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You Mean I Have To Teach Sustainability Too? Initial Teacher Education Students’ Perspectives On The Sustainability Cross-Curriculum Priority, Janet E. Dyment, Allen Hill
You Mean I Have To Teach Sustainability Too? Initial Teacher Education Students’ Perspectives On The Sustainability Cross-Curriculum Priority, Janet E. Dyment, Allen Hill
Australian Journal of Teacher Education
Abstract: In this paper, we report on an investigation into initial teacher education students (ITES) understandings of sustainability and the Australian National Curriculum Sustainability Cross Curricular Priority (CCP). We also explore their willingness and capacities to embed the CCP into their own teaching practices. The ITESs (N=392) completed a quantitative survey with a series of Likert Scale questions and were asked to list “5 words” when they think of sustainability. Analysis reveals that ITESs have generally limited to moderate understandings of sustainability and education for sustainability, but lesser understandings of the Sustainability CCP and the 9 organising ideas. Understandings of …
Degrees Of Change: Understanding Academics Experiences With A Shift To Flexible Technology-Enhanced Learning In Initial Teacher Education, Benjamin A. Kehrwald, Faye Mccallum
Degrees Of Change: Understanding Academics Experiences With A Shift To Flexible Technology-Enhanced Learning In Initial Teacher Education, Benjamin A. Kehrwald, Faye Mccallum
Australian Journal of Teacher Education
The implementation of technology enhanced learning in higher education is often associated with changes to academic work. This article reports on a study of staff experiences with curriculum development and teaching in multiple modes of blended and online learning in a Bachelor of Education degree. The findings indicate that the changes experienced by these teacher educators were significant but not wholesale. More specifically, the findings highlight three particular areas of change that impacted on their role as teacher educators: changed pedagogical practices, particularly in staff-student communication, interaction and relationship building with students; increasing workloads associated with flexible delivery; and changed …
Navigating Discourses Of Cultural Literacy In Teacher Education, Kelsey Halbert, Philemon Chigeza
Navigating Discourses Of Cultural Literacy In Teacher Education, Kelsey Halbert, Philemon Chigeza
Australian Journal of Teacher Education
Pre-service teachers’ understandings, skills and dispositions as global, culturally literate citizens and agents of change have arguably never been more important. Professional standards, systemic policies and frameworks and a broad range of scholarly perspectives on culture position pre-service teachers to take up cultural education in sometimes conflicting ways. It is these orientations to culture within a teacher education program and how they sit alongside potentially incongruent policies, practices and worldviews that are the focus of this paper. The practitioner research draws on cultural identity theories, policies and student experiences in the teaching and learning of an undergraduate education subject entitled …