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Articles 1 - 10 of 10
Full-Text Articles in Education
Creativity From Two Perspectives: Prospective Mathematics Teachers And Mathematician, Gönül Yazgan-Sağ, Elçin Emre-Akdoğan
Creativity From Two Perspectives: Prospective Mathematics Teachers And Mathematician, Gönül Yazgan-Sağ, Elçin Emre-Akdoğan
Australian Journal of Teacher Education
Although creativity plays a critical role in mathematics, it remains underestimated in the context of a mathematics classroom. This study aims to explore the views and differences creativity displays in prospective teachers and one of their lecturers with respect to the characteristics and practices of creative teachers and the characteristics of creative students. We collected data through interviews with four prospective mathematics teachers and one mathematics lecturer. The study results revealed that their perspectives on creativity varied greatly and were mostly influenced by the characteristics of their diverse backgrounds and teaching practices. The views of the prospective mathematics teachers with …
Navigating The Challenges Of Becoming A Culturally Responsive Teacher: Supportive Networking May Be The Key, Nina L. Nilsson Ph.D., Ailing Kong Ph.D., Shantel Hubert
Navigating The Challenges Of Becoming A Culturally Responsive Teacher: Supportive Networking May Be The Key, Nina L. Nilsson Ph.D., Ailing Kong Ph.D., Shantel Hubert
Australian Journal of Teacher Education
Research shows graduates of teacher education programs do not always transfer, or apply, the best practices they learn to instructional practice due to factors related to course features, the student, and workplace environment (e.g., Brown & Bentley, 2004; de Jong et al., 2010). This study examined the challenges a secondary-level English teacher in the United States encountered when she attempted to implement culturally responsive teaching practices she learned from a graduate course to her class with ELLs. Findings indicate she faced strategy- and language-related challenges due to student culture and school environment factors (“external challenges”), as well as her own …
Influences On Preservice Writing Instruction During The Secondary English As An Additional Language Practicum In Australia, Minh Hue Nguyen, Jill Brown
Influences On Preservice Writing Instruction During The Secondary English As An Additional Language Practicum In Australia, Minh Hue Nguyen, Jill Brown
Australian Journal of Teacher Education
Informed by a sociocultural perspective on second language teacher education, the present qualitative study investigates three preservice teachers’ (PSTs) writing instruction during the English as an Additional Language (EAL) practicum in Australian secondary schools in relation to the multidimensional context of the practicum and the PSTs’ personal backgrounds. Sources of data included individual interviews with the PSTs and their school mentors, lesson plans and recordings, teaching materials, the PSTs’ self-reflections, and analysis of the schools’ EAL programs. Data analysis revealed that the main factors shaping PSTs’ writing instruction included the EAL programs at the schools, school teachers and the mentors …
Classroom Management And National Professional Standards For Teachers: A Review Of The Literature On Theory And Practice, Helen M. Egeberg, Andrew Mcconney, Anne Price
Classroom Management And National Professional Standards For Teachers: A Review Of The Literature On Theory And Practice, Helen M. Egeberg, Andrew Mcconney, Anne Price
Australian Journal of Teacher Education
This article reviews the conceptual and empirical research on classroom management to ascertain the extent to which there is consistency between the “advice” found in the research literature and the professional standards for teachers and initial teacher education, in regards to knowledge and perspectives about effective classroom management. Focusing on the evolution of beliefs, knowledge and perspectives about classroom management the article will clarify effective classroom management and place this within the frameworks on effective teaching, in particular the AITSL standards, and consequently consider some implications for best practice.
Examination Of Learning Equity Among Prospective Science Teachers Who Are Concrete, Formal And Postformal Reasoners After An Argumentation-Based Inquiry Course, Ömer Acar, Bruce R. Patton
Examination Of Learning Equity Among Prospective Science Teachers Who Are Concrete, Formal And Postformal Reasoners After An Argumentation-Based Inquiry Course, Ömer Acar, Bruce R. Patton
Australian Journal of Teacher Education
This study had two research purposes. First, we examined the scientific reasoning gains of prospective science teachers who are concrete, formal, and postformal reasoners in an argumentation-based physics inquiry instruction. Second, we sought conceptual knowledge and achievement gaps between these student groups before and after the instruction. Results were reported for 114 prospective science teachers. Results showed that concrete reasoners’ scientific reasoning gain was higher than those of formal and postformal reasoners. Moreover postformal reasoners outperformed formal and concrete reasoners on a situational conceptual knowledge subscale before and after instruction. In addition, postformal and formal reasoners scored higher than concrete …
What Students Say About Homework – Views From A Secondary School Science Classroom In Trinidad And Tobago., Rawatee Maharaj-Sharma, Amrit Sharma
What Students Say About Homework – Views From A Secondary School Science Classroom In Trinidad And Tobago., Rawatee Maharaj-Sharma, Amrit Sharma
Australian Journal of Teacher Education
Students’ experiences with homework started the moment they enter the schooling system, yet very little is known about how students view homework. In this work, science students’ views of homework, and the factors or experiences that have influenced their views of homework are explored. The participants for this work were 34 secondary school science students in their fourth year of secondary schooling. A Likert-type questionnaire was used to gather data on students’ views about homework and a semi-structured interview was used to explore what experiences and/or factors have influenced their views. The results indicate that the majority of students perceived …
The Role Of Reflection And Collaboration In The Evolution Of A Group Of Novice Secondary Education Science Teachers, Josefa Cuesta, Pilar Azcárate, José Maria Cardeñoso
The Role Of Reflection And Collaboration In The Evolution Of A Group Of Novice Secondary Education Science Teachers, Josefa Cuesta, Pilar Azcárate, José Maria Cardeñoso
Australian Journal of Teacher Education
The present article analyses the changes in practices, ideas, and attitudes proposed by a group of novice science teachers during a further education teacher training program. The research on which it is based is focused on monitoring the training program and its impact on the participating teachers. The training program has as its starting point the practical problems teachers encounter, and is developed fundamentally through team work, debates, and reflection. The study demonstrates the suitability of these procedures to facilitate change and influence the professional development of these teachers.
Career Motivations, Role Expectations And Curriculum Knowledge Of Prospective Secondary English Teachers In Western Australia, Brian Moon, Barbara Harris
Career Motivations, Role Expectations And Curriculum Knowledge Of Prospective Secondary English Teachers In Western Australia, Brian Moon, Barbara Harris
Australian Journal of Teacher Education
Teacher quality, teaching standards, and entry criteria for teacher education courses are currently subjects of intense national debate and policy development in Australia. As tertiary institutions respond to calls for a review of standards, there is a need for more data on the characteristics of entrants to teacher education and the factors that are likely to influence their performance as teachers. This survey-based study investigated the entry characteristics of four cohorts of secondary English majors at one institution. Prior studies have focussed on graduate-level students in one-year preparation courses, and addressed fewer factors. This study surveyed undergraduate students embarking on …
School-Based Youth Physical Activity Promotion: Thoughts And Beliefs Of Pre-Service Physical Education Teachers, Jerome N. Rachele, Thomas F. Cuddihy, Tracy L. Washington, Steven M. Mcphail
School-Based Youth Physical Activity Promotion: Thoughts And Beliefs Of Pre-Service Physical Education Teachers, Jerome N. Rachele, Thomas F. Cuddihy, Tracy L. Washington, Steven M. Mcphail
Australian Journal of Teacher Education
Physical education teachers are central to the facilitation of school-based physical activity promotion. However, teachers have self-reported a lack of knowledge, skills, understanding, and competence to successfully implement these strategies. The aim of this investigation was to explore the beliefs and perceptions of pre-service physical education teachers, concerning their potential roles in future school-based programs designed to promote student physical activity. Fifty-seven pre-service physical education teachers (21 males and 36 females) had complete data and were included in the analysis. Participants responded positively, and did not reveal concerns about their capacity to facilitate school-based physical activity promotion during practicum, and …
The Teaching Discipline Doesn’T Matter? An Assessment Of Preservice Teachers’ Perception Of The Value Of Professional Experience In Attaining Teacher Competencies., Peter Howley, Ruth Reynolds, Erica Southgate
The Teaching Discipline Doesn’T Matter? An Assessment Of Preservice Teachers’ Perception Of The Value Of Professional Experience In Attaining Teacher Competencies., Peter Howley, Ruth Reynolds, Erica Southgate
Australian Journal of Teacher Education
This paper is one in a series of papers interrogating some of the fundamental bases of what is seen as good professional experience in initial teacher education (ITE). This paper uses the case study of Health/Physical Education (HPE) students’ perceptions of their professional experience, compared to other teaching disciplines, in one regional university to examine the seemingly taken-for–granted view that professional experience in all teaching disciplines can be assessed according to generic professional standards. In this case when HPE students were surveyed on their views of their ability to satisfy the NSW Institute of Teachers’ Professional Teaching Standards during practical …