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- Teacher education (3)
- Chile (1)
- Classroom management (1)
- EFL (1)
- Early childhood education (1)
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- Foucauldian Discourse Analysis [FDA] (1)
- Learning diaries (1)
- Long day care (1)
- Preservice teachers (1)
- Privileged content knowledge (1)
- Prospective teacher (1)
- Reform engagement (1)
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- Teacher beliefs (1)
- Teacher change (1)
- Teaching practices (1)
- Team teaching (1)
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- Vocational teachers (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
'Half Of It's Out The Window': Exploring Tensions, Hierarchies And Positionalities Amidst The Changing Knowledge Base Of Early Childhood Teacher Education Discourses, Lauren Armstrong
Australian Journal of Teacher Education
Early childhood education is foregrounded in change. In Australia, this has encompassed the introduction, review and updates of national quality and curriculum frameworks from 2009, and changes to qualification requirements. Within the state of Victoria, further impacts have occurred due to the simultaneous introduction of a parallel curriculum framework. This paper draws on a qualitative study to examine how diverse teacher education discourses available to Victorian long day care educators have shaped their subject positions, discursive practices and reform engagement. Utilising Foucault’s concepts of discourse, knowledge and power, and Foucauldian Discourse Analysis [FDA], findings offer insight into how diverse teacher …
Examination Of Text And Video-Formatted Learning Diaries In The Teacher Education, Murat Debbag, Mustafa Fidan
Examination Of Text And Video-Formatted Learning Diaries In The Teacher Education, Murat Debbag, Mustafa Fidan
Australian Journal of Teacher Education
This study aims to comparatively examine the text and video formatted learning diaries created within the scope of a school experience course which is a part of teacher education programs for prospective science teachers (PSTs). The case study design was used in this study. The participants created their learning diaries both in text and video formats for the school experience. Results showed that both text formatted diaries and video formatted diaries not only made it possible for the PSTs to see, review, and correct their deficiencies with respect to the profession of teaching, but also made contributions to the development …
Factors Influencing The Evolution Of Vocational Teachers’ Beliefs And Practices Related To Classroom Management During Teacher Education, Céline Girardet, Jean-Louis Berger
Factors Influencing The Evolution Of Vocational Teachers’ Beliefs And Practices Related To Classroom Management During Teacher Education, Céline Girardet, Jean-Louis Berger
Australian Journal of Teacher Education
Two studies were conducted to investigate the evolution of 71 Swiss vocational teachers’ classroom management as a result of the inputs of a teacher education program, and to identify the factors that encouraged or impeded teacher change. Study 1 consisted of a longitudinal survey, and Study 2 of interviews. Longitudinal analyses were performed using a multilevel approach. This mixed-method study revealed that vocational teachers’ classroom management evolved towards the beliefs and practices encouraged by the teacher education program. Years of prior teaching experience and motivations for choosing teaching were found to moderate teachers’ evolutions. Moreover, influential people, providing alternative strategies …
Exploring Models Of Team Teaching In Initial Foreign/Second Language Teacher Education: A Study In Situated Collaboration, Malba Barahona
Exploring Models Of Team Teaching In Initial Foreign/Second Language Teacher Education: A Study In Situated Collaboration, Malba Barahona
Australian Journal of Teacher Education
The demonstrable potential of team teaching as a productive mechanism for developing collaborative teacher learning is now broadly understood in the field of teacher education. However, there is less evidence of the use of such collaborative teaching as a means of strengthening initial foreign/second language teacher education. This paper reports on the findings of a multiple case study in Chile that explored team teaching in a foreign language teacher education program. The study is illuminated through the lens of cultural historical activity theory framework (CHAT) and draws on the analysis of semi-structured interviews, work shadowing observations and reflections. The outcomes …