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Articles 1 - 30 of 55
Full-Text Articles in Education
Development And Validation Of A Scale To Explore Pre-Service Teachers’ Sense Of Preparedness, Engagement And Self-Efficacy In Classroom Teaching, Jessy Abraham, Tania Ferfolja, Aaron Sickel, Anne Power, Christina Curry, Denise Fraser, Karin Mackay
Development And Validation Of A Scale To Explore Pre-Service Teachers’ Sense Of Preparedness, Engagement And Self-Efficacy In Classroom Teaching, Jessy Abraham, Tania Ferfolja, Aaron Sickel, Anne Power, Christina Curry, Denise Fraser, Karin Mackay
Australian Journal of Teacher Education
Raising the quality of initial teacher education can make an important contribution to raising the overall quality of the school system. In Australia, the National Framework for Professional Standards for Teaching is used as a common framework to set standards for the accreditation of teacher education programs. However, institution-wise assessments need to be carried out regularly to explore the quality of preparation pre-service teachers receive and to what extent they feel well prepared to enter teaching. This will enable teacher education programs to implement strategies to strengthen the link between university coursework and professional practice of pre service teachers. This …
Working The Third Space: Reformulating Practice In The Transition From Classroom Teacher To Teacher Educator, Fleur Diamond, Stephanie Wescott, Kristen Molloy
Working The Third Space: Reformulating Practice In The Transition From Classroom Teacher To Teacher Educator, Fleur Diamond, Stephanie Wescott, Kristen Molloy
Australian Journal of Teacher Education
The working lives and identities of teacher educators remain an under-researched aspect of teacher education. This paper reports on a collaborative narrative inquiry by three early career teacher educators as they made the transition from classroom practice in schools, to teacher education in a university setting. The authors confronted technical understandings, or ‘official stories’ (Zukas & Malcolm, 2019) of what it means to prepare prospective teachers, derived from contemporary standards-based policies about teacher professionalism. The paper proposes the concept of ‘working the third space’ as a way of framing teacher educators’ efforts to draw upon classroom teaching experience while challenging …
Aboriginal Community-Led Preservice Teacher Education: Learning From Country In The City, Katrina Thorpe, Cathie Burgess, Suzanne Egan
Aboriginal Community-Led Preservice Teacher Education: Learning From Country In The City, Katrina Thorpe, Cathie Burgess, Suzanne Egan
Australian Journal of Teacher Education
In Australia it is well documented that teachers continue to struggle with implementing Aboriginal content, pedagogies and engaging with Aboriginal communities. This paper describes a research project analysing place-based learning for preservice teachers at an urban university led by Aboriginal community members. We argue that place-based learning is critical in developing preservice teacher’s knowledge and confidence in Aboriginal education. Surveys, individual and group yarns provided in-depth data from 64 participants completing elective courses including place-based ‘Learning from Country’ (LFC) experiences. Three key findings emerge from the data. Firstly, the utility of an experiential ‘learning by doing’ approach, secondly, the profound …
How Do Pre-Service Male Primary Teachers Cope With Gender Related Challenges?, Vaughan Cruickshank, Martin Kerby, Margaret Baguley
How Do Pre-Service Male Primary Teachers Cope With Gender Related Challenges?, Vaughan Cruickshank, Martin Kerby, Margaret Baguley
Australian Journal of Teacher Education
Male teachers are a minority in both primary teacher training courses and in primary schools around the world. Education research has identified numerous gender-related challenges faced by male primary teachers during their initial teacher training and later when teaching in schools. Despite noting that many males leave teacher training because of these challenges, researchers have spent much less time investigating strategies to assist men cope with them and persist in the profession. This paper aims to help address this gap through an investigation of the challenges pre-service male primary teachers face during their teacher training and identifying practical coping strategies. …
Efl Literacy Teaching In Relation To Teachers’ Self-Efficacy, Experience And Native Language, Stephanie Fuchs, Tami Katzir, Janina Kahn-Horwitz
Efl Literacy Teaching In Relation To Teachers’ Self-Efficacy, Experience And Native Language, Stephanie Fuchs, Tami Katzir, Janina Kahn-Horwitz
Australian Journal of Teacher Education
English as a foreign language (EFL) literacy is necessary for the career success of non-English speaking students. Many students lack adequate EFL literacy skills which may indicate a gap between EFL literacy instruction theory and practice. Teachers’ self-efficacy regarding their ability to teach reading and writing, years of teaching experience, and/or native language may influence their selection of components for EFL literacy instruction. This study examines these components as they are perceived by teachers. One hundred and sixty-seven Israeli EFL elementary school teachers completed online questionnaires. Findings showed a weak correlation between teachers’ self-efficacy and their instructional approach. Teaching experience …
Reflective Thinking Practices Among Pre-Service Teachers: Comparison Between Malaysia And Australia, Siew Chee Choy, Judith Dinham, Joanne Sau-Ching Yim, Paul Williams
Reflective Thinking Practices Among Pre-Service Teachers: Comparison Between Malaysia And Australia, Siew Chee Choy, Judith Dinham, Joanne Sau-Ching Yim, Paul Williams
Australian Journal of Teacher Education
Reflective practices are considered an important part of a pre-service teachers’ (PSTs) professional learning experiences. However, there has been much criticisms on its efficacy as a learning tool for teacher professional development. This paper will relate a study that was designed to compare reflective teaching practices in two culturally different countries, namely Malaysia and Australia. These two countries were chosen as they offered an opportunity to study differences in reflective thinking practices from an Asian and a Western cultural perspective among PSTs. The study used a framework using five constructs: lifelong learning skills, self-assessment, self-belief, teaching awareness, and reflective thinking. …
The Pressing Need To Raise The Status Of The Teaching Profession: The Launch Story Of The Teachers Of Australia Social Media Campaign, Alison Willis, Catherine Thiele, Rachael Dwyer, Peter Grainger, Susan Simon
The Pressing Need To Raise The Status Of The Teaching Profession: The Launch Story Of The Teachers Of Australia Social Media Campaign, Alison Willis, Catherine Thiele, Rachael Dwyer, Peter Grainger, Susan Simon
Australian Journal of Teacher Education
This paper presents the start-up methodology for a project that leverages the opportunities that social media affords to give teachers voice and agency. In response to negative press about teachers in mainstream media, coupled with research that shows that teachers are working hard to meet student academic and wellbeing needs, the researchers employed the assertive technologies of social media and started a campaign to promote the work of pre-service and in-service teachers. The paper presents the theorising behind the start-up methodology for the social media campaign and outlines a response to an identified opportunity. It argues that social media provides …
Conceptual Knowledge Or Procedural Knowledge Or Conceptual Knowledge And Procedural Knowledge:Why The Conjunction Is Important For Teachers, Derek P. Hurrell
Conceptual Knowledge Or Procedural Knowledge Or Conceptual Knowledge And Procedural Knowledge:Why The Conjunction Is Important For Teachers, Derek P. Hurrell
Australian Journal of Teacher Education
: The terms conceptual knowledge and procedural knowledge are often used by teachers and never more so than when discussing how teachers teach, and children learn mathematics. This paper will look at literature regarding conceptual and procedural knowledge and their place in the classroom, to offer teachers and teacher educators’ advice on some of the more pressing issues and understandings around them. A thorough synthesis of extant and seminal literature will provide advice to teachers and teacher educators on how a deeper insight into conceptual and procedural knowledge could improve the quality of mathematics teaching.
Pre-Service Teacher Reflection And Feedback Using An Online Video Platform During Professional Experience, Michael Cavanagh
Pre-Service Teacher Reflection And Feedback Using An Online Video Platform During Professional Experience, Michael Cavanagh
Australian Journal of Teacher Education
This paper presents the results of a pilot study in which 11 triads comprising a pre-service teacher, a supervising teacher and a university supervisor used a video platform for pre-service teacher self-reflection and for the provision of feedback. Pre-service teachers made video recordings of one lesson each week during a four-week professional experience placement. They annotated the videos using time-stamped comments and shared them with their supervisors who added comments to provide feedback. The annotations were investigated through questionnaires and interviews that were analysed for their depth of reflection and participants’ views about the video reflection process. Results indicate that …
Exploring Change And Continuities In Internationally Mobile Pre-Service Teachers’ Conceptualisations Of Effective Teaching, Rhonda Di Biase, Elizabeth King, Jeana Kriewaldt, Catherine Reid, Mahtab Janfada
Exploring Change And Continuities In Internationally Mobile Pre-Service Teachers’ Conceptualisations Of Effective Teaching, Rhonda Di Biase, Elizabeth King, Jeana Kriewaldt, Catherine Reid, Mahtab Janfada
Australian Journal of Teacher Education
: This qualitative study investigates the changes and continuities in conceptions of teaching and learning from course commencement to course completion for a group of international pre-service teachers undertaking a two-year Masters-level degree in Initial Teacher Education (ITE). Data were collected through a series of graphic elicitation activities and ranking tasks at baseline and endpoint. Findings indicate that there was: a growing emphasis on student engagement and its linkages to student learning; a shift from viewing teaching as the transfer of knowledge to learning as an active process; and a more developed repertoire of professional language to explain what is …
Why Become A Teacher? Exploring Motivations For Becoming Science And Mathematics Teachers In Australia, Chrystal Whiteford, Nick Kelly, Les Dawes
Why Become A Teacher? Exploring Motivations For Becoming Science And Mathematics Teachers In Australia, Chrystal Whiteford, Nick Kelly, Les Dawes
Australian Journal of Teacher Education
There is an identified shortage of mathematics and science teachers across Australia and many of these teachers leave the profession within 3 to 5 years of graduating. This paper provides important insights on what motivates people to become science and mathematics teachers in Australia. Data drawn from two surveys, one investigating why students might become a teacher and the other examining why teachers joined the profession, are explored to provide unique insight into an area of need. Using descriptive statistics and Spearman’s rho, results suggest contribution to society and love of subject area to be among the top motivators for …
The Implementation Of The Coaching Approach To Professional Experience (Cape) Model In Indonesian Initial Teacher Education: The Participants’ Perspectives, Urip Sulistiyo, Muhammad Rusdi, Jennifer Clifton, Heather Fehring, Kathy Jordan
The Implementation Of The Coaching Approach To Professional Experience (Cape) Model In Indonesian Initial Teacher Education: The Participants’ Perspectives, Urip Sulistiyo, Muhammad Rusdi, Jennifer Clifton, Heather Fehring, Kathy Jordan
Australian Journal of Teacher Education
Professional experience is considered essential to enable pre-service teachers (PSTs) to implement what they have learned during their initial teacher education (ITE) program to school environments. There are multiple models of professional experience that address the issue of integrating theory and practice. This article reports on findings of the implementation of the Coaching Approach to Professional Experience (CAPE) model in an ITE program in Jambi University, Indonesia. Using qualitative focus groups, this research focuses on the perceptions of PSTs, a school principal, mentor teachers, teacher educators (lecturer) and a coach regarding the implementation of the CAPE model. The research findings …
Targeted Teacher Education To Improve Primary Preservice Teachers’ Knowledge And Understanding Of Uv And Effective Sun Protection Measures For Children, Joseph J. Scott, Robyn S. Johnston, Natasha Bear, Sonia Gregory, Sally Blane, Mark Strickland, Jill Darby, Elin S. Gray
Targeted Teacher Education To Improve Primary Preservice Teachers’ Knowledge And Understanding Of Uv And Effective Sun Protection Measures For Children, Joseph J. Scott, Robyn S. Johnston, Natasha Bear, Sonia Gregory, Sally Blane, Mark Strickland, Jill Darby, Elin S. Gray
Australian Journal of Teacher Education
Teachers are responsible for children at school during peak ultraviolet (UV) times of the day. It is paramount that teachers have knowledge and understanding of UV to effectively protect themselves and their students. The aim of this pilot study was to investigate the effect of a short intervention on preservice teachers’ sun protective behaviours, knowledge and perceived skill to teach sun safety. Participants (n =161; median age=20 years) attended a 45-minute preservice teacher sun safety intervention and completed pre- and post-test surveys. Post-intervention, most participants indicated they felt: i) more informed about the dangers of UV and risks of developing …
Students' Transitions Into Initial Teacher Education: Understanding Barriers And Enablers Through An Ecological Lens, Diana L. Amundsen, Nadine Ballam, Katrina Mcchesney
Students' Transitions Into Initial Teacher Education: Understanding Barriers And Enablers Through An Ecological Lens, Diana L. Amundsen, Nadine Ballam, Katrina Mcchesney
Australian Journal of Teacher Education
This paper presents a small-scale qualitative investigation which explored early first-year transition experiences of pre-service teacher students. The study took place in one university in Aotearoa New Zealand, involving 24 students and three co-researchers from a Faculty of Education. Perceptions of students’ transition experiences were gathered through an essay task six weeks into the first semester; data were analysed using Bronfenbrenner’s (1979) ecological theory to identify barriers and enablers related to students’ transition experiences in various contexts. Diverse transitions accounts of ‘becoming a pre-service teacher student’ were analysed as being complex and intertwined with historical, social, cultural and political elements. …
Teacher Quality And Teacher Education: A Critical Policy Analysis Of International And Australian Policies., Parlo Singh, Frances Hoyte, Stephen Heimans, Beryl Exley
Teacher Quality And Teacher Education: A Critical Policy Analysis Of International And Australian Policies., Parlo Singh, Frances Hoyte, Stephen Heimans, Beryl Exley
Australian Journal of Teacher Education
This article examines how the ‘teacher quality’ agenda, evident in the globalised discourse on education policy, constructs changes to teachers’ work and teacher education. We undertake a critical policy analysis of two reports from the Organisation for Economic Cooperation and Development (OECD), addressing three issues. First, we discuss the global and national context in which ‘teacher quality’ policies have emerged. We examine implications of policy enactment in Australia and analyse how the OECD documents construct understandings of teacher quality. We link our analysis to a recent government inquiry into the teaching profession in Australia, looking specifically at the impact of …
Teacher Identity Under Reconstruction: Positional Analysis Of Negotiations In An International Teacher Education Programme, Satia Zen, Eero Ropo, Päivi Kupila
Teacher Identity Under Reconstruction: Positional Analysis Of Negotiations In An International Teacher Education Programme, Satia Zen, Eero Ropo, Päivi Kupila
Australian Journal of Teacher Education
This paper explores the international learning experiences of Indonesian teachers participating in a Finnish master’s degree programme as an identity reconstruction process. We study the participants’ experiences based on dialogical identity construction to explore the positioning and repositioning occurring during an international learning experience. Given the conception of this experience as a boundary experience, repositioning is a way to create continuity and support the multiplicity of identity. From the narrative analysis of the participants' stories about the programme, we found that the participants' repositioning during the programme involved negotiation with temporality, sociality and spatiality. Throughout this process, the participants' understanding …
Does The Atar Predict Pre-Service Teacher Capacity For Inclusive Classroom Practice?, Greg Auhl, Alan Bain
Does The Atar Predict Pre-Service Teacher Capacity For Inclusive Classroom Practice?, Greg Auhl, Alan Bain
Australian Journal of Teacher Education
In this study, we examined whether the Australian Tertiary Admissions Rank (ATAR) predicted pre-service teachers' schema development for inclusive classroom teaching. Where previous studies have employed grade point average (GPA) as a criterion measure, this study employed a validated measure linked to standards-based classroom practice. The study was conducted in the final semester of the teacher education programs at three Australian universities. The results showed the explanatory power of the ATAR was close to zero for the students studied. The implications of the findings for teacher education and for using the ATAR as an indicator of teacher quality are discussed.
A Self-Study Exploration Of Early Career Teacher Burnout And The Adaptive Strategies Of Experienced Teachers, Jarrod P. Hogan, Peta J. White
A Self-Study Exploration Of Early Career Teacher Burnout And The Adaptive Strategies Of Experienced Teachers, Jarrod P. Hogan, Peta J. White
Australian Journal of Teacher Education
Isolation, organisational pressures, and role-related distress, can result in teachers, particularly early career teachers (ECTs), experiencing greater risk of burnout. For many ECTs, a lack of practical strategies for dealing with these conditions contributes to this. Using self-study methodology, this research unpacks why ECTs experience burnout, identifies adaptive strategies that experienced teachers use, and discusses the applicability of these practices for ECTs. Conversations between an ECT and three experienced teachers provided alternate lenses to apply reflective unpacking of adaptive strategies. The findings illustrate how the risk of burnout for ECTs is increased by challenging student behaviour, isolation, a lack of …
Collaboratively Designing A National, Mandated Teaching Performance Assessment In A Multi-University Consortium: Leadership, Dispositions And Tensions, Amanda Mcgraw, Ron “Kim” Keamy, Jeana A. Kriewaldt, Robyn Brandenburg, Rebecca Walker, Nadine Crane
Collaboratively Designing A National, Mandated Teaching Performance Assessment In A Multi-University Consortium: Leadership, Dispositions And Tensions, Amanda Mcgraw, Ron “Kim” Keamy, Jeana A. Kriewaldt, Robyn Brandenburg, Rebecca Walker, Nadine Crane
Australian Journal of Teacher Education
It is a requirement for pre-service students in Initial Teacher Education programs in Australia to successfully complete a teaching performance assessment (TPA) before they graduate. This follows similar requirements in other international contexts, particularly the United States, where standard-based assessment is also a focus. As members of the design team of a TPA, which was affirmed by a nationally appointed Expert Advisory Group in Australia, we examine the social processes contributing to the development of a high-stakes assessment task. Significant challenges emerged through the nature of the task and the responsibility developers had for ensuring validity and fairness, but also …
Student Articulations Of Critical Multicultural Education Concepts From One Study Abroad Experience In New Zealand, Erika Feinauer, Erin Feinauer Whiting
Student Articulations Of Critical Multicultural Education Concepts From One Study Abroad Experience In New Zealand, Erika Feinauer, Erin Feinauer Whiting
Australian Journal of Teacher Education
This study examines how six teacher candidates in one U.S. based teacher preparation program articulate understandings of critical multicultural education concepts after a field experience in a study abroad program in New Zealand. Teacher candidates were interviewed about their understandings of culture, privilege, and social inequality. Field placements were in high poverty elementary schools with high numbers of linguistic and ethnic minority students. Teacher candidate responses revealed development of cultural appreciation but a lack of engagement with issues related to privilege and social inequality. Teacher candidates further had difficulty articulating issues of power and systemic privilege enacted either in the …
Learning Transformation Perceptions Of Preservice Second Career Teachers, Shosh Leshem, Rivi Carmel, Merav Badash, Beverley Topaz
Learning Transformation Perceptions Of Preservice Second Career Teachers, Shosh Leshem, Rivi Carmel, Merav Badash, Beverley Topaz
Australian Journal of Teacher Education
Teachers’ shortage has become a critical issue in most countries in the world. One of the solutions has been the initiation of short-term teacher education programmes which attract adult career changers who enter the programme with prior working experiences and world knowledge. However, the process of transferring previous knowledge is challenging and teachers need to navigate new horizons. The aim of the study is to identify shifts in students’ perceptions regarding the teaching profession, and what experiences prompted the shifts. The research was conducted among 15 students in a teacher education college in Israel. The analysis of interviews exposed five …
A School Perspective On School-Embedded Initial Teacher Education, Anne T. Galvin, Pamela M. Ryan, Kylie M. Mckenna, Megan Pollard
A School Perspective On School-Embedded Initial Teacher Education, Anne T. Galvin, Pamela M. Ryan, Kylie M. Mckenna, Megan Pollard
Australian Journal of Teacher Education
School-university partnerships have been developed to invigorate initial teacher education (ITE). Such partnerships potentially offer rich educational opportunities to pre-service teachers. This paper examines integrated and school-embedded approaches to ITE in the Australian context, drawing on a case study analysis of a three-year, ITE school-university-system partnership named inSITE. inSITE is explored from the perspective of the school educators directly involved in its design and delivery. Complexity science provided the theoretical framework for inSITE and signalled its principles of holism, integration and reflective practice. The factors that contributed to and inhibited school-based initial teacher education from a school’s perspective are identified. …
Fostering Values Through Authentic Storytelling, Maya Gunawardena, Bernard Brown
Fostering Values Through Authentic Storytelling, Maya Gunawardena, Bernard Brown
Australian Journal of Teacher Education
Stories are used for diverse pedagogical purposes. Storytelling is a culturally inclusive and widely used pedagogical technique. However, the success of storytelling interventions in education can be dependent upon how teachers engage students to analyse experiences, and events to gain deeper insights to influence change in their thinking and behaviour. This paper firstly provides a literature review which synthesises Australian Curriculum content and outcome-based approaches used in values education in primary schools including storytelling. Secondly, it offers a novel taxonomy supported by a pedagogical model for storytelling. The proposed pedagogical model contains a constructivist process that can enable teachers to …
The Mediating Role Of Self-Directed Learning Readiness In The Relationship Between Teaching-Learning Conceptions And Lifelong Learning Tendencies, Kasım Karataş, Cihad Şentürk, Aziz Teke
The Mediating Role Of Self-Directed Learning Readiness In The Relationship Between Teaching-Learning Conceptions And Lifelong Learning Tendencies, Kasım Karataş, Cihad Şentürk, Aziz Teke
Australian Journal of Teacher Education
In this study, the mediating role of readiness for self-directed learning in the relationship between pre-service teachers’ teaching-learning approach and lifelong learning skills was examined. The study group consisted of 800 pre-service teachers studying in different universities in Turkey. Data were collected with three different scales. The analysis of the data was carried out using structural equation modelling. According to the findings obtained and the results of the mediation analysis, it is clear that the readiness of self-directed learning in the relationship between constructivist teaching-learning, which is one of the learning teaching approaches, and lifelong learning tendencies has a full …
Do Preservice Teachers Believe They Use The Australian Professional Standards For Teachers To Inform Their Professional Learning?, Kairen Call, Michael Christie, Sue E. Simon
Do Preservice Teachers Believe They Use The Australian Professional Standards For Teachers To Inform Their Professional Learning?, Kairen Call, Michael Christie, Sue E. Simon
Australian Journal of Teacher Education
Professional standards for teachers are being used around the globe to educate, certify, promote and regulate the ongoing professional practice and learning of teachers. In Australia, the Australian Professional Standards for Teachers (APST), in part, aim to support the professional learning of teachers from the Graduate to Lead Teacher career stages. Preservice teachers have been identified as being positive about the APST, and their uptake with the standards at the Graduate level appears to be increasing over time. However, our research shows that preservice teachers are not making the connection between the APST and their professional learning. This paper will …
Learning To Teach In Place: Transforming Pre-Service Teacher Perceptions Of Science Teaching Through Place Pedagogies, Hongming Ma, Monica M. Green
Learning To Teach In Place: Transforming Pre-Service Teacher Perceptions Of Science Teaching Through Place Pedagogies, Hongming Ma, Monica M. Green
Australian Journal of Teacher Education
Although teaching science outdoors is well established in global circles, its pedagogical value in Australia is less understood. This paper addresses this gap through its investigation of outdoor science teaching in a science method course in a teacher education program at an Australian regional university. As part of their coursework, pre-service teachers designed and delivered science lessons to primary school-aged children in small teaching groups in a wetland setting and wrote reflective essays about the experience. Data collection methods included document analysis of the essays as well as follow-up semi-structured interviews with pre-service teachers. Findings suggest that the outdoor science …
Creating Greater Awareness Of The Australian Professional Standards For Teachers In Initial Teacher Education, Melissa Cain, Chris Campbell
Creating Greater Awareness Of The Australian Professional Standards For Teachers In Initial Teacher Education, Melissa Cain, Chris Campbell
Australian Journal of Teacher Education
Throughout their initial teacher education training in Australia, students are informed about the Australian Professional Standards for Teachers (APST) and the necessity of gathering evidence to achieve these for teacher registration. Whilst the use of digital technologies as tools for reflection has become increasingly popular, there remains a paucity of research around the types of digital technologies that students use to document their ability to achieve accreditation requirements. This study presents details of how PebblePad, a specialised ePortfolio platform, can assist teacher education students to gain increased awareness about the 37 APST descriptors through the use of tagging. Results demonstrate …
Pre-Service Music Teachers’ Understanding Of Blended Learning: Implications For Teaching Post Covid-19, Louise E. Jenkins, Renee Crawford
Pre-Service Music Teachers’ Understanding Of Blended Learning: Implications For Teaching Post Covid-19, Louise E. Jenkins, Renee Crawford
Australian Journal of Teacher Education
The significant increase in online teaching during the COVID-19 pandemic has created a heightened need for educators to implement teaching methods which do not rely solely on “face-to-face” learning within the same physical space. Blended Learning (BL) is one such approach, allowing for flexibility in the delivery of a class and constant access to unit materials. This paper reports on an investigation, by two Australian Pre-service Teacher (PST) educators, of their students’ understanding of BL at the beginning and end of a BL music method unit. Data were collected for three consecutive years with three separate cohorts. Findings indicated that …
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 …
Overcoming Challenges In Assessing Mathematical Reasoning, Sandra Herbert
Overcoming Challenges In Assessing Mathematical Reasoning, Sandra Herbert
Australian Journal of Teacher Education
Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, many teacher experience difficulty in assessing it. Data were collected from 34 primary teachers at 4 Victorian government schools at two post- lesson reflective sessions following lessons with a focus on reasoning. These sessions facilitated teachers’ collaborative efforts to assess their students’ reasoning from students’ work samples. The data included transcripts of all the reflective sessions; written work samples; and associated completed rubrics. Analysis of these data enabled identification of seven challenges teachers experienced in assessing reasoning: Limited guidance provided by curriculum documents; Teachers’ knowledge of reasoning; Teacher noticing …