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Full-Text Articles in Education

Pre-Service Teachers’ Impact On Student Learning: Planning, Teaching, And Assessing During Professional Practice, Michael Cavanagh, Jennifer Barr, Robyn Moloney, Rod Lane, Iain Hay, Hye-Eun Chu Jan 2019

Pre-Service Teachers’ Impact On Student Learning: Planning, Teaching, And Assessing During Professional Practice, Michael Cavanagh, Jennifer Barr, Robyn Moloney, Rod Lane, Iain Hay, Hye-Eun Chu

Australian Journal of Teacher Education

This paper reports a pilot study to investigate four pre-service teachers’ reports of their impact on student learning while they completed a four-week professional experience block. We used Hiebert, Morris, Berk, and Jansen’s (2007) framework for teacher preparation to analyse the how the participants planned, assessed and reflected on a lesson sequence. Data collected were the pre-service teachers’ learning diary entries completed during the four-week block and an online questionnaire and interview completed at the end of the teaching block. Results indicate that the pre-service teachers struggled to identify clear learning goals for students which adversely impacted their ability ...


Beating The Bamboozle: Literacy Pedagogy Design And The Technicality Of Sfl, Erika Matruglio Jan 2019

Beating The Bamboozle: Literacy Pedagogy Design And The Technicality Of Sfl, Erika Matruglio

Australian Journal of Teacher Education

This paper explores the issue of metalanguage and writing instruction in the senior secondary curriculum. It reports on the use of a design based research collaboration between a very experienced teacher of Ancient History and a research team with the aim of improving literacy outcomes for a group of disadvantaged students. The case highlights some of the challenges implicated in this close work between educational linguistic theorists as language specialists and classroom practitioners as subject specialists. In particular, it raises the issue of how to provide already experienced teachers with a metalanguage to express their implicit knowledge about text more ...


Middle School Mathematics Pre-Service Teacher’S Responses To A Mathematics Content And Specific Mathematics Pedagogy Intervention, Stephen J. Norton Jan 2019

Middle School Mathematics Pre-Service Teacher’S Responses To A Mathematics Content And Specific Mathematics Pedagogy Intervention, Stephen J. Norton

Australian Journal of Teacher Education

Prospective middle school pre-service teachers’ knowledge and affect in Australia has had little empirical research. In this study, 108 graduate entry pre-service teachers were surveyed for their knowledge of middle years’ mathematics, confidence, and self-efficacy at the commencement of a mathematics curriculum course. It was found that their memory of middle years’ mathematics was very poor and this was accompanied by low levels of confidence and self-efficacy. An intervention was undertaken to address these issues. The findings are discussed in the context of the “genericism” of pre-service teacher preparation. In particular, the findings call into question the justification for pre-service ...


Insights From Senior-Secondary Physical Education Students On Teacher-Related Factors They Perceive To Influence Academic Achievement, Rachael J. Whittle, Amanda Telford, Amanda C. Benson Jan 2019

Insights From Senior-Secondary Physical Education Students On Teacher-Related Factors They Perceive To Influence Academic Achievement, Rachael J. Whittle, Amanda Telford, Amanda C. Benson

Australian Journal of Teacher Education

This research aimed to explore student perceptions of teacher-related factors that may influence academic achievement in the context of Victorian Certificate of Education (VCE) Physical Education. This qualitative study involved 23 VCE Physical Education students from three government and one independent secondary school in Victoria, Australia. Focus groups utilising a semi-structured interview schedule explored student perceptions of teacher-related factors on academic achievement. The importance of teachers having a good ‘attitude’, a broad repertoire of teaching strategies, making real-world connections, developing positive student-teacher relationships and facilitating access to themselves outside of scheduled class time were perceived by students as important influences.