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Full-Text Articles in Education
Teachers’ Experiences Of Educating Eal Students In Mainstream Primary And Secondary Classrooms, Jessica Premier
Teachers’ Experiences Of Educating Eal Students In Mainstream Primary And Secondary Classrooms, Jessica Premier
Australian Journal of Teacher Education
Many schools in Victoria, Australia, are multicultural, with students coming from a variety of cultures and backgrounds. Content area teachers often educate EAL students in their classrooms, even though they may not have specialised EAL teaching qualifications. This paper presents the experiences of primary and secondary teachers working in multicultural schools in Victoria. It explores the way in which teachers meet the needs of EAL students in their classrooms, and the support that is available to assist them to do so. This paper reports that teaching practice, school leadership, professional learning, and identity, influence the way in which teachers educate …
Co-Design For Curriculum Planning: A Model For Professional Development For High School Teachers, Nick Kelly, Natalie Wright, Les Dawes, Jeremy Kerr, Amanda Robertson
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 …
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
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. …