The Lesson Observation On-Line (Evidence Portfolio) Platform, David G. Cooper

Australian Journal of Teacher Education

Abstract: At a time when teacher training is being moved to school-based programmes it is important to engage in a research-informed dialogue about creating more distinctive, and cost-effective 21^st century models of teacher training. Three years ago I began feasibility field testing the Lesson Observation On-line (Evidence Portfolio) Platform [LOOP] concept (Cooper, 2012). Student-teachers from a university in the Midlands of England were video recorded, with their schools’ permissions, teaching mathematics’ lessons during their second period of teaching experience. The video recorded lessons together with the trainees’ lesson plans, accompanying lesson resources, lesson self-evaluations and snapshots of …

Promoting Student Teachers' Reflective Thinking Through A Philosophical Community Of Enquiry Approach, Fufy Demissie

Australian Journal of Teacher Education

Abstract

This article outlines how student teachers’ experiences of a philosophical community of enquiry (PCoE) facilitated their pedagogical reflections. Although reflection occupies an important place in teacher education curricula and pedagogy, it is a contested and problematic concept. In this study, a group of second year student teachers took part in a module based on Matthew Lipman's Philosophy for Children (P4C) programme, designed to improve children’s thinking through a PCoE. Using data from a series of reflective activities and an in-depth interview, I examined if and how student teachers’ experiences of PCoE facilitated their readiness to reflect on pedagogical concepts …

Should Educators Be ‘Wrapping School Playgrounds In Cotton Wool’ To Encourage Physical Activity? Exploring Primary And Secondary Students’ Voices From The School Playground, Brendon P. Hyndman, Amanda Telford

Australian Journal of Teacher Education

Physical activity in school playgrounds has changed considerably over recent decades to reflect a climate of ‘surplus safety’. A growing culture of surplus safety can be attributed to a desire of parents and teachers responsible for children to protect school students from danger. The aim of this research was to examine students’ perceptions of playground safety influences on physical activity during school breaks from the perspectives of the ‘users’ of school playgrounds. Data collection consisted of seven focus groups (4 primary school & 3 secondary school) conducted across four schools (2 primary & 2 secondary). During this study, the focus …

Epistemological Considerations For Approaching Teaching In An On-Line Environment Aboriginal And Torres Strait Islander Teacher Education Program: Reconsidering Tpack, Brian Ellis Lewthwaite, Cecily Knight, Max Lenoy

Australian Journal of Teacher Education

This research inquiry explores teacher educator knowledge, understandings and beliefs informing their teaching in a web-based Australian teacher education program for Aboriginal and Torres Strait Islander students. Through the use of a phenomenologically aligned interview process, the study investigates instructors’ consideration of practice for teaching in an on-line environment. Using the TPACK framework (Mishra & Koehler, 2006) as a lens for analysis, what emerges from the data is how lecturers’ knowledge and beliefs about students influences the roles they adopt as educators, and how this influences, in turn, what and how technology is used to support student learning. The …

Preparedness Of Pre-Service Teachers For Inclusive Education In The Solomon Islands, Umesh Sharma, Janine Simi, Chris Forlin

Australian Journal of Teacher Education

Recent policy changes in the Pacific Islands have seen a strong emphasis on implementing inclusive education. Preparing teachers for this change in education will be essential if they are to have the knowledge, skills and understandings so that they can become inclusive practitioners. Pre-service teacher education will play a critical role in supporting this process. This paper considers the perceptions of pre-service teachers undertaking the first year of the Diploma of Teaching in the one university in the Solomon Islands. This is the only university that prepares teachers to work across the entire archipelago. Data are collected pre and post …

‘We Did The How To Teach It’: Music Teaching And Learning In Higher Education In Australia, Dawn Joseph

Australian Journal of Teacher Education

The Australian Government recognizes that the Arts are a critical part of formal school education and it should not be viewed as subordinate or extra. This paper forms part of a wider research project titled “Pre-service teacher attitudes and understandings of Music Education” that started in 2013. The focus of this paper investigates music teaching and learning in a core unit within the Bachelor of Education (Primary) course at Deakin University (Australia). Using questionnaire and interview data gathered in 2014, I employ Interpretative Phenomenological Analysis to analyse and codify the data. Three themes are discussed in relation to: Why it …

Avoiding Practice Shock: Using Teacher Movies To Realign Pre-Service Teachers’ Expectations Of Teaching, Jeremy Delamarter

Australian Journal of Teacher Education

Pre-service teachers often have unrealistic expectations of teaching. They often create an inspiration/content dichotomy in which they expect relational activities to trump content delivery. Unchecked, these misaligned expectations can lead to practice shock, the disorienting and sometimes traumatic identity crisis that often occurs during the first year of teaching. Teacher preparation programs can use course-based reflective activities to provide structure and impetus for reevaluating expectations. This article studies the effects of these activities on two undergraduate pre-service teachers. Popular Hollywood teacher films were used to confront and challenge candidates’ expectations of teaching. An analytical framework based on Baudrillard’s (1995) simulacra …

Changing Expectations, Same Perspective: Pre-Service Teachers’ Judgments Of Professional Efficacy, Graham Hardy, David Spendlove, Damien Shortt

Australian Journal of Teacher Education

This two-part study tracks and measures the professional self-efficacy judgements of two cohorts of pre-service teachers (PST). In Part One, the GTCE’s Code of Conduct and Practice (GTCE, 2009) was used to help form an instrument which tracked changes in the professional self-efficacy judgements of 211 PST through a one-year graduate program. Judgements were sought from PST both about themselves, and importantly, also about practicing teachers in the profession. In Part Two, statements making up the new DfE Teaching Standards (DfE, 2011) were similarly used to form an instrument and used with a subsequent cohort of 416 PST. Outcomes showed …