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Mindfully Teaching In The Classroom: A Literature Review, Nicole J. Albrecht, Patricia M. Albrecht, Marc Cohen
Mindfully Teaching In The Classroom: A Literature Review, Nicole J. Albrecht, Patricia M. Albrecht, Marc Cohen
Australian Journal of Teacher Education
The practice of mindfulness is being used with increased frequency in schools around the world. In the current literature review we outline some of the core concepts and practices associated with mindfulness and discuss studies analysing the process of mindfulness teacher training. Preliminary research in this emerging field suggests that mindfulness has the potential to improve classroom management, teacher-student relationships and instructional strategies. Mindfulness instructors recommend that before teachers can feel comfortable and effectively teach mindfulness in the classroom they need to embody and practice mindfulness in their own lives. It is proposed that in order to improve our knowledge …
Prospective Teachers' Comprehension Levels Of Special Relativity Theory And The Effect Of Writing For Learning On Achievement, Ali Yildiz
Australian Journal of Teacher Education
In the present study, the comprehension levels of special relativity theory in prospective teachers who take the Introduction to Modern Physics lesson in the faculty of education science teaching department and the effect of writing for learning on their achievement is researched. In the research, a control group pre-test post-test quasi-experimental research model was used. Research data were obtained by using open-ended questions prepared by the researcher. The lesson was conducted in the beginning by using the verbal-written explanation method. Then each student in the experimental group wrote a summary which clearly explains the special relativity theory for a high …
Professional Conversations: Mentor Teachers’ Theories-In-Use Using The Australian National Professional Standards For Teachers, Simon N. Leonard
Professional Conversations: Mentor Teachers’ Theories-In-Use Using The Australian National Professional Standards For Teachers, Simon N. Leonard
Australian Journal of Teacher Education
In this paper the written feedback provided by mentor teachers using a new assessment model for preservice teacher professional experience deployed in the Australian Capital Territory and based on the Australian National Standards for Teachers is analysed. The analysis reveals mentor teachers hold a pervasive theory-in-use in regards to the needs of beginning teachers that may restrict the developmental ambition of the assessment model. The restricted vision of what is important for beginning teachers held by mentor teachers is possibly a reaction to continual change within school education. The analysis is preceded by a description of the ‘Professional Conversations’ model …
Attitudes Of Preservice Teachers Towards Teaching Deaf And Esl Students, Claire Ting, Linda Gilmore
Attitudes Of Preservice Teachers Towards Teaching Deaf And Esl Students, Claire Ting, Linda Gilmore
Australian Journal of Teacher Education
This study explored preservice teacher attitudes towards teaching a deaf student who uses Australian Sign Language (Auslan) compared to a student who is new to Australia and speaks Polish. The participants were 200 preservice teachers in their third or fourth year of university education. A questionnaire was created to measure attitudes, and participants were also asked to list teaching strategies they would use with the two students. A factor analysis yielded two subscales: Teacher Expectations and Teacher Confidence. Results showed that teachers had higher expectations of the Auslan student than the Polish student, and were more confident about teaching the …
A Professional Experience Learning Community For Pre-Service Secondary Mathematics Teachers, Michael S. Cavanagh, Thomas Garvey
A Professional Experience Learning Community For Pre-Service Secondary Mathematics Teachers, Michael S. Cavanagh, Thomas Garvey
Australian Journal of Teacher Education
This paper reports the development and implementation of a collaborative professional experience learning community for a group of nine pre-service secondary mathematics teachers. The pre-service teachers and their methods lecturer made 12 school visits over one academic year to a local secondary school. The pre-service teachers observed and co-taught problem-solving lessons in two Year 8 classes. They discussed the lessons with the teacher and the university lecturer, and later posted reflective comments to an online forum. Data from questionnaires, interviews, and reflections indicate that participation in the learning community helped pre-service teachers make stronger links between theory and practice, learn …
How Do Early Childhood Students Conceptualize Play-Based Curriculum?, Avis Ridgway, Gloria Quinones
How Do Early Childhood Students Conceptualize Play-Based Curriculum?, Avis Ridgway, Gloria Quinones
Australian Journal of Teacher Education
The study’s purpose was to discover student understanding of play-based curriculum. Traditionally, play has been misunderstood in pedagogical terms, and was widely interpreted in our study. The Early Years Learning Framework suggests educator guidance in sustaining play is essential for learning and development. As teacher educators, we wanted to reflect on Play and Pedagogy (A new fourth year unit) that expected students to create a conceptual play model for use in practice. Twenty-six students volunteered de-identified assignments. From these, common conceptual elements were identified. We selected quotes from student’s work to support identified concepts and entered a methodology of dialogue …
Understanding Teacher Attraction And Retention Drivers: Addressing Teacher Shortages, Jennifer A. Ashiedu, Brenda D. Scott-Ladd
Understanding Teacher Attraction And Retention Drivers: Addressing Teacher Shortages, Jennifer A. Ashiedu, Brenda D. Scott-Ladd
Australian Journal of Teacher Education
The attraction and retention of teachers is a problem faced by schools worldwide and possibly more so in the public sector. One possible solution to this problem is likely to be better targeting of attraction and retention drivers of value to teachers. This paper presents the findings from a qualitative study conducted in Australia. The study used electronic in-depth interviews and an online survey to interrogate the reasons teachers are attracted to the profession and what drives their decision to either stay or leave. Participants in the study were both serving and retired teachers. The majority of respondents cited intrinsic …
The Effect Of Peer Reviewing On Writing Apprehension And Essay Writing Ability Of Prospective Efl Teachers, Jamal Hamed Jahin
The Effect Of Peer Reviewing On Writing Apprehension And Essay Writing Ability Of Prospective Efl Teachers, Jamal Hamed Jahin
Australian Journal of Teacher Education
This study aimed to ascertain the current level of writing apprehension experienced by Saudi prospective EFL teachers and their current level of essay writing ability. It also aimed to assess the impact of peer reviewing on their writing apprehension level and essay writing ability. Data collection was carried out via two instruments: Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004) and an essay writing test. Reliability and validity of the two instruments were verified. The study sample consisted of 40 EFL major prospective teachers at Taibah University, KSA. These were equally divided into two groups: control (n=20) and experimental (n=20). …
Teaching Quality And Performance Among Experienced Teachers In Malaysia, Siti Rafiah Abd Hamid, Sharifah Sariah Syed Hassan, Nik Ahmad Hisham Ismail
Teaching Quality And Performance Among Experienced Teachers In Malaysia, Siti Rafiah Abd Hamid, Sharifah Sariah Syed Hassan, Nik Ahmad Hisham Ismail
Australian Journal of Teacher Education
The role of teachers has evolved from merely being teacher-centered to one that is student centered and the skills required for a quality teacher are changing too. Assessing teacher’s effectiveness will not be a straight forward attempt by solely examining students’ achievements or students’ perceptions of their teachers’ attributes. A careful examination of the teaching concepts, one as a form of “labor and profession” (Firestone & Bader, 1991); or the other as a “craft and art” (Grimmett & MacKinnon, 1992) will indicate that it involves teacher’s cognitive ability and interpersonal skills (soft skills) which enhance teacher’s performance in the classroom. …
Constructing The Field Of Education As A Liberal Art And As Teacher Preparation At Five Western Australian Universities: An Historical Analysis, Bruce Haynes
Australian Journal of Teacher Education
The authors seek to provide “an understanding of how, historically, Education has been constructed as a field of study at the five universities in Western Australia.”
Reflective Writing In Pre-Service Teachers' Teaching: What Does It Promote?, Etty Cohen-Sayag, Dita Fischl
Reflective Writing In Pre-Service Teachers' Teaching: What Does It Promote?, Etty Cohen-Sayag, Dita Fischl
Australian Journal of Teacher Education
In this study, we examined changes in levels of pre service teachers' reflective writing and tried to identify links between these changes and pre service teachers' success in teaching. Participants were two groups of pre-service special education teachers that taught in two different special education settings:learning difficulties classes and multiple and profound intellectual disabilities classes. Data collection was performed during two consecutive academic semesters, including a monthly structured journal about teaching events during field experience and summative grades, assessing pre service teachers' teaching activities for each semester. Journal analysis referred to three reflective levels of explanations, descriptive, comparative and critical. …
“I Didn’T Always Perceive Myself As A Science Person”: Examining Efficacy For Primary Science Teaching, Caroline F. Mansfield, Amanda Woods-Mcconney
“I Didn’T Always Perceive Myself As A Science Person”: Examining Efficacy For Primary Science Teaching, Caroline F. Mansfield, Amanda Woods-Mcconney
Australian Journal of Teacher Education
Teacher efficacy has become an important field of research especially in subjects teachers may find challenging, such as science. This study investigates the sources of teachers’ efficacy for teaching science in primary schools in the context of authentic teaching situations with a view to better understanding sources of teachers’ efficacy beliefs. Twenty-four teachers participated in focus group interviews to enable in-depth exploration of the sources of efficacy for teaching science. Data was analysed using a content analysis approach guided by a conceptual framework for efficacy in science teaching. Findings show efficacy to be influenced by mastery experiences, vicarious experiences, physiological …
Motivations Of Turkish Pre-Service Teachers To Choose Teaching As A Career, Ebru Ozturk Akar
Motivations Of Turkish Pre-Service Teachers To Choose Teaching As A Career, Ebru Ozturk Akar
Australian Journal of Teacher Education
This study was conducted to investigate the motivations of 974 Turkish pre-service teachers for choosing teaching as a career and to examine their perceptions about the teaching profession. Correlations, t test, ANCOVAs and MANCOVAs were used to explore the relationships among participants’ motivations and perceptions, and to make comparisons according to different characteristics such as gender, different specialism, number of times participants had entered the university entrance examination, and rank of their preference of teaching as a profession. The results showed that the social and personal utility value and prior teaching and learning experiences were the highly rated motivation factors. …
How Do Pre-Service Teachers Cope With A Literacy Intervention Program In A Remote Indigenous Community? The Community Action Support Program In The Northern Territory, Australia, Loshini Naidoo
Australian Journal of Teacher Education
This paper examines a new community education initiative, Community Action Support (CAS) that helps facilitate learning in Indigenous young people from Tennant Creek in the Northern Territory. CAS is an innovative partnership program between the Australian Literacy and Numeracy Foundation and the University of Western Sydney. The core aim of the program is to create and communicate a positive and observable culture surrounding the significance of literacy for young people, in particular, Indigenous young people. The program is located within the secondary teacher-education degree at UWS. Four pre-service teachers engaged the participating school students in literacy and curriculum based activities …
Dictating Or Facilitating: The Supervisory Process For Language Teachers, M. Naci Kayaoglu
Dictating Or Facilitating: The Supervisory Process For Language Teachers, M. Naci Kayaoglu
Australian Journal of Teacher Education
This study is an attempt to explore the supervisory process from the standpoint of supervised English language teachers. The research which has been going on for three years, aims to weigh the results in terms of teachers to be benefited from the supervision. More specifically, the research answers whether teachers are really helped in improving their teaching and finding solutions to the problems as part of in-service training. In support for diary reports taken from teachers, the questionnaire which involved 72 items about supervisory process reveal that supervision appears to fail to live up to EFL teachers’ expectations with the …
The Tower Builders: A Consideration Of Stem, Stse And Ethics In Science Education, Astrid Steele, Christine R. Brew, Brenda R. Beatty
The Tower Builders: A Consideration Of Stem, Stse And Ethics In Science Education, Astrid Steele, Christine R. Brew, Brenda R. Beatty
Australian Journal of Teacher Education
The call for the integration of ethical considerations in the teaching of science is now firmly on the agenda. Taking as illustrative a science lesson in a pre-service teacher class, the authors consider the roles of STSE (science, technology, society and environment) and the increasingly influential heavily funded STEM (science, technology, engineering and mathematics) education initiatives. The origins and foci of both initiatives are discussed, as are their disparate ontological foundations. The use of Habermas’ knowledge theories in conjunction with ethical frameworks is posited as a way of considering both STSE and STEM perspectives and their implications for strengthening science …
Teacher Education Partnerships: An Australian Research-Based Perspective, David Lynch, Richard Smith
Teacher Education Partnerships: An Australian Research-Based Perspective, David Lynch, Richard Smith
Australian Journal of Teacher Education
This article reviews literature about partnerships between teacher education faculties and schools that indicates not just heightened interest in recent years, but also significant progress. Despite interest and progress, conceptual and practical difficulties remain in establishing, developing, nurturing and implementing successful partnerships so that core interests of partners are satisfied. Against this background, the article examines the experiences of an Australian teacher education faculty that sought to enhance its arrangements with local schools by reorganizing and staging a teacher education program through a community of practice. Data drawn from a study of the emergent partnership confirm the trends in the …
Codes Of Ethics In Australian Education: Towards A National Perspective, Daniella J. Forster
Codes Of Ethics In Australian Education: Towards A National Perspective, Daniella J. Forster
Australian Journal of Teacher Education
Teachers have a dual moral responsibility as both values educators and moral agents representing the integrity of the profession. Codes of ethics and conduct in teaching articulate shared professional values and aim to provide some guidance for action around recognised issues special to the profession but are also instruments of regulation which position teachers in sanctioned roles. This paper offers a rationale for reviewing the purposes of codes of ethics in Australia as instruments which profoundly influence teacher morality and have significant educational implications. As one of the first comparative reviews of Australian state and territory codes of ethics and …
Professional Pathways Of Aboriginal Early Childhood Teachers: Intersections Of Community, Indigeneity, And Complexity, Alma Fleet, Kerrie Wechmann, Ryan Whitworth
Professional Pathways Of Aboriginal Early Childhood Teachers: Intersections Of Community, Indigeneity, And Complexity, Alma Fleet, Kerrie Wechmann, Ryan Whitworth
Australian Journal of Teacher Education
Little information is available about the employment trajectories of Aboriginal and Torres Strait islander peoples pursuing university professional qualifications. This article describes a context in which cultural space, issues of identity, pragmatics of employment, family and community and a bureaucratic regulatory environment intersect to create scenarios that are multi-facetted and layered in complexity. As has been demonstrated clearly in other arenas (Richardson & Watt, 2006), the move towards professional teacher education qualification is not linear or straightforward. To add to the knowledge base in this area, the focus in this study is on university graduates of a teacher education degree …
The Silenced Discourse: Students With Intellectual Disabilities At The Academy Of Music In Sweden, Marie-Helene Zimmerman Nilsson, Claes Ericsson
The Silenced Discourse: Students With Intellectual Disabilities At The Academy Of Music In Sweden, Marie-Helene Zimmerman Nilsson, Claes Ericsson
Australian Journal of Teacher Education
In this article, based on a larger research project, the ambition is to critically discuss the first collaboration between students with intellectual disabilities and the Academy of Music in Sweden. The article presents an analysis of video observations of lessons in rhythmics, related to an encounter between the students with intellectual disabilities and a group of student teachers. The theoretical and methodological framework emanates from post-structuralist and social constructionist theories. The results show that the silenced discourse, the unspoken, is constructed from the fact that the students with disabilities both are insufficiently skilled for the task as leaders in rhythmics, …
Dead Certainty? The Case For Doubt In Teacher Education., Sandy Schuck, John Buchanan
Dead Certainty? The Case For Doubt In Teacher Education., Sandy Schuck, John Buchanan
Australian Journal of Teacher Education
In this conceptual paper we discuss the value of doubt in teacher education for ourselves and, by implication, more broadly. We develop an argument for the value of doubt in teacher education that grows out of the recognition of the complexity of teaching. We interrogate meanings of doubt in this context and debate the value of doubt and certainty. We also indicate the challenges of fostering and nurturing doubt in teaching and teacher education. We suggest that doubt is a necessary element of teacher education as its presence helps to prepare our students for their careers as teachers in a …
Turkish Pre-Service Teachers` Perceived Self-Efficacy Beliefs And Knowledge About Using Expository Text As An Instructional Tool In Their Future Classroom Settings, Kasim Yildirim, Seyit Ates
Turkish Pre-Service Teachers` Perceived Self-Efficacy Beliefs And Knowledge About Using Expository Text As An Instructional Tool In Their Future Classroom Settings, Kasim Yildirim, Seyit Ates
Australian Journal of Teacher Education
The aim of this research was to examine Turkish pre-service teachers` knowledge and perceived self-efficacy beliefs toward using expository text as an instructional tool in their future classroom settings. The research sample were 346 pre-service teachers who studied in different teacher preparation programs which included elementary classroom and middle content classrooms (for example, science, social studies and Turkish language arts) teaching professions. A teacher efficacy inventory and a knowledge test about using expository text were developed and administered to the pre-service teachers in a public university in Turkey. The research findings showed that there was a small but positive correlation …
Self-Determination: Using Agency, Efficacy And Resilience (Aer) To Counter Novice Teachers’ Experiences Of Intensification, Jayne Keogh, Susanne Garvis, Donna Pendergast, Pat Diamond
Self-Determination: Using Agency, Efficacy And Resilience (Aer) To Counter Novice Teachers’ Experiences Of Intensification, Jayne Keogh, Susanne Garvis, Donna Pendergast, Pat Diamond
Australian Journal of Teacher Education
The intensification process associated with the first year of teaching has a significant impact on beginning teachers’ personal and professional lives. This paper uses a narrative approach to investigate the electronic conversations of 16 beginning teachers on a self-initiated group email site. The participants’ electronic exchanges demonstrated their qualities of agency, efficacy and resilience (AER), and an increased sense of self-determination as they journeyed through the five phases typical of first year teacher experience. Findings suggest that the provision of similar peer-based support mechanisms would benefit other beginning teachers, perhaps working to counteract current high attrition rates from the profession.
What Pre-Service Teachers Need To Know To Be Effective At Values-Based Education, Amanda G. Mergler, Rebecca Spooner-Lane
What Pre-Service Teachers Need To Know To Be Effective At Values-Based Education, Amanda G. Mergler, Rebecca Spooner-Lane
Australian Journal of Teacher Education
Evidence is mounting that values education is providing positive outcomes for students, teachers and schools (Benninga, Berkowitz, Kuehn, & Smith, 2006; DEST, 2008; Hattie, 2003; Lovat, Clement, Dally, & Toomey, 2010). Despite this, Australian pre-service teacher education does not appear to be changing in ways necessary to support skilling teachers to teach with a values focus (Lovat, Dally, Clement, and Toomey, 2011). This article presents findings from a case study that explored current teachers’ perceptions of the skills pre-service teachers need to teach values education effectively. Teachers who currently teach with a values focus highlighted that pre-service teacher education degrees …
Effects Of Increased Self-Regulated Learning Opportunities On Student Teachers’ Motivation And Use Of Metacognitive Skills, Emmy Vrieling, Theo Bastiaens, Sjef Stijnen
Effects Of Increased Self-Regulated Learning Opportunities On Student Teachers’ Motivation And Use Of Metacognitive Skills, Emmy Vrieling, Theo Bastiaens, Sjef Stijnen
Australian Journal of Teacher Education
This intervention study focused on the relationships between primary student teachers’ self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers. During one semester, teacher educators and student teachers were monitored by questionnaires measuring opportunities for SRL offered by the program. Questionnaires were also administered monitoring student teachers’ motivation and metacognition. During data collection, teacher educators participated in training courses and tutorial conversations aimed at increasing student teachers’ SRL opportunities in the curriculum. At the end of the research period, all teacher educators and …
Rethinking Sport Teaching In Physical Education: A Case Study Of Research Based Innovation In Teacher Education, Shane Pill, Dawn Penney, Karen Swabey
Rethinking Sport Teaching In Physical Education: A Case Study Of Research Based Innovation In Teacher Education, Shane Pill, Dawn Penney, Karen Swabey
Australian Journal of Teacher Education
This paper focuses on the significance of physical education teacher education (PETE) in the diffusion of ‘new’ thinking about sport teaching in physical education. It explores issues arising from a case study investigation that sought to respond to the critical commentary about the form and substance of sport teaching in physical education by supporting innovation in school curriculum and pedagogy through pre-service teacher education. The study was designed to challenge PETE pre-service teachers’ thinking about sport curriculum and pedagogy in physical education, introduce them to new thinking about models and specifically, the sport literacy model (Drummond & Pill, 2011; Pill, …
“Talking To Learn”: Focussing Teacher Education On Dialogue As A Core Practice For Teaching And Learning., Christine J. Edwards-Groves, Rhonda L. Hoare
“Talking To Learn”: Focussing Teacher Education On Dialogue As A Core Practice For Teaching And Learning., Christine J. Edwards-Groves, Rhonda L. Hoare
Australian Journal of Teacher Education
Classroom interaction, as a core practice of teaching and learning, remains a ‘taken-for-granted’ and under-examined dimension of teacher education. This paper reports preliminary findings from an empirical investigation of pre-service teacher’s development of skills in classroom interaction as core educational practice. Specifically, the paper presents findings from a faculty-wide initiative involving first year Bachelor of Education students from one rural/regional university in NSW, Australia. The research investigated the impact that a focus on the role of dialogue for learning - both in university subjects and practising in classroom sites - has on 124 first year education pre-service teachers’ interaction practices …
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 …
Lack Of Men, Flame Throwers And Rabbit Drives: Student Life In Australia's First Rural Teachers College 1945-1955, Anthony Potts
Lack Of Men, Flame Throwers And Rabbit Drives: Student Life In Australia's First Rural Teachers College 1945-1955, Anthony Potts
Australian Journal of Teacher Education
This article examines student life in an Australian rural teachers college. The paper is informed by studies on university student life and extends these to Australia’s first rural teachers college in the period 1945-1955. It explores the diversity of students’ experiences in a small college with predominately female students gradually supplemented by male students. It looks at staff student relations in a college struggling to train teachers for rural Australian towns in the immediate post World War II period. While these rural students’ lives were similar to those portrayed in the standard histories of teacher education students were well aware …
How Can Schools Support Beginning Teachers? A Call For Timely Induction And Mentoring For Effective Teaching, Peter Hudson
How Can Schools Support Beginning Teachers? A Call For Timely Induction And Mentoring For Effective Teaching, Peter Hudson
Australian Journal of Teacher Education
Induction programs largely focus on informing the beginning teacher about the school culture and infrastructure yet the core business of education is teaching and learning. This qualitative study uses a survey, questionnaire, and interviews to investigate 10 beginning teachers’ needs towards becoming effective teachers in their first year of teaching. Findings were synonymous with studies in other countries that showed they required more support in the induction process, particularly around the school context, networking, managing people, and creating work-life balances. It also found that these beginning teachers required support in school culture and infrastructure with stronger consideration of developing teaching …