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Full-Text Articles in Education
Perceived Social-Ecological Barriers Of Generalist Pre-Service Teachers Towards Teaching Physical Education: Findings From The Get-Pe Study, Brendon P. Hyndman
Perceived Social-Ecological Barriers Of Generalist Pre-Service Teachers Towards Teaching Physical Education: Findings From The Get-Pe Study, Brendon P. Hyndman
Australian Journal of Teacher Education
Identifying and understanding the perceptions of pre-service teachers (PSTs) is vital to informing teaching practices. The purpose of the ‘Generalist Entry into Teaching Physical Education’ (GET-PE) study was to investigate Australian generalist PSTs' perceptions of the barriers to teaching physical education (PE) classes. A social-ecological model framework (SEM) was uniquely applied as the conceptual framework for the GET-PE study to analyse, explore and understand the multiple levels of barriers perceived by the generalist PSTs. A myriad of SEM level barriers were perceived by the generalist PSTs (n=71) at the intrapersonal level (knowledge gaps, physical abilities, reduced confidence), interpersonal level (community …
Preservice Teachers’ Identity Development During The Teaching Internship, Tran Le Huu Nghia, Huynh Ngoc Tai
Preservice Teachers’ Identity Development During The Teaching Internship, Tran Le Huu Nghia, Huynh Ngoc Tai
Australian Journal of Teacher Education
This article reports the analysis of two preservice teachers’ narratives to highlight the process of teacher identity development during their teaching internship. The analysis showed that their teacher identities had been shaped before they entered the teacher education program where it continued to be shaped by educational experts. In that way, they formed expectations or imaginations of their professional roles and responsibilities prior to the teaching internships. When entering the teaching internships, these pre-existing expectations or imaginations were challenged by the reality they faced. Their engagement with the internship, resilience and negotiations of professional practices were found to be significant …
International Students Experience In Teacher Education: Creating Context Through Play Workshops, Dawn Joseph, Elizabeth Rouse
International Students Experience In Teacher Education: Creating Context Through Play Workshops, Dawn Joseph, Elizabeth Rouse
Australian Journal of Teacher Education
Higher education in Australia attracts many international students. Universities are challenged to prepare them with the necessary understandings, knowledge and skills to effectively participate in their study. For international students, understanding Early Childhood contexts in Australia is a new way of viewing teaching and learning from their own cultural perspective. This paper situates itself as part of a wider study “Improving work placement for international students, their mentors and other stakeholders”. A pilot program was run at Deakin University for the Master of Teaching Early Childhood students to undertake play workshops before commencing placement. Questionnaires were analysed using Interpretative Phenomenological …
The Complexity Of Practicum Assessment In Teacher Education: An Examination Of Four New Zealand Case Studies., Karyn M. Aspden
The Complexity Of Practicum Assessment In Teacher Education: An Examination Of Four New Zealand Case Studies., Karyn M. Aspden
Australian Journal of Teacher Education
Practicum is a key element of initial teacher education (ITE) programmes, designed to support the professional growth of student teachers. Practicum is also a key point of assessment, leading to a determination of the student’s professional growth and their readiness to teach and enter the teaching profession. This study sought to understand the way in which the assessment of practicum was enacted and experienced within New Zealand early childhood ITE programmes. Case study methodology was used to explore the experiences of practicum triads from four participating institutions. Data included recordings of triadic assessment meetings, post-assessment interviews with the student teachers, …
The Effect Of A Professional Development Model On Early Childhood Educators’ Direct Teaching Of Beginning Reading, Gemma E. Scarparolo, Lorraine S. Hammond
The Effect Of A Professional Development Model On Early Childhood Educators’ Direct Teaching Of Beginning Reading, Gemma E. Scarparolo, Lorraine S. Hammond
Research outputs 2014 to 2021
Research over the last 15 years has reported that for professional development to be effective, in terms of changing teachers’ knowledge and/or instructional strategies, it needs to be conducted taking into consideration the following factors: teachers’ existing knowledge, experience and attitudes towards the professional development, school administrative factors, opportunities for classroom-based follow-up and gathering data concerning student achievement to measure the impact or effectiveness of the professional development. These factors were all carefully considered when creating, planning and implementing the professional development model for this study. The results indicate that an evidence-based professional development model which included a workshop, classroom …