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Full-Text Articles in Education
Children's Knowledge, Teachers' Knowledge: Implications For Early Childhood Teacher Education, Joy Cullen
Children's Knowledge, Teachers' Knowledge: Implications For Early Childhood Teacher Education, Joy Cullen
Australian Journal of Teacher Education
A recent explosion of research on young children's knowledge raises issues for early childhood educators with regard to the extent to which early childhood programs incorporate the knowledge base that children bring to their learning. Recent psychological work on children's domain knowledge reveals early competencies that contribute to subsequent conceptual learning. Studies of learning in early childhood settings suggest further that sociocultural mechanisms (or constraints) of learning are important factors in children's knowledge construction in the early years. These studies also indicate the interface of content and processes in young children's knowledge construction. It is argued that the professional knowledge …
Competence And Quality In The Training Of Teachers For The Post Compulsory Sector In The Uk , Bruce Russell, Peter Sanderson
Competence And Quality In The Training Of Teachers For The Post Compulsory Sector In The Uk , Bruce Russell, Peter Sanderson
Australian Journal of Teacher Education
This issue addresses the broad theme of quality learning. When we invited authors to submit papers for this special issue. we were not prescriptive about what we meant by quality learning However. we were especially interested in some aspects of learning that are particularly important to teacher education at the present time. One of these relates to the quality of the learning outcomes that are achieved by teacher education students. What sort of outcomes should prospective teachers achieve before they take on the complex task of helping others learn?
Helping Future Teachers To Be Effective Learners: Providing In Context Learning Support For First Year Teacher Education Students, Barbara De La Harpe, Alex Radloff
Helping Future Teachers To Be Effective Learners: Providing In Context Learning Support For First Year Teacher Education Students, Barbara De La Harpe, Alex Radloff
Australian Journal of Teacher Education
Future teachers need to be effective learners and also effective teachers of learning. However, many Teacher Education students are underprepared for university study and, as a consequence, may, not be effective learners. Thus, they need help to develop the cognitive, metacognitive, motivational and affective strategies which are needed for qualitv learning and their future teaching. Current theory and research suggests that such help is best provided by the discipline instructor in the context of regular teaching. In this paper we outline how students can be helped to be effective learners, describe how we provided such help to a group of …
Establishing Academic And Social Support Groups For Teacher Education Students, Anna M. Sullivan
Establishing Academic And Social Support Groups For Teacher Education Students, Anna M. Sullivan
Australian Journal of Teacher Education
Following their research into cooperative learning, Johnson and Johnson (1994) have suggested that teachers establish base groups in their classes to provide academic and social support to students. Base groups are small groups of students that meet regularly to discuss matters associated with the students' social and academic goals and progress. One of the features of base groups is that the teacher does not participate in their discussions unless specifically invited to do so. While there is some evidence that base groups are effective in providing academic and social support to school students, there is little information about their effectiveness …
Constructivism And Reconstructionism: Educating Teachers For World Citizenship, Mary Lou Breithorde, Louise Swiniarski
Constructivism And Reconstructionism: Educating Teachers For World Citizenship, Mary Lou Breithorde, Louise Swiniarski
Australian Journal of Teacher Education
Public education is characterized by tension between the goals of enlightening individuals and improving society. In the United States, the emphasis has been on individual needs. We design lessons which respect for child as a maker of meaning. We teach to individual learning styles and are concerned that the curriculum "make sense." Given an ideology which sees the individual as the source of economic and political welfare, we comfortably focus on their intellectual and personal growth and call it “constructivism”. At other times, education for social responsibility took priority. During economic depressions, wars and civic strife, we taught children to …
Multiple Data Sources: Converging And Diverging Conceptualizations Of Lote Teaching, Kazuyoshi Sato, Robert Kleinsasser
Multiple Data Sources: Converging And Diverging Conceptualizations Of Lote Teaching, Kazuyoshi Sato, Robert Kleinsasser
Australian Journal of Teacher Education
The study, uncovered Japanese Language Other Than English (LOTE) teachers' understandings of communicative language teaching (CLT). Using the idea of multiple data sources, the project relied on open ended interviews, classroom observations, and LOTE teacher survey responses. The data provided answers to two research questions: 1) What are LOTE teachers' beliefs and knowledge about (communicative) language teaching? and 2) How do LOTE teachers implement CLT in their classrooms. The multiple data sources provided information that both converged and diverged, providing insights not only into communicative language teaching, but also teachers' views of language teaching in general. The various sources allowed …
The Value Of Lectures In Teacher Education: The Group Perspective, Geoffrey H. Waugh, Russell F. Waugh
The Value Of Lectures In Teacher Education: The Group Perspective, Geoffrey H. Waugh, Russell F. Waugh
Australian Journal of Teacher Education
This paper proposes the use of a model of large student lectures in teacher education programmes to emphasize the group perspective, rather than the individual perspective, during lecture presentation and which complement other types of instruction such as tutorials and seminars. The model involves eight variables, manipulated by the lecturer that contribute to a good lecture series with more than 100 students. These are: atmosphere in the lecture hall, structure and clarity of the lecture, the learning and information content of the lecture, lightheartedness during the lecture, a personal and helpful relationship with the students, arranged and interesting breaks during …