition, the article discusses pedagogical implications in …
Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris
Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris
Australian Journal of Teacher Education
This study investigates and compares elements of creativity in secondary schools and classrooms in Australia and Singapore. Statistical analysis and qualitative investigation of teacher, student and leadership perceptions of the emergence, fostering and absence of creativity in school learning environments is explored. This large-scale international study (n=717) reveals the impact of teacher behaviours, teaching environments and school leadership approaches that promote and impede the enhancement of creative, critical, and innovative thinking, organisation, and curriculum structures. Implications for Australian schools and teaching urge for secondary education to challenge current, practices, pedagogies and environments, arguing for school-based strategies and considerations that enhance …
Using Qualitative Research Methods To Assess The Degree Of Fit Between Teachers’ Reported Self-Efficacy Beliefs And Their Practical Knowledge During Teacher Education, Mark Wyatt
Australian Journal of Teacher Education
Abstract: There is a need for qualitative research into teachers’ self-efficacy beliefs so that the relationship between these beliefs and other cognitions possessed by teachers, including their practical knowledge, can be better understood by teacher educators. Teachers’ self-efficacy beliefs may need supporting if they seem too low or challenging if they seem too high. However, clear criteria are needed to facilitate assessment, together with the use of rigorous qualitative methods. This article explores these issues while reporting on research conducted in Oman into the cognitions of two in-service English language teachers. There is a focus on how qualitative case study …
"Inside-Out Pedagogy": Theorising Pedagogical Transformation Through Teaching Philosophy, Rosie Scholl
"Inside-Out Pedagogy": Theorising Pedagogical Transformation Through Teaching Philosophy, Rosie Scholl
Australian Journal of Teacher Education
This retrospective interview study focused on the impact that training and implementation of Philosophy, in Lipman's tradition of Philosophy for Children, had on the pedagogy of 14 primary teachers at one school. Semi-structured interviews were conducted to document the impact of teaching Philosophy on pedagogy, the resources required to facilitate and sustain such change, including the necessary dispositions required to teach Philosophy, and the critical junctures in pedagogical change associated with teaching Philosophy. Interview data were coded and analysed to generate a grounded theory regarding the efficacy of teaching Philosophy in terms of its impact on the pedagogy of the …
Reflective Blogging As Part Of Ict Professional Development To Support Pedagogical Change, Sarah J. Prestridge
Reflective Blogging As Part Of Ict Professional Development To Support Pedagogical Change, Sarah J. Prestridge
Australian Journal of Teacher Education
Reflection is considered an inherent part of teacher practice. However, when used within professional development activity, it is fraught with issues associated with teacher confidence and skill in reflective action. Coupled with anxiety generally associated with technological competency and understanding the nature of blogging, constructive reflection is difficult for teachers. This paper focuses on the reflective quality of teachers’ blogs. It describes teachers’ perceptions and engagement in reflective activity as part of an ICT professional development program. Reflective entries are drawn from a series of blogs that are analysed qualitatively using Hatton’s and Smith’s (1995) three levels of reflection-on-action. The …
Emerging Critical Literacy In Teachers As Novice Researchers, Jennifer Mitton Kukner
Emerging Critical Literacy In Teachers As Novice Researchers, Jennifer Mitton Kukner
Australian Journal of Teacher Education
This paper explores the experiences of three teachers as novice researchers as they taught full-time in a university English language school in Turkey. Viewing the participants’ experiences as researchers through a narrative understanding of teacher knowledge and a critical literacy lens enhanced their critical cognisance of their positioning as women instructors in a higher education setting. Their research experiences were shaped not only by their classroom concerns but also by expectations and larger social narratives that lived beyond their classroom doors. This study focuses specifically upon English language teachers and acknowledges the intersection of gender roles and contextual constraints as …
The Practicum In Tafe Teacher Education : The Challenge Of Contextual Diversity., Ralph Blunden
The Practicum In Tafe Teacher Education : The Challenge Of Contextual Diversity., Ralph Blunden
Australian Journal of Teacher Education
The Hawthorn Institute of Education has had a long tradition of training Technical and Further Education (henceforth, 'TAFE') teachers. The TAFE context in general (and the practicum context in TAFE colleges in particular) gives rise to many difficulties and challenges which do not beset the pre-service education of secondary teachers (at least not to the same degree). In this paper, after briefly sketching the historical context of TAFE and TAFE teacher preparation, attention is drawn to the diversity of TAFE in Victoria. Following this, some examples of· practicum supervision situations are provided to illustrate how they differ from the standard …
Teaching Language To Adults. Mixed Ability Teaching : Meeting Learners' Needs., E. J. Mcgilp
Teaching Language To Adults. Mixed Ability Teaching : Meeting Learners' Needs., E. J. Mcgilp
Australian Journal of Teacher Education
Ainslie, Susan. (1994) Mixed ability teaching : meeting learners' needs. Centre for Information on Language Teaching and Research, London.
Research And Development As An Essential Work Practice For Teachers., Sharan Burrow
Research And Development As An Essential Work Practice For Teachers., Sharan Burrow
Australian Journal of Teacher Education
Educators who have promoted the societal value of life-long learning must take heart from the growing acceptance by business and industry leaders that career-long education and development is essential for their survivaL This dawning realisation has been prompted by the harsh realities of competitive, global economics. Increasingly business leaders recognise that managers and employees must learn and adapt or contract and shut down. Ironically, much of the tough language of business and industry in regard to essential learnings and understandings (competencies) can be found in documented debate, system reports and teacher discourse of the seventies, a discourse labelled 'soft' by …