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Skill Assessment Of A High Resolution (1/72 Degree) Black Sea Ocean Model, Bi̇lge Tutak Jan 2022

Skill Assessment Of A High Resolution (1/72 Degree) Black Sea Ocean Model, Bi̇lge Tutak

Turkish Journal of Earth Sciences

The skill of a high-resolution Black Sea circulation model (ROMS) is assessed using the available satellite and field data for Sea Surface Height Anomaly (SSHA), Sea Surface Temperature, and CTD profiles. The model is configured to simulate the 9-year period between 2012 and 2021. The model's skill is assessed using standard analytical methods for error calculation such as Root Mean Square Error (RMSE) and correlation. Additionally, the model results are assessed using several more recent methods such as the relative operating characteristic (ROC). The results show that the model is capable of simulating daily mean SSHA with an RMSE value …

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The Active Fault Pattern Based On Morphotectonic And Structural Data In The South Ofulubat Lake And The Susurluk Valley Along The Southern Branch Of North Anatolian Faultzone: A Criticism Of The Bend Model In Northwest Anatolia, Gürol Seyi̇toğlu, Korhan Esat Jan 2022

The Active Fault Pattern Based On Morphotectonic And Structural Data In The South Ofulubat Lake And The Susurluk Valley Along The Southern Branch Of North Anatolian Faultzone: A Criticism Of The Bend Model In Northwest Anatolia, Gürol Seyi̇toğlu, Korhan Esat

Turkish Journal of Earth Sciences

Field observations and morphotectonic evaluations on the south of Ulubat Lake and the Susurluk valley show that the dominant active fault pattern consists of northeast-southwest and east northeast-west southwest right-lateral faults and northwestsoutheast normal faults developing between these strike-slip faults. We redefined the active faults in the south of Ulubat Lake and discovered that these northeast-southwest right-lateral faults control the route of Susurluk River. Based on these discoveries and evaluations, we can claim that the "bend model" previously proposed for the region is not valid, as seen in the Mustafakemalpaşa Fault and Balıkesir-Kepsut Fault examples. Instead, we suggest that the …

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Further Contribution To The Early Miocene Woody Flora Of Galatian Volcanic Provincefrom Doğanyurt Village, Ankara (Turkey), Ünal Akkemi̇k, Stanila Iamandei, Hakan Çeli̇k Jan 2022

Further Contribution To The Early Miocene Woody Flora Of Galatian Volcanic Provincefrom Doğanyurt Village, Ankara (Turkey), Ünal Akkemi̇k, Stanila Iamandei, Hakan Çeli̇k

Turkish Journal of Earth Sciences

The Galatian Volcanic Province (GVP) located in central-north Anatolia had a rich woody flora. The purpose of the present study is to contribute to the early Miocene woody flora of the GVP from two fossil sites from Doğanyurt Village of the city of Beypazarı in the Province of Ankara. The fossil sites, which are near to each other, have small pieces of fossil woods. Total 16 fossil woods were collected from two neighbour sites. Three thin sections as transversal, tangential and radial sections from each sample were taken, and they were identified microscopically. As a result, ten fossil species were …

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The Provenance Of Coarse-Grained Turbidite Sandstones In The Kırkgeçit Formation(Western Part Of The Elazığ Basin-East Turkey), Onur Alkaç, Ercan Aksoy Jan 2022

The Provenance Of Coarse-Grained Turbidite Sandstones In The Kırkgeçit Formation(Western Part Of The Elazığ Basin-East Turkey), Onur Alkaç, Ercan Aksoy

Turkish Journal of Earth Sciences

Modal analysis of sandstones for conglomerate rich marine basins is useful for investigating the provenance types surrounded by plate tectonics. Different kinds of siliciclastic rocks are important indicators for defining the paleogeography and geotectonic conditions of the sedimentary basin by provenance analysis. This paper, which focuses on the petrography and provenance of conglomerate rich turbidite systems, is one of the rarest studies on the sedimentary characteristics in the scientific literature. In this context, the study was carried out in the western part of the Elazığ Basin. The Middle Eocene?Oligocene basin infill called the Kırkgeçit Formation is characterised by the conglomerate …

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Cover And Contents Jan 2022

Cover And Contents

Turkish Journal of Earth Sciences

No abstract provided.

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Growth Of The Imbrication Zone Along The Southeast Anatolian Orogenic Belt: Evidencefrom Fission Track Thermochronology From Gölbaşı Region (Se Turkey), Yusuf Topak Jan 2022

Growth Of The Imbrication Zone Along The Southeast Anatolian Orogenic Belt: Evidencefrom Fission Track Thermochronology From Gölbaşı Region (Se Turkey), Yusuf Topak

Turkish Journal of Earth Sciences

One of the major components of continental collision zones is their imbricated zones. Such a zone along the Southeast Anatolian Orogenic Belt (SAOB) is solely controlled by a still-active convergence and accretion system between the Anatolian Plate and Arabian platform since at least Late Cretaceous. The zone is characterized by NEE/SWW-trending, northward-dipping thrust slices that are squeezed between the Tauride Block to the north and the Arabian platform to the south. The units cropping out within the zone comprise Neo-Tethysrelated magmatic, ophiolitic, sedimentary and metamorphic rocks with Late Cretaceous to Miocene formation/metamorphism ages. The Karanlıkdere granitoid intrudes into Late Cretaceous …

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Doxorubicin-Induced Transcriptome Meets Interactome: Identification Of New Drug Targets, Hi̇lal Taymaz-Ni̇kerel Jan 2022

Doxorubicin-Induced Transcriptome Meets Interactome: Identification Of New Drug Targets, Hi̇lal Taymaz-Ni̇kerel

Turkish Journal of Biology

The working mechanism of the chemotherapeutic drug doxorubicin, which is frequently used in cancer treatment, its effects on cell metabolism, and pathways activated solely by doxorubicin are not fully known. Understanding these principles is important both in improving existing therapies and in finding new drug targets. Here, I describe a systems-biology approach to find a generalizable working principle for doxorubicin by superimposition of human interactome over gene datasets commonly expressed among various cancer types. The common ?in at least two different diseases?transcriptional response of distinctive cancer cell lines to doxorubicin was reflected via 199 significantly and differentially expressed genes, mostly …

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A Study Of Victorian Teachers’ Beliefs About Student Behaviour And Their Perception Of Preparation And Confidence To Engage In Evidence-Based Behaviour Support, Russell A. Fox, Umesh Sharma, Erin S. Leif Jan 2022

A Study Of Victorian Teachers’ Beliefs About Student Behaviour And Their Perception Of Preparation And Confidence To Engage In Evidence-Based Behaviour Support, Russell A. Fox, Umesh Sharma, Erin S. Leif

Australian Journal of Teacher Education

Positive and proactive approaches to behaviour support have been recognised as one component required to create effective and inclusive school environments (Finkelstein et al., 2019). States and territories within Australia have increasingly adopted school-wide positive behavioural interventions and supports (SWPBIS) as a means to creating effective social and behavioural change (Poed & Whitefield, 2020). However, ensuring staff implement SWPBIS as it is intended has been a challenge, both in Australia and internationally (McIntosh et al., 2016; NSW Ombudsman, 2017). The current study identifies and seeks to address two gaps in the existing literature exploring noted barriers to …

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Preparing Initial Teacher Education Students For Flexible Learning Programs, Jeff Thomas, Bianca Coleman, Ebba Herrlander Birgerson Jan 2022

Preparing Initial Teacher Education Students For Flexible Learning Programs, Jeff Thomas, Bianca Coleman, Ebba Herrlander Birgerson

Australian Journal of Teacher Education

In Australia, there is currently no official training pathway or qualification required for working in Flexible Learning Programs (FLPs). This causes a problem for both new teachers wishing to work in this area and for employers who have no way of knowing whether a new teacher has the appropriate skills or knowledge to teach in this alternative context. To address this problem, we designed and implemented a program during which Initial Teacher Education (ITE) students were given the opportunity to experience teaching in a FLP. Here we report on the experiences and perceptions of the preparation program from the perspectives …

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Using Systems Perspectives To Develop Underlying Principles For Educational Reform, John Daniel Kenny, Connie Cirkony Jan 2022

Using Systems Perspectives To Develop Underlying Principles For Educational Reform, John Daniel Kenny, Connie Cirkony

Australian Journal of Teacher Education

One of the enduring problems in the education system is the gap between theory and practice, where the research to improve teaching and learning is not fully realised in the classroom. This has impacted the effectiveness of education reform. We take a systems thinking approach to better understand the complexity of an education system, which involves multiple stakeholders, each with different levels of power, purposes, and perspectives about what is important. Drawing on an extensive body of research we propose a set of six foundational and five enabling principles that support systemic educational reform. These 11 principles are put forward …

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An Examination On Views On Teaching Practicum Held By Associate Teachers: A Qualitative Case Study, Gülten Koşar Jan 2022

An Examination On Views On Teaching Practicum Held By Associate Teachers: A Qualitative Case Study, Gülten Koşar

Australian Journal of Teacher Education

: Seeing the significance of exploring associate teachers’ views about teaching practicum, this qualitative case study aims to seek answers to the questions of what the self-perceived roles of four Turkish associate teachers in teaching practicum are and what their perceptions concerning the adequacy of the length of teaching practicum in Turkey are. Additionally, the present research targets finding answers to the questions of whether teaching practicum contributed to the professional development of the last trainee teachers the associate teachers have mentored and if mentoring fosters their own professional development. The results indicated they considered offering professional and emotional support …

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Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin Jan 2022

Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin

Australian Journal of Teacher Education

In a direct effort to build a greater understanding of higher education teaching and learning opportunities, this study shares the journey of three university lecturers working to ensure best practice outcomes from criterion-referenced assessment [CRA]. The work was built on a belief that our respective higher education undergraduate students did not fully value the design structure or feedback outcomes inherent in CRA. Using a collaborative autoethnographic lens we pooled experiences, outcomes, challenges, assumptions, and accounts of unconscious biases from across our different tertiary education schools and subjects. Our examination enriched our understanding, our teaching, and our student outcomes. In sharing …

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Australian Teachers’ Perceptions And Experiences Of Food And Nutrition Education In Primary Schools: A Qualitative Study, Gozde Aydin, Claire Margerison, Anthony Worsley, Alison Booth Jan 2022

Australian Teachers’ Perceptions And Experiences Of Food And Nutrition Education In Primary Schools: A Qualitative Study, Gozde Aydin, Claire Margerison, Anthony Worsley, Alison Booth

Australian Journal of Teacher Education

Teacher delivered food and nutrition education (FNE) can be effective in improving children’s food literacy and eating habits. However, teachers are known to face some barriers to the delivery of FNE globally. To obtain a deeper understanding of Australian primary school teachers’ experiences and views, 17 teachers were interviewed. The results of the thematic analysis showed that teachers acknowledged the importance of FNE and were willing to include more FNE content into their teaching. We also identified the FNE topics taught, resources used, their teaching partners, and barriers encountered. The discussion presents strategies to overcome these barriers.

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Australian Teachers’ Perception Of Their Preparedness To Teach Traumatised Students: A Systematic Literature Review., Glenys M. Oberg, India Bryce Jan 2022

Australian Teachers’ Perception Of Their Preparedness To Teach Traumatised Students: A Systematic Literature Review., Glenys M. Oberg, India Bryce

Australian Journal of Teacher Education

There are many studies documenting the negative impacts of trauma in childhood. However, despite schools and teachers being a known protective factor which have the potential to modify the negative impacts of complex trauma, limited research examining the perspectives of primary teachers working with traumatised children and their perceptions of preparedness to teach students living with complex trauma has been conducted. Thus a systematic literature review was conducted to collate and synthesise available empirical research on this topic. The review followed PRISMA guidelines and searches were conducted across academic databases for peer reviewed studies published between 2011 and 2022. Only …

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Mathematics Teachers’ Feedback Responses To Students’ Errors And Unexpected Strategies, Andrés Pinzón, Pedro Gómez, María José González Jan 2022

Mathematics Teachers’ Feedback Responses To Students’ Errors And Unexpected Strategies, Andrés Pinzón, Pedro Gómez, María José González

Australian Journal of Teacher Education

A part of students learning in the classroom depends on how the teacher responds to their thinking. The literature has separately addressed teachers’ feedback responses to errors and unexpected strategies that students put into play when solving tasks. We propose a framework to analyze these responses together based on three criteria: the focus of the answers (teacher or student), the type of knowledge (conceptual or procedural) that the teacher puts into play in the teacher-centered answers, and the types of actions (asking and proposing) involved in student-centered responses. We codified and analyzed the feedback responses of a group of mathematics …

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Integrated Curriculum Approaches To Teaching In Initial Teacher Education For Secondary Schooling: A Systematic Review, Terri Bourke, Lyra L’Estrange, Jill Willis, Jennifer Alford, James Davis, Deborah Henderson, Mallihai Tambyah, Senka Henderson, Tricia Clark-Fookes Jan 2022

Integrated Curriculum Approaches To Teaching In Initial Teacher Education For Secondary Schooling: A Systematic Review, Terri Bourke, Lyra L’Estrange, Jill Willis, Jennifer Alford, James Davis, Deborah Henderson, Mallihai Tambyah, Senka Henderson, Tricia Clark-Fookes

Australian Journal of Teacher Education

Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated …

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Supporting Mathematics Pre-Service Teachers Reflection With 360degree Video And The Knowledge Quartet, Lisa O'Keeffe, Bruce White Jan 2022

Supporting Mathematics Pre-Service Teachers Reflection With 360degree Video And The Knowledge Quartet, Lisa O'Keeffe, Bruce White

Australian Journal of Teacher Education

Secondary mathematics teaching is often characterised by teacher-led pedagogies centred on practice and memorising formula which can dominate incoming pre-service teachers’ perceptions of mathematics teaching. Hence, creating opportunities for pre-service teachers (PSTs) - particularly those who have not experienced student-centered pedagogies – to see the power of alternative pedagogical approaches is crucial in the early experiences of their teacher training. This paper explores the potential of 360degree video recordings of micro teaching of PSTs to enhance initial reflections using the Knowledge Quartet. Drawing on four PSTs’ 360degree video reflections using the Knowledge Quartet framework we unpack the different ways that …

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Emotional Freedom Techniques (Tapping) To Improve Wellbeing And Reduce Anxiety In Primary School Classrooms, Margaret T. Lambert, Sue E. Smith, Simon Moss, Marilynne N. Kirshbaum Jan 2022

Emotional Freedom Techniques (Tapping) To Improve Wellbeing And Reduce Anxiety In Primary School Classrooms, Margaret T. Lambert, Sue E. Smith, Simon Moss, Marilynne N. Kirshbaum

Australian Journal of Teacher Education

The use of Emotional Freedom Techniques (EFT) as a class exercise was investigated to ascertain its effectiveness for student wellbeing. Although EFT has been validated in clinical settings, studies have not yet established whether this approach could be applied in classrooms to curb anxiety and improve wellbeing. A pragmatic, mixed methods study was conducted with 138 students in northern Australian primary schools. Student anxiety dissipated over two stages of intervention. Aside from class tapping sessions, students sometimes tapped surreptitiously, and teachers applied tapping for themselves on occasions. Students generally preferred a quieter, individual approach during class tapping sessions. Broader themes …

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Teacher Education For A Rural-Ready Teaching Force: Swings, Roundabouts, And Slippery Slides?, Philip Roberts, Natalie Downes, Jo-Anne Reid Jan 2022

Teacher Education For A Rural-Ready Teaching Force: Swings, Roundabouts, And Slippery Slides?, Philip Roberts, Natalie Downes, Jo-Anne Reid

Australian Journal of Teacher Education

The preparation of teachers for rural schools has been a significant focus of research for many decades. In this paper we update previous reports of the extent of Initial Teacher Education courses that prepare teachers for rural schools in Australia. We found that despite significant and continued calls for rural teacher education, there are still very few rural-teaching units offered in teacher education courses, and there are no courses at all that seek this as an explicit outcome. As the Australian Professional Standards for Teaching claim the importance of teachers understanding students and their contexts, we argue that effective teacher …

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Changing Needs Of Special Education Preservice Teachers In The Practicum, Stella Gidalevich, Maayan Shalev Jan 2022

Changing Needs Of Special Education Preservice Teachers In The Practicum, Stella Gidalevich, Maayan Shalev

Australian Journal of Teacher Education

Self-determination theory (SDT) suggests that people strive to fulfill three basic needs of competence, autonomy, and relatedness. In teacher education research, fulfilling those needs is connected to positive skill development and increased wellbeing of preservice teachers and their students. Teacher education programs for special education preservice teachers (SEPT) include a professional experience in various school settings with neurodiverse students. This professional experience gives rise to specific needs for these SEPT. In-depth interviews were conducted with 12 SEPT, studying at various stages of two teacher education programs. The findings were analyzed qualitatively. Results revealed developing and changing needs throughout the educational …

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Positioning Dispositions In Initial Teacher Education: An Action Research Approach, Qilong Zhang, Joanne Hayes, Rawhia Tehau-Grant, Roberta Skeoch, Lois France, Ke Jiang, Ruth Barnes Jan 2022

Positioning Dispositions In Initial Teacher Education: An Action Research Approach, Qilong Zhang, Joanne Hayes, Rawhia Tehau-Grant, Roberta Skeoch, Lois France, Ke Jiang, Ruth Barnes

Australian Journal of Teacher Education

In spite of debate, ambiguity, and tension around teacher dispositions, in the past over two decades, the place of dispositions in initial teacher education (ITE) has been widely supported among policy makers and researchers. Specifically, debate on whether dispositions are teachable has largely given way to action to foster dispositions. Adopting a two-cycle participatory action research design, this study explored ways to teach the first-year teacher candidates’ dispositions in an early childhood ITE programme in New Zealand. The intervention included eight focus dispositions and corresponding strategies to teach each focus disposition. Data collection methods included student self-assessment surveys, individual and …

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The Impact Of Problem-Based Learning On Pre-Service Teachers’ Mathematics Pedagogical Content Knowledge, David A. Martin Jan 2022

The Impact Of Problem-Based Learning On Pre-Service Teachers’ Mathematics Pedagogical Content Knowledge, David A. Martin

Australian Journal of Teacher Education

Predictors of teacher effectiveness in relation to student achievement are based on the ability to use a range of evidence-based teaching strategies. Australia’s Teacher Education Ministerial Advisory Group (TEMAG) report that some tertiary providers working with pre-service teachers (PSTs) are using pedagogical practices which are not informed by established research. This paper reports on the impact a student-centred, PBL teaching approach had on third-year Bachelor of Education PSTs’ PCK in a mathematics education subject, compared to a similar group taught using a conventional teacher-directed approach. A quasi-experimental group-by-time design was used to determine the impact of the intervention. Contrary to …

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Foreign Language Teachers’ Knowledge Base And The Influence Of Teaching Experience, Marianna Levrints (Lőrincz) Jan 2022

Foreign Language Teachers’ Knowledge Base And The Influence Of Teaching Experience, Marianna Levrints (Lőrincz)

Australian Journal of Teacher Education

The present paper elucidated the issue of foreign language teachers’ knowledge base and the influence of teaching experience on their beliefs. A self-report questionnaire was utilised to explore what domains of knowledge language teachers prioritised in planning and delivering instruction, what sources they drew on to gain professional understanding and to compare teachers’ views relevant to the length of their experience. The analysis of data revealed quantitative dissimilarities in the assumed sources and knowledge domains, as well as teachers' instructional preferences. The study’s findings lend empirical evidence to the influence of experience on teachers’ cognitions and yield additional insight into …

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Challenges In Reorienting Early Childhood Education For Sustainability In Initial Teacher Education: Transforming, Creating And Expanding, Neus (Snowy) Evans, Debra Harwood, Ann-Christin Furu, Şule Alici Jan 2022

Challenges In Reorienting Early Childhood Education For Sustainability In Initial Teacher Education: Transforming, Creating And Expanding, Neus (Snowy) Evans, Debra Harwood, Ann-Christin Furu, Şule Alici

Australian Journal of Teacher Education

This editorial essay introduces a special issue on education for sustainability, early childhood education and initial teacher education. We adopt a duoethnographic approach to first provide an overview of the issues, gaps, tensions and challenges in past and current trends in early childhood education for sustainability (ECEfS) in initial teacher education (ITE). Then, from our perspectives as four teacher educators located in disparate regions of the world: Finland, Turkiye, Canada, and Australia, we invite readers into our own stories as a starting place to explore the papers within the special issue. Through this dynamic interplay of four critically questioning minds …

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A Content Analysis Of Documentation Of Nature Play In Early Childhood Teacher Education Programs In Australia, Nicole C. Green, Vicki Christopher, Michelle Turner Jan 2022

A Content Analysis Of Documentation Of Nature Play In Early Childhood Teacher Education Programs In Australia, Nicole C. Green, Vicki Christopher, Michelle Turner

Australian Journal of Teacher Education

This study theoretically aligns with research that purports that nature play positively contributes to sustainability stewardship. Early childhood teachers can plan for and nurture children’s capabilities and dispositions for sustainability stewardship. Initial teacher education programs contribute to the professional learning of preservice early childhood teachers’ perceptions regarding nature play. This article details the findings of content analysis to explore and uncover the existence of nature play in online, publicly available documents representing twenty-two early childhood teacher qualifications. In what ways is nature play evidenced in early childhood initial teacher education programs in Australia? The findings highlight potential discrepancies between the …

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Broadening Ontological And Epistemological Possibilities Within Early Childhood Teacher Education For Sustainability, Kassahun Weldemariam Jan 2022

Broadening Ontological And Epistemological Possibilities Within Early Childhood Teacher Education For Sustainability, Kassahun Weldemariam

Australian Journal of Teacher Education

The dominant sustainability ethos and discourse within early childhood education pursue a normative ontological and epistemological direction aimed at empowering children’s agency and thus, building certain predefined moral values, knowledge, and skills. Likewise, mainstream early childhood teacher education programmes strive to build early childhood pre-service teachers’ sustainability knowledge and skills, especially to enhance their capacity to be transformative agents and motivators for change to engage children with sustainability challenges. In this conceptual article, drawing on posthuman concepts, I highlight the limits of such orthodox assumptions in early childhood education for sustainability (ECEfS) teacher education and invite broader ontological and epistemic …

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Early Childhood Teachers’ Perceptions Of Environmental Sustainability: A Phenomenographic Investigation, Jane Spiteri Jan 2022

Early Childhood Teachers’ Perceptions Of Environmental Sustainability: A Phenomenographic Investigation, Jane Spiteri

Australian Journal of Teacher Education

Early childhood teachers’ environmental perceptions can influence young children’s learning about environmental issues. Yet, to date, there is minimal research focusing on the perceptions of environmental sustainability held by early childhood teachers. This qualitative phenomenographic study collected data via individual semi-structured interviews with five early childhood teachers and one head teacher, in Malta. Preliminary findings revealed that the participants perceived environmental sustainability in terms of environmental concerns; environmental responsibility; and environmental protection. A mismatch between the participants’ environmental concerns and their pro-environmental behaviour emerged. The data also show that any environmental activities at school were done so uncritically. These findings …

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New Initiatives For Building Education For Sustainability In Initial Early Childhood Teacher Education In Sweden – Critical Aspects And Noticeable Needs, Eva Ärlemalm-Hagsér, Laila Gustavsson, Susanne Thulin, Neus (Snowy) Evans Jan 2022

New Initiatives For Building Education For Sustainability In Initial Early Childhood Teacher Education In Sweden – Critical Aspects And Noticeable Needs, Eva Ärlemalm-Hagsér, Laila Gustavsson, Susanne Thulin, Neus (Snowy) Evans

Australian Journal of Teacher Education

There is an identified need for research capable of enhancing understanding of effective practice in the embedding of Education for Sustainability (EfS) in Initial Early Childhood Teacher education (IECTE). Research further finds that innovative teaching strategies are needed to build new teachers’ capacity to prepare future citizens to manage critical sustainability challenges. This study meets this need by investigating how EfS is implemented in two IECTE programmes at two Swedish universities where EfS is embedded throughout the years of study, and the learning students demonstrate at the end of the programmes in relation to EfS. Findings reveal that students demonstrate …

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Weaving Child-Plastic Relations With Early Childhood Educators In The Ecuadorian Andes, Alexandra M. Berry Jan 2022

Weaving Child-Plastic Relations With Early Childhood Educators In The Ecuadorian Andes, Alexandra M. Berry

Australian Journal of Teacher Education

In a small village in the Ecuadorian Andes called Racar, plastics are intimately woven into social and ecological structures. These entanglements move beyond human control and generate toxic dependencies between humans, plastics, and others. This requires a pedagogical shift in how early childhood educators understand and respond to plastics. Drawing on field research with educators in Racar, this paper attempts to interrupt human-centric discourses of the child as separate from Andean ecologies and resituates childhoods as differentially embedded in complex place relations.

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Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna Jan 2022

Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna

Australian Journal of Teacher Education

Recent developments of higher teacher education in Tanzania have witnessed high student enrolments necessitating change of an emphasis from individual assessment to group-based assessment practices. In this context, informed by the constructivist philosophical perspective, this article reports on the pre-service teachers’ voices regarding the prevalence, impacts and counteractive strategies of social loafing. The pre-service teachers are drawn from one higher education institution in Tanzania that serves as a case study. It draws on qualitative data collected from a sample of purposively selected undergraduate pre-service teachers. The study found social loafing tendencies to be commonplace and with far-reaching consequences amongst students …

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