Early Career Teachers’ Intentions To Leave The Profession: The Complex Relationships Among Preservice Education, Early Career Support, And Job Satisfaction,
2019
University of Southern Queensland; and Queensland University of Technology
Early Career Teachers’ Intentions To Leave The Profession: The Complex Relationships Among Preservice Education, Early Career Support, And Job Satisfaction, Nick Kelly, Marcela Cespedes, Marc Clarà, Patrick A. Danaher
Australian Journal of Teacher Education
This paper investigates the complex factors that lead to early career teachers (ECTs) deciding to leave the profession. It extends prior studies to show the associations that different elements of preservice education (PSE), early career support, and on-the-job satisfaction have with the intention to leave the profession. The study uses data from 2,144 Australian ECTs to explore these relationships. Results highlight the importance of teachers’ collegial relationships with their peers, and replicate prior findings showing the significance of mentoring and induction programs. Results show that elements of job satisfaction are strongly associated with intention to leave the profession, leading to …
How Teachers Find Meaning In Their Work And Effects On Their Pedagogical Practice,
2019
Swinburne University of Technology
How Teachers Find Meaning In Their Work And Effects On Their Pedagogical Practice, Kristina Turner, Monica Thielking
Australian Journal of Teacher Education
This study addresses a gap in current literature by applying a qualitative phenomenological approach to understand how teachers with a calling orientation perceive meaning in their work. A calling orientation has been defined by Wrzesniewski, et al. (1997) as a commitment to one’s work as it contributes to the greater good and makes the world a better place. Individuals’ perception of participation in meaningful work has been closely linked to subjective wellbeing. The current study revealed that teachers’ reported that they found meaning in their work through having an impact on their students’ lives and through positive relationships with students …
Social Media Use In Initial Teacher Education: Lessons On Knowing Where Your Students Are,
2019
Swinburne University of Technology - Australia
Social Media Use In Initial Teacher Education: Lessons On Knowing Where Your Students Are, Narelle Lemon, Siobhan O'Brien
Australian Journal of Teacher Education
The use of social media in initial teacher education offers connection to a community of learners. As teacher educators we planned to use Twitter with pre-service teachers (PSTs). But at the end of the semester it was revealed that PSTs insisted on using a different platform; offering valuable perspectives and insights into the boundaries that are set by PSTs when moving from personal to professional use of social media. Through this paper we share our voices as initial teacher educators who valued the voices of PSTs in navigating the integration of Twitter into a semester of study. Revealed are insights …
Does Waldorf Education Offer A Well-Rounded And Integrated Experience That Prepares Students For Higher Grades And Life In General?,
2019
Cal Poly Humboldt
Does Waldorf Education Offer A Well-Rounded And Integrated Experience That Prepares Students For Higher Grades And Life In General?, Jacqueline A. Stratton
Cal Poly Humboldt theses and projects
This thesis research focuses on the study of Waldorf education and how it benefits the whole child. It begins by looking at Rudolf Steiner’s Waldorf educational program and its foundational history and then takes an in depth look at the key elements of its rich philosophy and pedagogy. The literature review focuses on the key question, ‘Does this 100 year-old teaching philosophy encourage a more well-rounded and integrated educational experience than traditional public schools?’ The review highlights four broad topics in relationship to Waldorf education. These include: Educating the Whole Child; Education for the Three Stages of Childhood; Early Childhood …
An Analysis Of Cooperating Teacher Feedback: A Qualitative Inquiry,
2019
Oklahoma State University
An Analysis Of Cooperating Teacher Feedback: A Qualitative Inquiry, Christopher J. Eck, Jon W. Ramsey
Journal of Research in Technical Careers
Cooperating teachers are a key component to the success of student teaching internships, serving an integral part in “raising” a teacher. To effectively facilitate the student teaching internship, teacher preparation programs must identify cooperating teachers who align philosophically with the pedagogical training delivered by university programs (Korthagen & Kessels, 1999; Tom, 1997), specifically, cooperating teachers who can reinforce the theoretical framework underpinning the professional coursework pre-service teachers experience in university teacher preparation programs. This qualitative study sought to better understand the feedback provided to future school-based agricultural education (SBAE) teachers during their student teaching experience. Through initial and secondary coding, …
Teacher Education, Teachers’ Work, And Justice In Education: Third Space And Mediation Epistemology,
2019
Centre for Research and Intervention in Education (CIIE), Faculty of Psychology and Education Sciences, University of Porto
Teacher Education, Teachers’ Work, And Justice In Education: Third Space And Mediation Epistemology, Fátima Pereira
Australian Journal of Teacher Education
A theoretical essay, based on the results of research projects on teacher education, teachers’ work, and justice in education developed by the author, is presented. It reflects on teacher education and the epistemology of teachers’ work, and proposes a mediational and a narrative perspective towards a third space in Teacher education. An alternative mediation epistemological approach to justice in education and the epistemology of teachers’ work is presented, aiming towards an understanding of the ways in which teachers’ education has the possibility of making a difference in the construction of a more just public school.
The Next Chapter In The Stem Education Narrative: Using Robotics To Support Programming And Coding.,
2019
Curtin University
The Next Chapter In The Stem Education Narrative: Using Robotics To Support Programming And Coding., Susan Blackley, Jennifer Howell
Australian Journal of Teacher Education
IIn this paper, we use our qualitative research notes and observations to portray a model for integrated STEM education and summarise primary school students’ typical and recurring ways in which they engaged with each new robot. The purpose of this paper is two-fold: first, to unpack key elements of the Australian Curriculum: Technologies in order to support teachers and pre- service teachers to implement these components, and second, to describe ways in which teachers can teach authentic integrated STEM education that also provides opportunities for students to develop and demonstrate 21st century competencies. Based on data collected from …
Online Initial Teacher Education In Australia: Affordances For Pedagogy, Practice And Outcomes,
2019
University of Tasmania
Online Initial Teacher Education In Australia: Affordances For Pedagogy, Practice And Outcomes, Jillian J. Downing, Janet E. Dyment, Cathy Stone
Australian Journal of Teacher Education
This paper reports on interviews with 19 senior teacher educators from 18 universities across Australia who offer fully online courses in initial teacher education (ITE). Teacher educators provided insight into four focus areas related to online ITE: 1) institutional practices; 2) affordances; 3) challenges; and 4) research priorities. Analysis revealed teacher educators perceived that online ITE can not only match on campus delivery but is also able to respond to reform agendas in ITE, including attracting students with attributes and characteristics that are likely to see them succeed as teachers, enabling students to experience contemporary approaches to learning, building strong …
Does A “Science, Technology And Social Change” Course Improve Scientific Habits Of Mind And Attitudes Towards Socioscientific Issues?,
2019
Trabzon University
Does A “Science, Technology And Social Change” Course Improve Scientific Habits Of Mind And Attitudes Towards Socioscientific Issues?, Muammer Çalik, Faik Özgür Karataş
Australian Journal of Teacher Education
The study aimed at exploring whether a “Science-Technology-Social Change” course improved pre-service social studies teachers’ (PST) scientific habits of mind and attitudes towards socio-scientific issues. Within a pre- and post-course experimental design, the study was conducted with 135 second-year PST (68 males and 67 females) from two classes at Department of Social Studies Teacher Education in a large-size university, Turkey. Two different Likert type scales, Scientific Habits of Mind Scale and Attitudes towards Socioscientific Issues Scale, were employed to collect data before and after the course. The data were imported to SPSS 15TM for descriptive and inferential statistics in …
Teacher Adaptive Practices: A Key Factor In Teachers’ Implementation Of Assessment For Learning,
2019
UNSW
Teacher Adaptive Practices: A Key Factor In Teachers’ Implementation Of Assessment For Learning, Tony Loughland, Dennis Alonzo
Australian Journal of Teacher Education
: The Assessment for Learning disposition has been long established in the literature as a desirable attribute for teachers. To use the biological metaphor of adaptation, assessment for learning has been argued to be a key base pair on the teacher genome. We argue that the selection of the correct genotype for teachers is not enough. What is needed is empirical confirmation that these genotypes are expressed in the appropriate phenotypes, or teacher practices. The data in this study were generated from interviews that explored the phenotype, or practices, of six teachers who self-selected for the favoured genotype using the …
Co-Design For Curriculum Planning: A Model For Professional Development For High School Teachers,
2019
Queensland University of Technology
Co-Design For Curriculum Planning: A Model For Professional Development For High School Teachers, Nick Kelly, Natalie Wright, Les Dawes, Jeremy Kerr, Amanda Robertson
Australian Journal of Teacher Education
This paper describes a model for teacher professional development as co-design for curriculum planning in which facilitators with design and pedagogical expertise iteratively work with groups of secondary school teachers, one school at a time, to plan whole terms of work, as a form of teacher professional development. It contains preliminary results from a design-based research study involving co-design with digital technologies teachers in two Australian secondary schools. It describes two phases of design involving workshops, strategies and instruments that work to facilitate effective co-design with teachers. Results from this pilot study suggest that the co-design for curriculum planning model …
The Use Of Blog Activities To Promote Reflection In An Elt Practicum,
2019
Boğaziçi University
The Use Of Blog Activities To Promote Reflection In An Elt Practicum, Esra Bener, Senem Yıldız
Australian Journal of Teacher Education
Informed by the theories of critical reflection and community of practice, this study aimed to explore the integration of blogs to promote reflection among eighteen pre-service English language teachers registered in a practicum course at a public university in Turkey. Fourteen blog activities were designed and implemented to guide the reflective process of student teachers. Data were collected through archival documents of participants’ blog entries, two focus group interviews and two surveys. A total of 457 entries were analysed in terms of depth of reflection and the analysis revealed evidence of medium or high level reflection in most (61%) of …
Current Issues And Future Directions In Australian Special And Inclusive Education,
2019
University of Newcastle
Current Issues And Future Directions In Australian Special And Inclusive Education, Kerry A. Dally, Michelle M. Ralston, Iva Strnadová, Ian Dempsey, Dianne Chambers, Judith Foggett, David Paterson, Umesh Sharma, Jill Duncan
Australian Journal of Teacher Education
In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provision of educational services to students with disability in Australia. We contend that the shift in educational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.
Teachers’ Self-Efficacy Beliefs In Relation To Perceived English Proficiency And Teaching Practices: An Investigation Of Chinese Primary English As A Foreign Language (Efl) Teachers,
2019
University of the Pacific
Teachers’ Self-Efficacy Beliefs In Relation To Perceived English Proficiency And Teaching Practices: An Investigation Of Chinese Primary English As A Foreign Language (Efl) Teachers, Yun Zhang
University of the Pacific Theses and Dissertations
Research on self-efficacy has been a productive field and abundant research has shown that teachers’ self-efficacy beliefs influence teachers’ actions and performances and thus affect students’ learning outcomes. However, there is a lack of literature on EFL teachers’ self-efficacy beliefs and even less research was set in Chinese EFL contexts. On the one hand, this study was conducted to provide a general picture of the current status of EFL teachers’ perceived English proficiency, self-rated self-efficacy beliefs and self-reported teaching practices in terms of some demographic perspectives; On the other hand, it aimed to explore the correlations among Chinese primary EFL …
Well-Trained Mentors: The Missing Component Of The Comprehensive New Teacher Induction Program In The Silver Oak Area School,
2018
Duquesne University
Well-Trained Mentors: The Missing Component Of The Comprehensive New Teacher Induction Program In The Silver Oak Area School, Daniel Bosnic
Electronic Theses and Dissertations
“If well-trained, competent, caring teachers were present in every classroom, we would witness a staggering increase in student achievement, motivation, and character improvement along with a marked decrease in discipline problems” (Breaux & Wong, 2003, p.22). If school districts do not take the initiative to design and implement effective induction programs with embedded mentoring, they are essentially setting their teachers and students up for failure. Regardless of educator training programs, new teachers are unprepared to face the diverse and challenging needs of education today (Bartell, 2005). All individuals entering education need assistance in applying their prior knowledge and experience to …
Call For Manuscripts,
2018
Rochester Institute of Technology
Call For Manuscripts
Journal of Science Education for Students with Disabilities
No abstract provided.
Copyright And Open Access,
2018
Rochester Institute of Technology
Copyright And Open Access
Journal of Science Education for Students with Disabilities
No abstract provided.
Is There Hope For Teacher Burnout?,
2018
Abilene Christian University
Is There Hope For Teacher Burnout?, Ami Houston
Electronic Theses and Dissertations
The nation’s educational system is faced with an ongoing issue as teachers are choosing to leave the profession in staggering numbers. Teacher attrition affects not only teachers who have already left the field and those currently still in it but also those who would potentially enter the teacher pipeline and students in the care of these teachers. While several factors are at fault for this phenomenon, one of the most pressing contributors to teacher attrition is teacher burnout, as teachers are exposed to exhaustion, cynicism, and decreasing self-efficacy. The purpose of this study was to examine relationships between the dimensions …
My Experience Teaching General Chemistry To A Student Who Is Visually Impaired,
2018
Troy University
My Experience Teaching General Chemistry To A Student Who Is Visually Impaired, Katherine M E Stewart
Journal of Science Education for Students with Disabilities
This paper summarizes my experience with teaching a first-year, General Chemistry course to a visually impaired student. This includes accommodations and modifications for both the lecture material and the laboratory. Included are also examples of formats and syntax for txt-based quizzes, tests, and laboratory reports, as well as other general accommodations for both the student and the service dog.
Science Instruction For Secondary Students With Emotional Or Behavioral Disorders: A Guide For Curriculum Development,
2018
California State University, Chico
Science Instruction For Secondary Students With Emotional Or Behavioral Disorders: A Guide For Curriculum Development, Tal Slemrod, Leah Wood, Shelley Hart, William Coleman
Journal of Science Education for Students with Disabilities
This article provides a step-by-step guide for the organization and development of science lessons and units, to support the academic and behavioral performance of secondary students with challenges with related disabilities. This clinical practice guide provides a process for curriculum development for students with emotional or behavior disorders (EBD) in the science classroom. Steps include recommendations, goals, and examples for administrators and educators to discover appropriate plans and interventions to promote engagement and learning, including supporting success on State mandated High Stakes Assessments.
