Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Teacher education (17)
- Practicum (4)
- Pre-service teachers (4)
- Social justice (3)
- Technology (3)
-
- Beliefs (2)
- Curriculum (2)
- Education (2)
- Emotions (2)
- Initial teacher education (2)
- Language (2)
- Mathematics (2)
- Motivation (2)
- Pedagogy (2)
- Physical Education (2)
- Pre-service teacher (2)
- Pre-service teacher education (2)
- Preservice teachers (2)
- Professional development (2)
- Professional learning (2)
- Quality teaching (2)
- Teacher Education (2)
- Teacher professional learning (2)
- : co-operating teachers (1)
- ASD (1)
- Aboriginal culture (1)
- Action research (1)
- Active learning (1)
- Adult education (1)
- Appraisal theory (1)
Articles 61 - 68 of 68
Full-Text Articles in Education
A Collaboration-Mediated Exploration Of Nonnative L2 Teachers’ Cognition Of Language Teaching Methodology, Zia Tajeddin, Nafeeseh Aryaeian
A Collaboration-Mediated Exploration Of Nonnative L2 Teachers’ Cognition Of Language Teaching Methodology, Zia Tajeddin, Nafeeseh Aryaeian
Australian Journal of Teacher Education
The present study sought to investigate nonnative L2 teachers’ cognition of teaching methodology based on their collaborative talks. Participants were 12 nonnative EFL teachers categorized into three collaborative discussion groups by their teaching experience. Collaborative discussions were aimed at exploring the participants’ cognition of language teaching methodology, including the criteria for the evaluation of teaching methodology, classroom activities, teaching language skills and sub-skills, teachers’ roles, and learners’ roles in general and communicative language teaching (CLT) in particular. Analysis of the data indicated that the teachers participating in each discussion group held largely similar cognition about most of the issues in …
Teaching As A Career Choice: Triggers And Drivers, Ee Ling Low, Pak Tee Ng, Chenri Hui, Li Cai
Teaching As A Career Choice: Triggers And Drivers, Ee Ling Low, Pak Tee Ng, Chenri Hui, Li Cai
Australian Journal of Teacher Education
Why people are drawn to teaching has been a focal research area. However, previous studies seem to centre on the traditional conceptualisations of intrinsic, altruistic, and extrinsic motivations as well as some other similar categorisations. This study attempts to discuss the issue from a different conceptual stance, proposing a distinction between the “triggers” and the “drivers”. The influences on the motivation for joining teaching were explored through in-depth interviews with 26 student teachers. Results show that student teachers’ motivations for joining teaching in Singapore may differ in important ways from that of their counterparts in other places. More importantly, the …
The Congruity/Incongruity Of Efl Teachers’ Beliefs About Listening Instruction And Their Listening Instructional Practices, Mohammad Nabi Karimi, Mostafa Nazari
The Congruity/Incongruity Of Efl Teachers’ Beliefs About Listening Instruction And Their Listening Instructional Practices, Mohammad Nabi Karimi, Mostafa Nazari
Australian Journal of Teacher Education
While research on EFL teachers’ beliefs and the realization of these beliefs in their classroom practices has recently gained momentum in the field of applied linguistics, the study of teachers’ beliefs as they relate to listening has received insufficient attention in the literature. This study was conducted to investigate Iranian EFL teachers’ beliefs about listening and their beliefs-driven instructional practices. To this end, a listening beliefs questionnaire was administered to a total of 85 teachers (BA= 49, MA= 36), followed by classroom observation of 12 teachers (6 teachers per group) who were given an audio to teach. The results revealed …
Primary Pre-Service Teachers’ Perceptions Of Course Related Factors That Enhance Instructional Self-Efficacy, Beverly J. Christian
Primary Pre-Service Teachers’ Perceptions Of Course Related Factors That Enhance Instructional Self-Efficacy, Beverly J. Christian
Australian Journal of Teacher Education
Pre-service teachers’ instructional self-efficacy, that is, their belief in their own ability to foster learning with instructional tactics, is one predictor of classroom effectiveness. This qualitative investigation used focus groups to gather data from fifty-one pre-service teachers enrolled in one Bachelor of Education (Primary) degree in Australia. Pre-service teachers were asked their perceptions of course related factors that increased their instructional self-efficacy. Focus group transcripts were themed and triangulated with prioritised lists developed by each of the focus groups. Pre-service teachers identified vicarious and enactive modelling, accompanied by professional conversations and a supportive learning culture as contributors to instructional self-efficacy. …
Improving The Computational Thinking Pedagogical Capabilities Of School Teachers, Matt Bower, Leigh N. Wood, Jennifer W.M. Lai, Cathie Howe, Raymond Lister, Raina Mason, Kate Highfield, Jennifer Veal
Improving The Computational Thinking Pedagogical Capabilities Of School Teachers, Matt Bower, Leigh N. Wood, Jennifer W.M. Lai, Cathie Howe, Raymond Lister, Raina Mason, Kate Highfield, Jennifer Veal
Australian Journal of Teacher Education
The idea of computational thinking as skills and universal competence which every child should possess emerged last decade and has been gaining traction ever since. This raises a number of questions, including how to integrate computational thinking into the curriculum, whether teachers have computational thinking pedagogical capabilities to teach children, and the important professional development and training areas for teachers. The aim of this paper is to address the strategic issues by illustrating a series of computational thinking workshops for Foundation to Year 8 teachers held at an Australian university. Data indicated that teachers' computational thinking understanding, pedagogical capabilities, technological …
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 Role Of Teachers In Identifying And Supporting Homeless Secondary School Students: Important Lessons For Teacher Education, Monica Thielking, Louise La Sala, Paul Flatau
The Role Of Teachers In Identifying And Supporting Homeless Secondary School Students: Important Lessons For Teacher Education, Monica Thielking, Louise La Sala, Paul Flatau
Australian Journal of Teacher Education
Young people entering homelessness often do so while still at school. This study explores Australian teachers’ and other student support staff perspectives of the experiences of students who are running away from home, the barriers to student help-seeking, and how local youth services can best support secondary schools to provide necessary services to keep students at school and at home or in some other form of safe and secure accommodation. The study revealed that although teachers and student support staff report awareness that student couch surfing exists; there are a range of barriers which prevent a student from seeking help. …
Transforming Pre-Service Teachers’ Beliefs And Understandings About Design And Technologies, Marnie Best
Transforming Pre-Service Teachers’ Beliefs And Understandings About Design And Technologies, Marnie Best
Australian Journal of Teacher Education
Design and Technologies challenges students to think differently: to think critically and creatively. Yet, how, when and why students are exposed to Design and Technologies curriculum in school classrooms is at the prerogative of their teacher. For this reason, it is imperative that pre-service teachers are inspired by and engaged through relevant, rigorous and responsive courses throughout their undergraduate teaching program. Situated within the Bachelor of Education (Primary and Middle) degree at the University of South Australia, Australia, this study captures pre-service teachers’ emerging beliefs, attitudes and understandings of Design and Technologies. Drawing on the comparative responses of pre-service teachers …