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Full-Text Articles in Education
Do Pre-Service Teachers Feel Ready To Teach In Inclusive Classrooms? A Four Country Study Of Teaching Self-Efficacy., Tim Loreman, Umesh Sharma, Chris Forlin
Do Pre-Service Teachers Feel Ready To Teach In Inclusive Classrooms? A Four Country Study Of Teaching Self-Efficacy., Tim Loreman, Umesh Sharma, Chris Forlin
Australian Journal of Teacher Education
This paper reports the results of an international study examining pre-service teacher reports of teaching self-efficacy for inclusive education; principally focusing on the explanatory relationship between a scale designed to measure teaching self-efficacy in this area and key demographic variables within Canada, Australia, Hong Kong, and Indonesia. The study builds on earlier work by this research team on attitudes towards inclusion and offers a more comprehensive picture of pre-service teachers’ preparedness to teach in inclusive classrooms. Data were collected from 380 pre-service teachers in four countries. Results indicated that strong international differences existed. Other factors impacting responses regarding teaching self-efficacy …
“There’S No Big Book On How To Care”: Primary Pre-Service Teachers’ Experiences Of Caring, Hellen Kemp, Andrea Reupert
“There’S No Big Book On How To Care”: Primary Pre-Service Teachers’ Experiences Of Caring, Hellen Kemp, Andrea Reupert
Australian Journal of Teacher Education
This study investigated primary, pre-service teachers' experiences regarding their caring role, and the barriers they face when caring for students. Thirteen Australian primary pre-service teachers were individually interviewed. Within a qualitative framework, transcripts were thematically analysed, alongside member checks. While results indicated highly individualised notions of care, common themes included difficulties in navigating the caring teacher role, the caring student-teacher relationship and gaps in training around notions of care. A continuum of care was identified, mediated by student and teacher factors as well as school location. This continuum provides a framework within which pre-service teachers might explore boundary issues.
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. …
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 …
Service-Learning: A Valuable Component Of Pre-Service Teacher Education, Dianne J. Chambers, Shane Lavery
Service-Learning: A Valuable Component Of Pre-Service Teacher Education, Dianne J. Chambers, Shane Lavery
Australian Journal of Teacher Education
There is recognition that involvement in service-learning can impact positively on the development of pre-service teachers professionally, culturally and academically (Billig & Freeman, 2010; Anderson, 1998). This article explores and describes the experiences of pre-service teachers in the School of Education at the University of Notre Dame Australia (UNDA) who are undertaking two service learning units as part of their teacher education. This research is based on qualitative data collected from pre-service teachers on completion of their service learning units. Initially, service-learning as a concept is explored with particular reference to four basic elements identified in the literature (Jacoby, 1996; …
A Cross Sectional Study Of Pre-Service Teacher Efficacy Throughout The Training Years, Stuart Woodcock
A Cross Sectional Study Of Pre-Service Teacher Efficacy Throughout The Training Years, Stuart Woodcock
Australian Journal of Teacher Education
Teachers’ judgments in their ability to motivate students and promote learning can play a vital role in determining a student’s performance in the classroom and once a belief has been held for a long time, it can become difficult to change. Utilising a sample of 467 beginner and final year pre-service teachers training to become primary (elementary) and secondary teachers, the aim of this study was to examine to what extent pre-service teachers’ level of teacher efficacy changed during their teacher training years. Results showed that the training courses for primary school teachers appeared to have no influence on teacher …
Democratic Values And Teacher Self-Efficacy Perceptions: A Case Of Pre-Service English Language Teachers In Turkey, Ece Zehir Topkaya, Aysun Yavuz
Democratic Values And Teacher Self-Efficacy Perceptions: A Case Of Pre-Service English Language Teachers In Turkey, Ece Zehir Topkaya, Aysun Yavuz
Australian Journal of Teacher Education
This study investigated democratic values of pre-service English language teachers in relation to their teacher self-efficacy perceptions in a Turkish context. It also examined the possible relationships between gender, grade and democratic values and self-efficacy perceptions. A questionnaire survey was conducted with 294 pre-service teachers. Findings show that they had a high level of democratic values while senior students reported the highest rate of democratic values. Results did not show a significant difference between democratic values and gender. Participants also reported a moderately high level of self-efficacy. Lastly, correlation was found between their democratic values and self-efficacy perceptions.
Exploring The Beliefs Of Commencing Early Childhood Education Graduate Students: Providing Insights To Improve Teacher Education Programs, Susanne Garvis, Bev Fluckiger, Danielle Twigg
Exploring The Beliefs Of Commencing Early Childhood Education Graduate Students: Providing Insights To Improve Teacher Education Programs, Susanne Garvis, Bev Fluckiger, Danielle Twigg
Australian Journal of Teacher Education
In response to the increased demand for qualified early childhood educators in Queensland, many universities are being challenged to tailor make programs and identify innovative practices that support individuals interested in pursuing such a teaching qualification. Although research indicates that beliefs and perceptions are an important influence on pre-service teacher success in teacher education programs as well as in the workforce, little is known, however, about those of students as they enter early childhood education programs. This study focuses on the beliefs and perceptions that students bring to a Graduate Diploma in Early Childhood Education (GDipECE) being offered at Griffith …
Repositioning Research As Writing To Improve Student Learning, Sara Booth
Repositioning Research As Writing To Improve Student Learning, Sara Booth
Australian Journal of Teacher Education
In recent years teacher education has used the process and practices of research to improve pre-service teachers’ pedagogical practices. Pre-service teachers, however, generally prefer to understand the practices of teaching rather than research. This paper considers the writing process rather than the research process as central to the construction of pre-service teachers’ subjectivities. It explores the responses of twenty-six Tasmanian Secondary English postgraduate pre-service teachers in 2004 and 2005, drawing on data from research writing projects, surveys and interviews. These responses indicated that when writing is positioned central to the research process it can change pre-service teachers’ construction of research …
Turkish Pre-Service Teachers' Beliefs About The Importance Of Teaching Chemistry, Esen Uzuntiryaki, Yezdan Boz
Turkish Pre-Service Teachers' Beliefs About The Importance Of Teaching Chemistry, Esen Uzuntiryaki, Yezdan Boz
Australian Journal of Teacher Education
The purpose of this study was to describe Turkish pre-service chemistry teachers’ beliefs about the importance of teaching chemistry in high schools. For this purpose, 45 pre-service chemistry teachers were administered a questionnaire involving open-ended questions which asked what the importance of teaching chemistry is, and why we teach chemistry in high schools. Based on the written responses, 12 pre-service teachers were chosen to be interviewed to obtain more elaborated information about their beliefs. Data analysis revealed that most of the pre-service teachers expressed that chemistry should be taught in order to explain daily life events. However, a very small …