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The Teaching Discipline Doesn’T Matter? An Assessment Of Preservice Teachers’ Perception Of The Value Of Professional Experience In Attaining Teacher Competencies., Peter Howley, Ruth Reynolds, Erica Southgate
The Teaching Discipline Doesn’T Matter? An Assessment Of Preservice Teachers’ Perception Of The Value Of Professional Experience In Attaining Teacher Competencies., Peter Howley, Ruth Reynolds, Erica Southgate
Australian Journal of Teacher Education
This paper is one in a series of papers interrogating some of the fundamental bases of what is seen as good professional experience in initial teacher education (ITE). This paper uses the case study of Health/Physical Education (HPE) students’ perceptions of their professional experience, compared to other teaching disciplines, in one regional university to examine the seemingly taken-for–granted view that professional experience in all teaching disciplines can be assessed according to generic professional standards. In this case when HPE students were surveyed on their views of their ability to satisfy the NSW Institute of Teachers’ Professional Teaching Standards during practical …
Pre-Service Teachers’ Conceptions Of Education For Sustainability, Neus (Snowy) Evans, Hilary Whitehouse, Ruth Hickey
Pre-Service Teachers’ Conceptions Of Education For Sustainability, Neus (Snowy) Evans, Hilary Whitehouse, Ruth Hickey
Australian Journal of Teacher Education
Environmental education researchers argue that pre-service teachers have a limited understanding of education for sustainability. The research described in this article applies a phenomenographic approach to investigating variations in how a representative cohort of 30 pre-service teachers, at various stages of completing an education degree at a small regional Australian university, understands the concept of education for sustainability. The results distinguish four related but distinctive categories of descriptions: (1) education that is continuous; (2) education about ecological systems and environmental systems; (3) education that is active, hands-on, local and relevant; and (4) education for the future. This paper discusses the …