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Full-Text Articles in Education
Emergence Of Professional Identities Of Novice Emirati Teachers, Lilly Tennant, Patricia Stringer, Julie Riddlebarger, Martina Dickson, Keith Kennetz
Emergence Of Professional Identities Of Novice Emirati Teachers, Lilly Tennant, Patricia Stringer, Julie Riddlebarger, Martina Dickson, Keith Kennetz
Australian Journal of Teacher Education
This article explores the emergence of Emirati novice teachers’ professional identity from a socio-cultural viewpoint where influences on identity are sourced internally through beliefs, attitudes, values and dispositions and externally through factors such as roles and responsibilities. Empirical data collected through individual and group interviews and analysed using content analysis, highlights both challenges and emergence of professional identity from point of graduation through to the end of the first year of teaching. The results show that influences on professional identity relate to challenges of raising learner outcomes in relation to delivery of the curriculum, managing the self in multiple contexts, …
Teacher Education, Teachers’ Work, And Justice In Education: Third Space And Mediation Epistemology, Fátima Pereira
Teacher Education, Teachers’ Work, And Justice In Education: Third Space And Mediation Epistemology, Fátima Pereira
Australian Journal of Teacher Education
A theoretical essay, based on the results of research projects on teacher education, teachers’ work, and justice in education developed by the author, is presented. It reflects on teacher education and the epistemology of teachers’ work, and proposes a mediational and a narrative perspective towards a third space in Teacher education. An alternative mediation epistemological approach to justice in education and the epistemology of teachers’ work is presented, aiming towards an understanding of the ways in which teachers’ education has the possibility of making a difference in the construction of a more just public school.
Experiential Teacher Education – Preparing Preservice Teachers To Teach English Grammar Through An Experiential Learning Project, Jackie F. K. Lee
Experiential Teacher Education – Preparing Preservice Teachers To Teach English Grammar Through An Experiential Learning Project, Jackie F. K. Lee
Australian Journal of Teacher Education
The paper explores and describes the kinds of learning attained by a group of Hong Kong preservice teachers who worked collaboratively to develop online grammar teaching resources for school teachers worldwide. Based on the quantitative and qualitative data collected during the ongoing collaboration, lesson tryouts, and post-project evaluation, the project results reflect the value of experiential learning in preservice teacher education. The themes that detail the student teachers’ experiences include textbook evaluation, professional knowledge, core competencies of teachers, and understanding of English language teaching outside the Hong Kong context.
Online Initial Teacher Education In Australia: Affordances For Pedagogy, Practice And Outcomes, Jillian J. Downing, Janet E. Dyment, Cathy Stone
Online Initial Teacher Education In Australia: Affordances For Pedagogy, Practice And Outcomes, Jillian J. Downing, Janet E. Dyment, Cathy Stone
Australian Journal of Teacher Education
This paper reports on interviews with 19 senior teacher educators from 18 universities across Australia who offer fully online courses in initial teacher education (ITE). Teacher educators provided insight into four focus areas related to online ITE: 1) institutional practices; 2) affordances; 3) challenges; and 4) research priorities. Analysis revealed teacher educators perceived that online ITE can not only match on campus delivery but is also able to respond to reform agendas in ITE, including attracting students with attributes and characteristics that are likely to see them succeed as teachers, enabling students to experience contemporary approaches to learning, building strong …
Learning About Numeracy: The Impact Of A Compulsory Unit On Pre-Service Teachers' Understandings And Beliefs, Helen J. Forgasz, Jennifer Hall
Learning About Numeracy: The Impact Of A Compulsory Unit On Pre-Service Teachers' Understandings And Beliefs, Helen J. Forgasz, Jennifer Hall
Australian Journal of Teacher Education
: In 2015, a new Master of Teaching coursework unit, Numeracy for Learners and Teachers, was introduced at Monash University in Melbourne, Australia. The drivers for the establishment of the unit were the Australian Institute for Teaching and School Leadership numeracy standards for graduate teachers and the inclusion of numeracy as a general capability in the Australian Curriculum. In this article, we describe the content and organisation of the unit. An evaluation was conducted with students in each of the years 2015-2017. Data included pre- and post-unit surveys and interviews. Findings indicated that students had fairly good numeracy skills on …
Health And Physical Education Teacher Education 2.0: Pre-Service Teachers’ Perceptions On Developing Digital Twitter Skills, Brendon P. Hyndman, Stephen Harvey
Health And Physical Education Teacher Education 2.0: Pre-Service Teachers’ Perceptions On Developing Digital Twitter Skills, Brendon P. Hyndman, Stephen Harvey
Australian Journal of Teacher Education
The advent of Web 2.0 technologies such as Twitter are reflective of an improved capacity for global educative collaboration. Yet there is an absence of research determining the potential of social media within Health and Physical Education Teacher Education (H-PETE). The aim of this paper was to therefore determine pre-service teachers’ (PSTs) perceptions of the potential of using Twitter within H-PETE training. The study was underpinned by a constructivist online learning framework. PSTs (n=35) enrolled at a regional Australian university were recruited to participate via online survey. Themes revealed PSTs perceived Twitter could be valuable during H-PETE for facilitating learning, …
How Do Teacher Affective And Cognitive Self-Concepts Predict Their Willingness To Teach Challenging Students?, Ee Ling Low, Pak Tee Ng, Chenri Hui, Li Cai
How Do Teacher Affective And Cognitive Self-Concepts Predict Their Willingness To Teach Challenging Students?, Ee Ling Low, Pak Tee Ng, Chenri Hui, Li Cai
Australian Journal of Teacher Education
Building on and extending earlier research on student self-concepts and studies investigating teachers working with students with social, emotional, or behavioural difficulties, disorders, or disturbance, this longitudinal study examined teacher self-concepts in relation to their willingness to teach challenging students in mainstream classrooms. In the current study, “challenging students” refer to those who may pose a challenge to the teacher, either behaviourally or academically. Statistical measures included analysis of variance, correlation analysis, path analysis, and commonality analysis. Survey data collected from 108 participants at three different time points consistently showed that affective self-concept was a stronger predictor than cognitive …
Introducing An Eportfolio Into Practicum-Based Units: Pre-Service Teachers’ Perceptions Of Effective Support, Pauline Roberts, Gillian Kirk
Introducing An Eportfolio Into Practicum-Based Units: Pre-Service Teachers’ Perceptions Of Effective Support, Pauline Roberts, Gillian Kirk
Australian Journal of Teacher Education
ePortfolios are gaining momentum as a preferred way for graduates to demonstrate current and developing capabilities against industry standards. Effective training is essential for new graduates to produce quality and competitive ePortfolios. This research focused on the perspective of pre-service teachers on the effectiveness of learning opportunities provided to increase confidence and skills in developing an ePortfolio in an Australian four-year undergraduate degree. The initial phase of this research employed a survey to examine the perspective of 132 second-year and 105 third-year pre-service teachers. Results indicated that for the second-year cohort there was a minimal increase in the levels of …
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 …
World War Ii And Australia's First Rural Teachers' College, Anthony Potts, Nina Maadad
World War Ii And Australia's First Rural Teachers' College, Anthony Potts, Nina Maadad
Australian Journal of Teacher Education
This paper examines the effects of World War II on Australia’s first rural teacher’s college in 1945. The paper locates the college in wider national and international contexts. It looks at the effect of World War II on teacher supply and demand in countries affected by war. The war was a genuine reason for the basic conditions of the college in 1945. However, it was not only this that was to blame. Teacher education was conducted frugally in Australia at the time. The conditions at the college had not improved since its original foundation in 1926.