Analysis Of Elementary School English Teachers’ Professional Dialogue As Their Professional Development, Chin-Wen Chien

Australian Journal of Teacher Education

This qualitative study analyzed the professional dialogue among 67 English teachers at seven elementary schools in New Taipei City in Taiwan. Based on the analysis of the documentation, observation, and interviews, the study has two major findings. First, the knowledge and skills covered in the professional dialogues of English teachers concerned planning, implementing, and managing instruction. Second, English teachers regarded their professional dialogues as effective and goal-oriented. In order to make professional dialogues into job-embedded professional development for English teachers, they must be goal-oriented and carried out in an environment of care and trust. Moreover, professional dialogue can take the …

Problem-Seeking In Teacher Education: Empowering Students To Grapple With The Complexities Of The Profession, Julie Ballantyne, Libby Flynn, Tammie Olm-Madden

Australian Journal of Teacher Education

Preparing teachers for the realities of the profession is an ongoing concern for teacher education providers. In a climate where the future of teaching is largely unknown and the issues to be faced by teachers throughout their career largely imagined, the ability to identify and solve problems becomes increasingly important. This paper documents an evaluation of a pilot approach to preparing pre-service teachers for the realities of their profession. This approach, which centred on students utilising mobile technologies to problem-seek, was evaluated in terms of students’ perceived preparedness for the profession and their development of problem-solving skills and strategies. Results …

Prevalence, Predictors And Sources Of Information Regarding Neuromyths In An Australian Cohort Of Preservice Teachers, Mark Carter, Penny Van Bergen, Jennifer Stephenson, Carol Newall, Naomi Sweller

Australian Journal of Teacher Education

The term neuromyths refers to misconceptions about learning and the brain. Educator neuromyths may result in inappropriate instruction, labelling of learners, and wasted resources. To date, little research has considered the sources of these beliefs. We surveyed 1359 Australian preservice educators (M = 22.7, SD = 5.7 years) about their sources of information for 15 neuromyth and 17 general brain knowledge statements. Consistent with previous studies, neuromyth beliefs were prevalent. Predictors of neuromyth accuracy included general brain knowledge and completion of university classes addressing neuromyths, although effects were modest. Depending on the belief, participants relied on general knowledge, academic staff, …

“In Lantite, No One Can Hear You Scream!” Student Voices Of High-Stakes Testing In Teacher Education., Alison L. Hilton, Rebecca Saunders, Caroline Mansfield

Australian Journal of Teacher Education

This article investigates pre-service teachers’ experiences of undertaking LANTITE, a high-stakes literacy and numeracy test for initial teacher education students. In this mixed methods study, 189 initial teacher education students from 28 Australian universities participated in an online questionnaire, with 27 students going on to take part in semi-structured telephone interviews. Indicative findings give voice to those most impacted by the implementation of LANTITE in 2017, revealing student concerns about the processing and return of results, and test anxiety. This study provides a unique insight into the experiences of completing this high-stakes test.

Elaborating A Model For Teacher Professional Learning To Sustain Improvement In Teaching Practice, Pauline W. Thompson, Jeana A. Kriewaldt, Christine Redman

Australian Journal of Teacher Education

: Effective professional learning is acknowledged as a key lever to improve teacher practice. However, many studies report significant variation in the effectiveness of the types of programs on offer. Recently, there has been a move from the traditional single-event, passive approach to more collaborative and ongoing forms of professional learning. Interestingly, researchers have paid little attention to understanding the experience of professional learning from the teachers’ viewpoint. This research sought to develop this understanding by following the attitudes and behaviours of a group of secondary teachers as they participated in an ongoing professional learning program. This professional learning program …

Teacher Biography: Solo Analysis Of Preservice Teachers’ Reflections Of Their Experiences In Physical Education, John E. Haynes, Frances Quinn, Judith A. Miller

Australian Journal of Teacher Education

Teacher biography, as a reflective practice, was implemented in the context of Physical Education in a primary teacher education course at a regional Australian university. Second year students were asked to provide descriptions of a critical incident they experienced at the primary or secondary level in a Physical Education or sporting context (N=214). Their responses comprised the data for this study and the Structure of Observed Learning Outcomes (SOLO) Model was used to determine the levels of complexity of the responses to ‘alternatives for action’ associated with these incidents. More responses were multistructural (48%), than relational (24%), and unistructural (23%), …

Teacher Wellbeing In Remote Australian Communities, Alison S. Willis, Peter R. Grainger

Australian Journal of Teacher Education

_{^{This paper reports on a project aimed at investigating teacher wellbeing in remote communities in Australia. It utilised a multiple case study methodology to investigate the lived experiences of remote Australian teachers, particularly how remote teachers simultaneously manage the wellbeing and academic needs of their students. Findings show how the challenges of working in remote places impact teacher wellbeing and provides six practical recommendations about how to better support remote teachers. There is a present need to develop a framework of remote teachers thriving, so systems and communities are not over-reliant upon teachers’ individual resilience in hard-to-staff places.}}

A Case-Based Tool Promoting Teacher’S Reflection On Intercultural Encounters, Anuleena Kimanen, Tapani Innanen

Australian Journal of Teacher Education

This design-based study explores what kind of reflection in-service or student teachers produced in case-based discussion workshops, and how. Worksheets on the case and tasks facilitated discussion in small groups. In this study, the targets of reflection written on those sheets are analysed. Three levels and seven categories of reflection emerged, ranging from context and practices to principles and power relations. Most of the reflection was superficial or on the meso-level, the level of deepest reflection was reached to greatly differing degrees depending on the group or case concerned. Both some in-service and some student teachers needed scaffolding by …

Initial Education Of Philosophy Teachers In Colombia: Association Between New Public Policy Requirements And National Standardized Tests, Alejandro Farieta-Barrera

Australian Journal of Teacher Education

This paper evaluates the association between new public policy requirements for B.Ed. programs in Colombia —1) demand high-quality accreditation, 2) restrict distance modality, 3) restrict multidisciplinary programs, and 4) increase academic credits in education courses and pedagogical practices— and the outcomes of 1387 B.Ed. in Philosophy students in the National Saber Pro test 2016-2018, in ‘Education’ component. The methodology was multilevel linear regression; the residential region is the level variable, and were included other control variables (gender, age, ethnic minority, socioeconomic index, etc.). The results show that outcomes are associated with pedagogical practices and with non-multidisciplinary programs, supporting new regulations. …

Professional Learning In Reading Instruction: The Influence Of Context On Engagement And Enactment, Susan Main, Deslea Konza, Mark Hackling, Graeme Lock

Australian Journal of Teacher Education

Professional learning is widely acknowledged as an effective way to improve teacher practice and, consequently, student outcomes. However, this presupposes a direct link from professional learning to the enactment of the content of professional learning in teaching. This paper explores teachers’ engagement with a continuing professional learning (CPL) program intended to improve teachers’ knowledge and practice in reading instruction. Six case study subjects, self-selected from 10 schools participating in a year‑long CPL program, provided the opportunity to explore what teachers enacted from the professional learning. This research highlighted the significance of contextual factors on how teachers engaged with and enacted …

Being And Belonging: Student-Teachers’ Contextual Engagement In Schools, Enda Donlon, Elaine Mcdonald, Sabrina Fitzsimons, Pj Sexton

Australian Journal of Teacher Education

While School Placement is long established as a central component of Initial Teacher Education programmes, there is an increasing awareness that these placement experiences should go beyond the practical activities most directly associated with teaching. This paper considers how engagement in a school placement period with a focus on non-teaching activities contributes to the professional and personal development of student-teachers, and to their sense of ‘belonging’ while on placement. Drawing primarily on the analysis of data obtained from online logs maintained by student-teachers during this predominantly non-teaching placement, it establishes the activities that they engaged in, and their reflections and …

Investigation Of Saudi Teachers’ Perceptions Of Teaching And Learning After A 12-Month Professional Development Programme In Australia, Gosia Klatt, Amy Berry, Anne Suryani, Veronica Volkoff, Hesham Khadawardi

Australian Journal of Teacher Education

This study investigates the perceptions of teaching and learning of teachers from Saudi Arabia who participated in a 12-month professional development programme based in Australia. Considering the design of the programme and the vast differences between the education systems and cultures of the two countries, this study examines Saudi teachers’ classroom practices and challenges while teaching at schools in their home country, and whether their perceptions of teaching practice changed during and after participating in the professional development programme in Australia. Factors that might have influenced the changes to and nature of their teaching aspirations and plans for their students …

Learning To Become An English Language Teacher: Navigating The Self Through Peer Practicum, Irem Comoglu, Kenan Dikilitas

Australian Journal of Teacher Education

Pre-service English language teachers' school practicum is key to their learning to become a teacher. However, a number of challenges are observed in its implementation. This paper addresses this issue by investigating how engaging in practicum as peers can function as mentoring support and how this process can influence their selves. A cohort of 16 senior pre-service English teachers was invited to participate in the study from a state university in the west of Turkey. We collected qualitative data through dialogic verbal records and post-practicum interviews. The data were analyzed through thematic analysis. The results show that pre-service teachers provided …

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 …

Curriculum Alignment After Reforms: A Systematic Review With Considerations For Queensland Pre- And In-Service Teachers, Claudia Elisabeth Johnson, Helen J. Boon, Maree Dinan Thompson

Australian Journal of Teacher Education

This systematic review synthesises research on curriculum alignment to suggest considerations for the implementation of the Senior secondary curriculum reform in Queensland, Australia. It focuses on the coherence of cognitive skills in the prescribed and enacted curriculum as these are typically the least aligned curriculum components. Search methods, which followed the PRISMA model, resulted in 108 relevant articles for qualitative synthesis. Results show that alignment after curriculum reforms is typically low. The use of educational taxonomies can support curriculum alignment. Marzano and Kendall’s (2007) New Taxonomy of Educational Objectives underpins the new Queensland Senior secondary syllabi which, in line with …

Differences In Perception Between Students And Teachers Of High School Science: Implications For Evaluations Of Teaching And Classroom Evaluation., Michael T. Fitzgerald, Lena Danaia, David H. Mckinnon, Sophie Bartlett

Australian Journal of Teacher Education

The science teacher in the modern high school acts as the designer and driver of the in-class practice. In this role, the teacher must broadly assess the effect of the practice on the student. This would rely on accurate self-knowledge of how they act in class and impact their students. In this study we explore these issues by comparing the difference in responses of 86 teachers and 2512 Year 9 and 10 students to an instrument probing their perceptions of their in-class practice. We report two significant findings. First, not only do teachers constantly positively overrate their in-class practice but …

Indonesian Teachers Beliefs On The Gap Between Educational Research And Practice, Yoppy Wahyu Purnomo, Puri Pramudiani, Tian Abdul Aziz, Amrita Kaur, Siti Noor Ismail, Ishaq Nuriadin

Australian Journal of Teacher Education

Teachers' beliefs towards educational research has become one significant factor in explaining the gap between research and practice. The present study aimed at reviewing the scale to measure teachers' beliefs about the causes and problems related to research-based practices, describing beliefs that teachers appear to hold, and examining its relation to their demographic characteristics. The study involved 466 in-service teachers in Jakarta Province. The study employed the 24-item scale developed by Broekkamp and van Hout-Wolters (2007). The study indicated that 20 out of 24 items of the scale were valid and reliable to measure the teachers’ beliefs. The scale consisted …

“Maths Outside Of Maths”: Pre-Service Teachers’ Awareness Of Mathematical And Statistical Thinking Across Teachers’ Professional Work, Judy Bailey, Bronwen Cowie, Beverley Cooper

Australian Journal of Teacher Education

Mathematical and statistical thinking is involved across the breadth of people’s home and work life and leisure activities. This paper reports on an aspect of a project that aimed to develop pre-service teacher awareness of the mathematical and statistical thinking required across the breadth of primary teachers’ professional role. This thinking is conceptualised as the mathematics and statistics embedded in each of the curriculum learning areas, in data literacy, and administration and management tasks. Mentor meetings indicated pre-service teachers who were completing a one-year graduate diploma initially had a limited awareness of the extent of this thinking. Through focus group …

Perceptions And Experiences Of Belonging During The Transition From Primary To Secondary School, Lynette Longaretti

Australian Journal of Teacher Education

A young person’s sense of belonging at school can affect their level of motivation, academic achievement and wellbeing. During the transition from primary to secondary school, one’s sense of belonging may be affected by the changes and challenges encountered.

This paper reports some of the findings from a larger qualitative longitudinal study that investigated the factors that contribute to educational resilience during the transition from primary to secondary school. Data gathered from interviews with sixteen Year 6 students from three Victorian primary schools over a period of eighteen months is presented and analysed.

A key theme identified from the larger …

Evidence-Based Reasoning Processes In Education: A Model To Support Interventionist Practice., Natasha Ziebell, Jemma Skeat

Australian Journal of Teacher Education

The Evidence-based Reasoning model is a systematic inquiry into student learning to determine what interventions are required in classroom contexts. The four step process includes noticing students who need additional support in their learning, the use of assessment data to establish an evidence-base, and subsequent interpretation that leads to decision making. The reasoning process is supported by collaborative practice models both within and beyond the teaching profession. The evaluation of interventions is integral in determining the impact that interventions have on student learning.

“I Actually Felt More Confident”: An Online Resource For Enhancing Pre-Service Teacher Resilience During Professional Experience, Caroline F. Mansfield, Susan Beltman, Noelene L. Weatherby-Fell

Australian Journal of Teacher Education

One responsibility of teacher education is to provide opportunities for pre-service teachers to build skills and strategies to develop confidence for overcoming challenges and build their professional resilience, yet how students learn these skills is not clearly understood. This study examines how engaging with online modules influenced participants’ efficacy and resilience during their final professional experience practicum. Interviews with 13 Australian pre-service teachers revealed that the module content and design reactivated existing knowledge, taught new emotional regulation and coping strategies, encouraged self-awareness and reflection, and built confidence. While further research is needed, participants used their new found knowledge during their …

Pre-Service Science And Mathematics Teachers’ Teaching Efficacy Beliefs And Attitudes Toward Teaching: A Partial Correlation Research, Büşra Kartal

Australian Journal of Teacher Education

Teachers with a high level of self-efficacy and positive attitudes are more likely to use new and constructivist approaches and to create a learning environment in which students may develop 21st-century skills. Examining pre-service teachers’ attitudes and beliefs related to teaching allow teacher preparation programs to evaluate their effectiveness on beliefs and attitudes. This correlational research investigated pre-service elementary science and mathematics teachers’ beliefs and attitudes due to gender, grade level, and department, and revealed the reliable correlation between beliefs and attitudes performing partial correlation. Results show that females feel more efficacious in teaching and have more positive attitudes than …

Investigating The Different Dimensions Of Preservice Mathematics Teachers’ Understanding – The Case Of Factorisation, Olivia Fitzmaurice, Jacqueline Hayes

Australian Journal of Teacher Education

This paper reports on a study designed to investigate preservice teachers’ understanding of factorisation, a topic not explicitly taught within their teacher education programme, but one they will be required to teach when they graduate. We query if the knowledge they bring from secondary school, prepares them sufficiently to teach their future students for understanding. 83 preservice secondary school mathematics teachers’ procedural and conceptual understanding of quadratic factorisation were assessed using Usiskin’s Framework for understanding mathematics (2012) which identifies several dimensions of understanding. The study provides evidence that the preservice mathematics teachers have a strong procedural understanding, and while some …

A Fish Out Of Water: Developing Intercultural Understanding Of Students In Higher Education, Nicole Leggett

Australian Journal of Teacher Education

Experiential learning is a critical, dynamic and powerful element of learning in Higher Education. Often named international and domestic study trips or study tours, this educational strategy has the potential to transform the lives of students through engagement with another community or culture. This qualitative study explored the effects of experiential learning during a two-week study tour to Italy, involving two groups of students from an Australian University during 2017 and 2018. Students enrolled in the Bachelor of Education (Early Childhood/Primary) degree, who were in their third year of studies, could enrol in the elective course entitled ‘Intercultural Understandings’ which …

Influence Of Teachers’ Metacognitive Skills On Development Of Early-Childhood Students, Sunthorn Thienngam, Aree Promlek, Koranit Thongsaard

Australian Journal of Teacher Education

The objectives were to study and develop metacognitive skills of 1,616 early childhood in-service teachers in Child Development Center, Thailand. The quasi-experimental design were implied. Research Tools were Metacognitive Self-Assessment Questionnaire and scoring rubrics for early childhood students’ assessment. Data were analyzed through fundamental statistics and inferential statistics. The research results were as follows:

The teachers who joined with the program had got higher metacognitive skills score for both knowledge of cognition and knowledge of regulation than the other one. The teachers who had different supportive factors, different attitude towards pedagogy and different self-efficacy, would have got statistically significant difference …

Teacher Candidates’ Views On Self And Peer Assessment As A Tool For Student Development, Fisun Bozkurt

Australian Journal of Teacher Education

This phenomenological research explores the opinions of social studies teacher candidates about self and peer assessment. It is a descriptive study using qualitative data from a sample of 21 teacher candidates. Research data were collected using a semi-structured interview and the researcher's observation notes. The data were analysed using the descriptive content analysis method. The findings showed that self and peer assessment could serve as a powerful learning activity rather than simply an assessment tool. The results also indicated that self and peer assessment support the development of skills, such as self-regulation, critical thinking and decision-making. Teacher candidates reported that …

Fun And Friendly Or Wild And Offensive? Preservice Teachers’ Use Of And Image Conveyed By Social Media, Marlynn M. Griffin, Cordelia Zinskie

Australian Journal of Teacher Education

The study presents survey results from 515 preservice teachers at a regional United States institution on their social media use, specifically, their self-reported personal image conveyed on their social media sites, likelihood of posting problematic content on their social media sites, and preference for various others viewing their social media sites. While many preservice teachers reported appropriate social media use, some participants conveyed inappropriate personal images; had reservations about supervisors, employers, and university faculty viewing their sites; and were likely to post problematic content. Thus, it is incumbent for teacher preparation programs to develop clear policies as preservice teachers must …

Factor Structure Of Multicultural Teaching Competency Scale For School-Teachers In Hong Kong, Chi Hung Leung, Ming Tak Hue

Australian Journal of Teacher Education

This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. …

Voices On Data Literacy And Initial Teacher Education: Pre-Service Teachers’ Reflections And Recommendations, Shannon Kennedy-Clark, Vilma Galstaun, Peter Reimann, Taylor Martyn, Kiatin Williamson, Jessica Weight

Australian Journal of Teacher Education

The purpose of study was gain insight into pre-service teachers’ experiences in using classroom data to make learning and teaching decisions. The qualitative study is based on the reflections and recommendations of three pre-service teachers’ that participated in a data-driven decision-making intervention whilst on an immersive 10-week professional learning experience. This study is underpinned by an action research framework. There are many understandings of action research, here the approach is understood to be a systematic investigation into one’s own practice with the aim of improving teaching and learning. From the thematic analysis of the reflections, several recommendations were put forward …

Supporting Undergraduate University Students Through Instrumental Mentoring, Cindy A. Smith, Susan Beltman, Judith Dinham, Toni J. Dobinson, Jenny Jay

Australian Journal of Teacher Education

Student engagement and retention is a noted concern for universities and may be impacted by many different student factors such as difficulty transitioning to a university setting, inadequate skills or a sense of isolation. This study evaluated an instrumental mentoring program conducted at an Australian University in a program for pre service teachers. Twenty four undergraduate students were engaged as volunteer research assistants and worked with seven academic staff in meaningful writing and research tasks. Qualitative data was collected through focus groups, student journals, and follow up interviews. The data was analysed thematically. Results indicated that through their participation, students …