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Full-Text Articles in Education
Supporting Pre-Service Teachers In Becoming Reflective Practitioners Using Conversation And Professional Standards, Ondine J. Bradbury, Angela Fitzgerald, Justen P. O'Connor
Supporting Pre-Service Teachers In Becoming Reflective Practitioners Using Conversation And Professional Standards, Ondine J. Bradbury, Angela Fitzgerald, Justen P. O'Connor
Australian Journal of Teacher Education
A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the APSTs and designed to enhance reflective conversations. Focus group interview discussions unveiled the …
Perceived Social-Ecological Barriers Of Generalist Pre-Service Teachers Towards Teaching Physical Education: Findings From The Get-Pe Study, Brendon P. Hyndman
Perceived Social-Ecological Barriers Of Generalist Pre-Service Teachers Towards Teaching Physical Education: Findings From The Get-Pe Study, Brendon P. Hyndman
Australian Journal of Teacher Education
Identifying and understanding the perceptions of pre-service teachers (PSTs) is vital to informing teaching practices. The purpose of the ‘Generalist Entry into Teaching Physical Education’ (GET-PE) study was to investigate Australian generalist PSTs' perceptions of the barriers to teaching physical education (PE) classes. A social-ecological model framework (SEM) was uniquely applied as the conceptual framework for the GET-PE study to analyse, explore and understand the multiple levels of barriers perceived by the generalist PSTs. A myriad of SEM level barriers were perceived by the generalist PSTs (n=71) at the intrapersonal level (knowledge gaps, physical abilities, reduced confidence), interpersonal level (community …
Technology Integration In Elementary Classrooms: Teaching Practices Of Student Teachers, Ping Liu
Technology Integration In Elementary Classrooms: Teaching Practices Of Student Teachers, Ping Liu
Australian Journal of Teacher Education
This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that the primary technological means used to enhance teaching was to provide visuals for attention, engagement and interaction. All participants chose to integrate technology but varied substantially in their teaching practices. They applied technology for a number of reasons: student engagement, time management, motivation and meeting individual students’ needs. Variables such …
‘Knowing Your Students’ In The Culturally And Linguistically Diverse Classroom, Robyn Moloney, David Saltmarsh
‘Knowing Your Students’ In The Culturally And Linguistically Diverse Classroom, Robyn Moloney, David Saltmarsh
Australian Journal of Teacher Education
The population movement of globalization brings greater cultural and linguistic diversity (CALD) to communities and education systems. To address the growing diversity in school classrooms, beginning teachers need an expanded set of skills and attitudes to support effective learning. It is an expectation today that teachers know their students and how the students learn. It follows that lecturers and tutors should also know something of the cultural and linguistic profile of their pre-service teacher education students. This article reports a study in a university which examined its teacher education practice in this light. It assessed the curriculum provision of material …
Pre-Service Teachers’ Preferred Methods Of Assessment: A Perspective From Saudi Arabia, Amani K. Hamdan Alghamdi
Pre-Service Teachers’ Preferred Methods Of Assessment: A Perspective From Saudi Arabia, Amani K. Hamdan Alghamdi
Australian Journal of Teacher Education
Teacher-candidate course assessment is one topic that has not been adequately explored in teacher education literature where pre-service teachers’ voices are rarely heard. Assessment methods in pre-service teacher programs across the world, including in Saudi Arabia, have received little exploration in the literature. This mixed-methods study explored a group of female pre-service teachers (n = 83) enrolled in a Diploma of Education program to identify their preferred method of assessment for their learning. The results showed that these individuals preferred a group assignment, consisting of a written report and an oral presentation, over an individual assignment, consisting of an …