Differentiated Instruction At Work. Reinforcing The Art Of Classroom Observation Through The Creation Of A Checklist For Beginning And Pre-Service Teachers,
2015
Monash University
Differentiated Instruction At Work. Reinforcing The Art Of Classroom Observation Through The Creation Of A Checklist For Beginning And Pre-Service Teachers, Pearl K. Subban, Penny N. Round
Australian Journal of Teacher Education
Professional experience is viewed as integral to shaping philosophy and acquiring skills in the area of classroom teaching. Classrooms are complex places, with educators implementing differentiated strategies to cater for student diversity. Pre-service teachers who observe these lessons often miss the intuitive practices, as there is much to absorb during a typical observation session. Equipping them with a checklist enhances this experience, giving them intentional guidelines with regard to observation. The current study, utilized a qualitative approach, to gain an understanding of specific dynamics that impact on a pre-service teacher’s professional experience. The intersection of data and the literature led …
Parent-Teacher Interactions: Engaging With Parents And Carers,
2015
Edith Cowan University
Parent-Teacher Interactions: Engaging With Parents And Carers, Michelle Ellis, Graeme Lock, Geoff Lummis
Australian Journal of Teacher Education
This study sought to identify factors that parents and teachers described as impacting on their interactions. Previous research indicated that student performance levels increase when parents and teachers work together; however, in practice, there are underlying tensions. The key findings revealed that the nature of parent-teacher interactions was either collaborative or non-collaborative, several activities underpinned these practices, and positive or less than satisfactory outcomes were afforded to students. Furthermore, parents and teachers had similar preferences on what practices made their interactions collaborative; however, they had different views (preferences) on what constituted non-collaborative practices. The findings from this research have implications …
Exploring Turkish Social Studies Student Teachers’ Development Of Identity,
2015
University of Dokuz Eylül
Exploring Turkish Social Studies Student Teachers’ Development Of Identity, Banu Çulha Özbaş
Australian Journal of Teacher Education
The aim of this study was to explore professional identity development among social studies student teachers in four-year teacher education program in Turkey. Fifty-five student teachers participated in the study. Data were collected about their metaphorical images about teachers and social studies teachers and a series of in-depth interviews was conducted with five of them. All data were analysed across different study years in the teacher education program using inductive content analysis. In the light of this analysis, the experiences of the five student teachers’ were examined in detail to gain a deeper understanding of how they had become social …
Self-Efficacy In Teaching Chinese As A Foreign Language In Australian Schools,
2015
Australian Catholic University
Self-Efficacy In Teaching Chinese As A Foreign Language In Australian Schools, Zhu Chen, Alexander S. Yeung
Australian Journal of Teacher Education
Participating in a research-oriented teacher education program, 20 university graduates from China were invited to teach Chinese as a foreign language in western Sydney schools and conducted teacher research for one and half years. By analysing their research on their own teaching through a qualitative approach, this study attempted to identify the factors that influenced their self-efficacy in teaching Chinese as a foreign language in an English-speaking school system. Influential factors identified in this research include teacher factors, student factors and contextual factors. Findings of this research have implications for foreign language teacher education.
Teacher Performance Appraisal: More About Performance Or Development?,
2015
University of Melbourne
Teacher Performance Appraisal: More About Performance Or Development?, Kerry Elliott
Australian Journal of Teacher Education
Given that “teacher appraisal can be a key lever for increasing the focus on teaching quality” (OECD, 2013b, p.9) and that many reforms in the past have failed (Kleinhenz & Ingvarson, 2004), an understanding of the various aspects of successful performance appraisal is essential. The literature has begun to refer to a number of factors that support the development of an effective performance and development system. This paper discusses some of the key research connected with teacher performance appraisal, including aspects and outcomes and points to the need for a better understanding of how they are …
Metaphors As Two-Way Mirrors: Illuminating Pre-Service To In-Service Teacher Identity Development,
2015
University of Technology Sydney
Metaphors As Two-Way Mirrors: Illuminating Pre-Service To In-Service Teacher Identity Development, John Buchanan
Australian Journal of Teacher Education
The transition from pre-service to in-service can be difficult for teachers. One means of looking into the minds and hearts of such teachers is to elicit the metaphors they adopt for themselves. Previous studies have indicated that during this transition much of the confidence, idealism and optimism of teacher metaphors is displaced by bleak and defeatist visions. These changes are usually explained by ‘praxis shock’ – a result of unrealistic prior views of teaching and equally unrealistic workloads and challenges. This research project asks if metaphors might reveal more about pre-service teachers’ views and vulnerabilities, and help avert or mitigate …
Volunteering Within Initial Teacher Education: Factors That Boost And Block Participation,
2015
The University of Newcastle
Volunteering Within Initial Teacher Education: Factors That Boost And Block Participation, Daniella J. Forster, Jennifer Archer, Rukhsana T. Tajin
Australian Journal of Teacher Education
Voluntary professional experience can be a powerful way for initial teacher education (ITE) students to develop an understanding of schools and their communities. Do ITE students make use of these opportunities? There is little Australian research that explores genuine volunteering that does not “require” students to engage with the community. We conducted an on-line survey with 141 ITE students who were eligible to participate in a volunteer program. What factors reduced volunteering and what factors enhanced it? The results showed that, while students value volunteering and can point to benefits that come from it, most are unable or unwilling to …
Teacher Education For The Middle Years Of Schooling: Sustaining Quality Middle Level Preparation In Australian Universities.,
2015
University of Otago, New Zealand
Teacher Education For The Middle Years Of Schooling: Sustaining Quality Middle Level Preparation In Australian Universities., Brenda Shanks, Tony Dowden
Australian Journal of Teacher Education
The middle years of schooling (Years 5-9) has emerged as a significant field of educational research in the last two decades but investigation of specialised approaches to middle level teacher education has received little attention. The rationale for specialised programs or units is that middle level teachers require specific preparation to be able to meet the educational needs of young adolescents (10-15 years old). This article draws from a doctoral study in which three outstanding teacher educators, with responsibility for middle level teacher education in their Australian universities, were interviewed about their programs (Shanks, 2010). The article identifies and discusses …
Examining Student Teachers’ Beliefs About Oral Corrective Feedback: Insights From A Teacher Education Program In Turkey,
2015
Gazi University Ankara
Examining Student Teachers’ Beliefs About Oral Corrective Feedback: Insights From A Teacher Education Program In Turkey, Kemal Sinan Ozmen, Hale Ülkü Aydın
Australian Journal of Teacher Education
Teachers’ beliefs about language learning and teaching are largely shaped during pre-service teacher education. Although many empirical studies have analyzed various dimensions of how student teachers’ beliefs and practices are formed, the literature is scarce with the research on student teacher’s beliefs about oral corrective feedback. For the field of English language teaching, student teachers’ beliefs about correcting erroneous utterances count for their future instructional choices. Thus, as an uncharted territory of inquiry, this issue merits a scholarly attention. To this end, the present study investigated the stated beliefs and behaviors of 98 nonnative student teachers via various qualitative tools; …
An Investigation Of Teachers’ Awareness And Willingness To Engage With A Self-Directed Professional Development Package On Gifted And Talented Education,
2015
University of Wollongong
An Investigation Of Teachers’ Awareness And Willingness To Engage With A Self-Directed Professional Development Package On Gifted And Talented Education, Kylie T. Fraser-Seeto, Steven J. Howard, Stuart Woodcock
Australian Journal of Teacher Education
Despite recognising the importance of educators in meeting the needs of gifted and talented students, research indicates that teachers often lack the essential knowledge, skills and confidence to identify and meet the needs of gifted and talented students. Evidence suggests this lack of preparation may be related to teachers’ professional development. This quantitative study of 96 primary school teachers aimed to provide an initial insight into the knowledge and uptake of the 2005 DEST/GERRIC Gifted and Talented Training Package. It further aimed to give some insight into teachers’ opinions and behaviours as it pertains to this mode of professional development. …
Language Teachers’ Conceptions Of Intelligence And Their Roles In Teacher Care And Teacher Feedback,
2015
Ferdowsi University of Mashhad
Language Teachers’ Conceptions Of Intelligence And Their Roles In Teacher Care And Teacher Feedback, Reza Pishghadam, Elham Naji Meidani, Gholam Hassan Khajavy
Australian Journal of Teacher Education
Abstract: The purpose of this study was to find the relationships among teachers’ conceptions of intelligence, teacher care, and teacher feedback in the realm of English Language Teaching (ELT). To this aim, three scales were developed to measure the aforementioned constructs. The participants consisted of 81 English as a Foreign Language (EFL) teachers and their 426 students who were learning English in private language institutes. The scales were validated by Confirmatory Factor Analysis (CFA) and the correlations among their subscales were investigated. The findings suggested that modularity, increasibility and applied ELT are associated with the nature and amount of teacher …
Content Validation Of Statements Describing The Essential Work Of Australian Special Education Teachers,
2015
University of Newcastle
Content Validation Of Statements Describing The Essential Work Of Australian Special Education Teachers, Kerry A. Dally, Ian Dempsey
Australian Journal of Teacher Education
This article describes the procedures used in developing and validating a set of statements for Australian special education teachers. Using the existing AITSL Australian Professional Standards for Teachers at the proficient level as a basis, a set of statements describing the specific skills and knowledge required by Australian educators working in special education and inclusive settings was prepared. Two groups of subject matter experts reviewed, revised and rated the relevance of the complete set of 49 statements. According to the experts’ ratings the content validity of each statement and the corresponding standard met Polit et al.’s (2007) criteria for excellence.
Critical Pedagogy In Classroom Discourse,
2015
University of Nebraska-Lincoln
Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The classroom is a unique discursive space for the enactment of critical pedagogy. In some ways, all classroom discourse is critical because it is inherently political, and at the heart of critical pedagogy is an implicit understanding that power is negotiated daily by teachers and students. Historically, critical pedagogy is rooted in schools of thought that have emphasized the individual and the self in relation and in contrast to society, sociocultural and ideological forces, and economic factors and social progress. In addressing conceptualizations in Orthodox Marxism (with Karl Marx, Max Weber, and Emile Durkheim) in the mid-19th century and the …
Exploring The Contribution Of Teaching And Learning Processes : Constructing Students’ Gender Identity In An Early Years Classroom Of A Government Girls Primary School In Pakistan,
2015
Aga Khan University, Institute for Educational Development, Karachi
Exploring The Contribution Of Teaching And Learning Processes : Constructing Students’ Gender Identity In An Early Years Classroom Of A Government Girls Primary School In Pakistan, Amina Bibi Baig
Institute for Educational Development, Karachi
The construction of gender identity is a complex process which begins at a very early formative age. In these formative years, children begin making sense of how men and women are positioned in society. Schools as important institutions play a significant role in this process particularly with reference to students’ understanding of the gender relationships around them. This article reports on a study which explored how gender identity construction takes place in a single sex (girls) classroom for early years. The study investigated the teacher-student interactions and student-student interactions in the real environment of the classroom. Qualitative research guided the …
Using Commercially Available Picture Activity Schedules And System Of Least Prompts To Teach Lego Assembly,
2015
University of Kentucky
Using Commercially Available Picture Activity Schedules And System Of Least Prompts To Teach Lego Assembly, Lauren A. Sherrow
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
This study investigated effects of commercially available picture activity schedules (PAS) and system of least prompts (SLP) to teach recreation skills to four high school students with Autism Spectrum Disorders and intellectual disabilities using Lego sets. Results were evaluated through a multiple probe across participants design and indicate that a combination of PAS and SLP was effective for teaching the students to build Lego sets. All students improved their ability to build and were able to generalize the skill to novel sets after the completion of intervention. Limitations and implications for future practioners are discussed.
Obtaining Cultural Competency Skills: Perceptions From Supervisors In Higher Education,
2015
Central Washington University
Obtaining Cultural Competency Skills: Perceptions From Supervisors In Higher Education, Veronica Gomez Vilchis
All Master's Theses
A program evaluation was done on the supervisor training at Central Washington University to obtain the perceptions of supervisors on cultural competency. Eighteen supervisors were interviewed. The results demonstrated supervisors’ support of incorporating cultural competency as part of their professional development. However, supervisors indicated the current supervisor training does not give them tools to interact effectively with diverse populations. Implications for including cultural competency skills for supervisors in higher education are discussed.
Early Career Principal Development: A Qualitative Case Study Of Principals' Perceptions Of Participation In The Institute Of Engaged Principal Leadership,
2015
Minnesota State University - Mankato
Early Career Principal Development: A Qualitative Case Study Of Principals' Perceptions Of Participation In The Institute Of Engaged Principal Leadership, Teri Marie Preisler
All Graduate Theses, Dissertations, and Other Capstone Projects
This dissertation examines the perceptions of the participants in the Institute of Engaged Principal Leadership at the start and conclusion of their first year of sessions. The study used a single case study qualitative research approach incorporating semi-structured interviews questions, researcher observations, and review of documents throughout the 2012-2013 initial year of the Institute. The results indicate themes of growth within the participants' beliefs, confidence, focus on equity and student-centered school climate, and a need for networking within the educational leadership roles. Based upon these results, recommendations are provided for future Institutes as well as preparation programs for teachers and …
Preliminary Evaluation Of The Friends For Life Program On Students’ And Teachers’ Emotional States For A School In A Low Socio-Economic Status Area,
2015
The University of Queensland
Preliminary Evaluation Of The Friends For Life Program On Students’ And Teachers’ Emotional States For A School In A Low Socio-Economic Status Area, Cristina A. Iizuka, Paula M. Barrett, Robyn Gillies, Clayton R. Cook, Welber Marinovic
Australian Journal of Teacher Education
Abstract: The purpose of this study was to examine the impact of the FRIENDS for Life program on students’ and teachers’ emotional outcomes in a school serving a high-poverty population. The focus of the intervention was to train/coach teachers with strategies to develop social and emotional skills for students. A single group, pre/post-test design was used to conduct a preliminary investigation of the intervention to improve participants’ social and emotional outcomes. At the end of the intervention, students who were at risk showed significant decrease in their anxiety levels and teacher’s demonstrated significant improvements on their emotional resilience.
Enhancing Playful Teachers’ Perception Of The Importance Of Ict Use In The Classroom: The Role Of Risk Taking As A Mediator,
2015
Teachers College, Columbia University, USA
Enhancing Playful Teachers’ Perception Of The Importance Of Ict Use In The Classroom: The Role Of Risk Taking As A Mediator, A. Lin Goodwin, Ee Ling Low, Pak Tee Ng, Alexander S. Yeung, Li Cai
Australian Journal of Teacher Education
In today’s world, teaching and learning processes inevitably involve the application of information and communication technology (ICT). It seems reasonable to expect personal attributes such as cognitive playfulness to be associated with consistent application of ICT. Using survey responses from Singapore students in a teacher education programme (n = 450), structural equation modelling (SEM) found that the effect of cognitive playfulness on the perceived importance of ICT was mediated by risk taking orientation, but the mediation effect was not observed with perceived competence in ICT use. Academic self-concept had negligible relation with the two ICT variables. As personal attributes …
The Curious Schools Project: Capturing Nomad Creativity In Teacher Work,
2015
University of Tasmania
The Curious Schools Project: Capturing Nomad Creativity In Teacher Work, Mary Ann Hunter, Sherridan Emery
Australian Journal of Teacher Education
The Curious Schools project is a teacher professional learning initiative that aims to provide an insight into – and resource for – creativity in Tasmanian schools. It offers an alternative to conventional models of teacher professional learning by engaging teachers in multi-modal methods of documenting and reflecting on their work as the basis for an online community of practice and public showcase for creativity in education that takes place ‘behind the scenes’. The authors, as coordinators of the project, describe the rationale behind the project and the ways it embraced discourses and practices of curiosity as a means of making …
