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Full-Text Articles in Education
Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna
Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna
Australian Journal of Teacher Education
Recent developments of higher teacher education in Tanzania have witnessed high student enrolments necessitating change of an emphasis from individual assessment to group-based assessment practices. In this context, informed by the constructivist philosophical perspective, this article reports on the pre-service teachers’ voices regarding the prevalence, impacts and counteractive strategies of social loafing. The pre-service teachers are drawn from one higher education institution in Tanzania that serves as a case study. It draws on qualitative data collected from a sample of purposively selected undergraduate pre-service teachers. The study found social loafing tendencies to be commonplace and with far-reaching consequences amongst students …
Using An Online Numeracy Practice Test To Support Education Students For The Numeracy Component Of The Lantite, Thuan Thai, Kate Hartup, Adelle Colbourn, Amanda Yeung
Using An Online Numeracy Practice Test To Support Education Students For The Numeracy Component Of The Lantite, Thuan Thai, Kate Hartup, Adelle Colbourn, Amanda Yeung
Australian Journal of Teacher Education
In Australia, teacher education students must pass the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) to meet accreditation requirements. Although this has been mandated since 2016, there are currently few resources available for students to use in preparation for the test. To help students prepare for the numeracy component of the LANTITE, we developed an online Numeracy Practice Test (NPT) through the institution’s learning management system. This study assessed the learning analytics from the NPT between students who subsequently passed the numeracy component of the LANTITE with those that failed. Our results show that students who passed performed …
Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning In A Teacher Education Programme, Jocelyn M. Howard, Adèle Scott
Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning In A Teacher Education Programme, Jocelyn M. Howard, Adèle Scott
Australian Journal of Teacher Education
Ongoing developments in e-learning, improved internet accessibility and increased digital citizenry provide exciting opportunities to integrate effective classroom pedagogies with online educational technologies, creating mixed-mode courses to enhance student engagement and facilitate greater autonomous learning. This research examines pre-service teacher education students’ perceptions of the effectiveness of experiential and digitally-mediated tools which take them beyond the constraints of traditional lecture-type delivery. Quantitative and qualitative results from distance and face-to-face cohorts show the value the students ascribe to tools employed in a modified language course. These are discussed in relation to reported changes in students’ proficiency in the target language and …
Feedback, Iterative Processing And Academic Trust - Teacher Education Students' Perceptions Of Assessment Feedback, Susan E. Davis, Joanne M. Dargusch
Feedback, Iterative Processing And Academic Trust - Teacher Education Students' Perceptions Of Assessment Feedback, Susan E. Davis, Joanne M. Dargusch
Australian Journal of Teacher Education
Abstract: Feedback and reflective processes play an important role in learning with both teachers and students required to play active roles. The importance of feedback processes and practices takes on an added dimension in the field of teacher education as the assessment and feedback processes are also professional practices that students themselves will be enacting in their professional roles. To this end, feedback provides opportunities for students to develop their own professional assessment literacy but also draws attention to the role of the teacher-education lecturer or assessor and the roles and relationships involved. This article reports on a research study …
The Approaches To Teaching Inventory: A Preliminary Validation Of The Malaysian Translation, Pauline Swee Choo Goh, Kung Teck Wong, Mohd Sahandri Gani Hamzah
The Approaches To Teaching Inventory: A Preliminary Validation Of The Malaysian Translation, Pauline Swee Choo Goh, Kung Teck Wong, Mohd Sahandri Gani Hamzah
Australian Journal of Teacher Education
The purpose of this study was to evaluate a Malaysian translation of the 22-item Approaches to Teaching Inventory for application in higher education. The Approaches to Teaching Inventory was a quantitative measure used by teachers of higher education to gauge their own teaching approaches that had been psychometrically assessed and widely used in western universities. Data in the present study came from 172 teachers in two institutions of higher learning. Principal factor analyses with varimax rotation and confirmatory factor analyses support a model with 17 items categorized into five sub-factors that were subsumed within two main factors. The alpha values …
Investigating The Literacy, Numeracy And Ict Demands Of Primary Teacher Education, Helen De Silva Joyce, Susan Feez, Eveline Chan, Stephen Tobias
Investigating The Literacy, Numeracy And Ict Demands Of Primary Teacher Education, Helen De Silva Joyce, Susan Feez, Eveline Chan, Stephen Tobias
Australian Journal of Teacher Education
The pre-service programs delivered in Australian teacher education institutions are expected to graduate students who meet externally determined standards, including standards in literacy, numeracy and information and communication technology. These programs are also expected to educate future teachers in professional knowledge and practice, as well as prepare them to engage in professional learning continuously throughout their careers. This paper reports on the first phase of a project that investigated the literacy, numeracy and ICT demands of assessment tasks across the four years of the Bachelor of Education (Primary) program at a regional university.