Education Commons^™

Creativity Development In Art Education: A Proposed Framework, Enock Swanzy-Impraim

Research outputs 2022 to 2026

Creativity and its development have been regarded as integral to 21st-century education. Although researchers have made several contributions to the development of creativity in schools, there remains a paucity of educational inventories on conceptual frameworks that tackle creativity development in its entirety, highlighting the essential constructs and elements required for the creativity-fostering process in the educational ecosystem. Therefore, this study proposes a framework that holistically provides a view of 11 elements necessary for successful facilitation of creativity in educational environments and the transition of creativity from policy to the local school system. These elements are: teachers’ training concerning creativity, teachers’ …

Advancing Digital Technology Teacher Education Through The 3c Model, Peter Curtis, Michael D. Carey, Natalie Mcmaster, David A. Martin

Research outputs 2022 to 2026

The integration of digital technologies into teacher education is a significant development to prepare educators for the demands of contemporary classrooms. However, current teacher education programs often fall short in supporting pre-service teachers to understand the pedagogical shift toward embedding coding and computational thinking (CT) skills. In response, this paper presents the 3C Model (Context, Capabilities and Computational focus), a research-informed pedagogical framework designed to support pre-service and in-service teachers in delivering structured, curriculum-aligned instruction in coding and CT. Drawing on recent research, its findings, and its implementation in teacher education contexts, the 3C Model is presented as an innovative …

Examining Teachers’ Attitudes Towards Inclusive Education For All: Development Of A New Scale, Stephan Kielblock, Woodcock, John Ehrich

Research outputs 2022 to 2026

Teachers’ attitudes towards inclusive education are widely recognised as a key indicator of the inclusiveness of classroom environments. However, existing instruments inadequately capture teachers’ mindsets in relation to inclusive education for all learners. This study addresses this gap by developing and validating a new cross-cultural measurement instrument: the Attitudes Towards Inclusion for All scale (ATIFA), in both English (ATIFA-EN) and German (ATIFA-DE). Data were collected from pre-service and in-service teachers in Australia (n = 146) and Germany (n = 238). Exploratory factor analysis and Rasch modelling identified four robust subscales—Philosophy, Practice, Social Inclusion, and Support—with strong psychometric properties. Evidence of …

Aiswa Stem Makerspace Action Research Project: Developing A Maker Mindset, Fiona Boylan, Lennie Barblett, Leanne Lavina

Research outputs 2022 to 2026

This project was developed between the early childhood research team at Edith Cowan University and the Association of Independent Schools Western Australia. Six school teachers (across Kindergarten, Pre-primary and Year One) and five children in each class (with parental consent and child assent) in two schools participated. This project incorporated current thinking of best practice for the development of young children’s digital literacy and agency, as maker spaces provide excellent opportunities for multimodal learning. The project aimed to reinforce children's maker fund of knowledge through strengthening children’s maker mindset and to foster educators' maker fund of knowledge to support children's …

Nuances On Algebra Teaching Knowledge: Preservice Mathematics Teachers’ Understandings Of Simultaneous Equations, Vesife Hatisaru, Steven Richardson

Research outputs 2022 to 2026

High-quality algebra teaching can be significantly influenced by algebra-specific knowledge, but broad teacher mathematical knowledge frameworks may not fully capture the nuances of this knowledge. The present study examined these nuances in the case of preservice secondary mathematics teachers (PMTs) by employing the Knowledge of Algebra for Teaching (KAT) framework. The study analysed the solutions and explanations of fifteen PMTs from a metropolitan university in Australia to three worded problems involving simultaneous equations. The findings revealed strengths in PMTs’ proficiency with basic algebraic problem-solving procedures and their ability to recognise the efficiency of algebraic approaches for solving simultaneous equations. Limitations …

Resonating Or Missing The Mark? Indigenous Students’ Perspectives On University Marketing Communications, Melissa Fong-Emmerson, Claire Lambert, Braden Hill, Maria M. Ryan

Research outputs 2022 to 2026

This study explores the perspectives of Indigenous Australian students on the marketing and communication materials of higher education institutions, highlighting their crucial role in attracting Indigenous students and revealing a lack of authentic engagement with Indigenous voices. While outreach and enabling programs have boosted participation, a significant gap remains in research on marketing and communication strategies that resonate with Indigenous students. This is especially relevant in the context of the Universities Australia Indigenous Strategy 2022–25 and the Australian Universities Accord, which aim to enhance Indigenous participation. Drawing on three yarning sessions with 15 students, this research identifies a disconnect between …

Learning, Play, And The Shifting Expectations Of Childhood: Insights From Young Children In Australian Schools, Amelia Ruscoe

Research outputs 2022 to 2026

The experience of childhood is not static. It is subject to changing social, cultural, and economic demands. In 2009, the Australian Government heeded the advice of internationally acclaimed economists and ‘reconceptualised’ childhood as a critical period for investment to secure a stronger economic future. In response, a revised school-based childhood emerged, echoing neoliberal ideology through a national curriculum that heightened focus on the “well-being” and “well-becoming” of young children. Alteration to the expectations of school-based childhood in Australia beckons researchers to examine the undiluted perspectives of young children. Using a qualitative approach, visual-dialogic methodology supported by children’s drawn and embodied …

Synergies And Collisions: Character Strengths As A Language To Compose And Comprehend Wellbeing While Preparing To Become A Teacher, Narelle Lemon, Carli Sanbrook, Rikki James, Marnie Harris, Tammy Green, Rozita Dass, Beverly Adkin, Gail Berman

Research outputs 2022 to 2026

This study examines how pre-service teachers use character strengths language to understand and support their wellbeing during professional experience. The project responds to the persistent challenge of teacher stress and early burnout by reframing placement as a context for developing wellbeing capability rather than merely demonstrating competency. Guided by strengths-based pedagogy, the study investigates how strengths are combined, moderated, and occasionally brought into tension as pre-service teachers navigate the demands of learning to teach. A qualitative design was employed, drawing on reflective narratives from 1,066 pre-service teachers across undergraduate and postgraduate programmes. Thematic analysis explored how participants articulated strengths synergies, …

What Makes An Analogy Effective For Students’ Learning Of Mathematics? Conceptualising Analogy Effectiveness For Teaching Mathematics, Vesife Hatisaru, Steven Richardson

Research outputs 2022 to 2026

Analogies are commonly used in mathematics teaching as a means to promote understanding of new potentially abstract concepts, by linking them to well-understood contexts. Despite strong intuition that analogies are helpful in supporting students’ learning of mathematics, there is a lack of agreement on how to objectively judge the utility or conceptual affordances of these analogies. In this paper, we aim to conceptualise how to assess the effectiveness of an analogy by employing Gentner’s structure-mapping theory to analogies and explore two teacher-made analogies (the ‘child-mother’ and the ‘machine’) for learning the formal definition of a function as illustrative examples. By …

Evaluating Reciprocal Peer Learning In Nursing Clinical Simulation, Amanda C. Graf, Carol Crevacore, Fleur Morine, Jennifer Jennings, Olivia Gallagher

Research outputs 2022 to 2026

Background: Reciprocal peer learning (RPL) emphasizes collaborative learning through social interaction, with students acting as both learners and teachers. This pilot study evaluated an RPL program in clinical simulation within a nursing curriculum.

Methods: A mixed-methods design used questionnaires to assess peer-learning experiences and peer-teaching roles, alongside qualitative interviews. Data were analyzed using multiple methods.

Results: Seventeen students participated. Students lacked confidence as peer instructors and found corrective feedback challenging, however, they valued peer observation, felt less anxious when taught by peers, and reported greater engagement and practice opportunities.

Conclusion: RPL benefited learning, but structured peer-feedback training is needed.

The Ilese Project: Building An Evidentiary Database About Students' Use Of Learning Environments, W. Imms, J. E. Morris, K. Day, C. Bradbeer, L. Lockhart-Barker, C. Campbell

Research outputs 2022 to 2026

This paper presents the progress of a unique study of significant scope. The industry-funded innovative Learning Environments and Student Experience (ILESE) study asked two questions: In what ways has more than two decades of learning spaces research culminated in readily used evidence that meets the needs of those involved in providing innovative education infrastructure? Second, based on perceived strengths and gaps, how do we design research to address identified gaps? This paper reports on the findings to these questions. It draws on the results of a large-scale Scoping Study that sought perspectives from experts equally distributed across (1) industries providing …

Applying The Ottawa Charter To Evaluate Health Literacy Outcomes Of The Little Aussie Bugs Course For Australian Early Childhood Educators, Amelia Ruscoe, Elizabeth J. Cook, Eleanor K. O'Brien, Leesa N. Costello, Gillian Kirk, Ros Sambell, Theresa Rayfield, Amanda Devine, Ruth M. Wallace

Research outputs 2022 to 2026

Early childhood offers an important opportunity to lay the foundations for lifelong health literacy. The Little Aussie Bugs (LAB) dialogic book series and online professional development (PD) course were designed to support Early Childhood Education and Care (ECEC) educators to embed health literacy concepts, including hygiene, healthy eating, and oral health, into everyday learning routines. This mixed methods study evaluated the course pilot and examined its contribution through the lens of the Ottawa Charter for Health Promotion—a framework comprising five interrelated action areas: building healthy public policy; creating supportive environments; strengthening community action; developing personal skills; and reorienting health services. …

Perceived Teacher Tensions: Navigating Educational Mandates Of Explicit Instruction And Culturally Responsive Pedagogy, Ruby Olivia D'Aietti, Brian Lewthwaite, Philemon Chigeza

Australian Journal of Teacher Education

In this paper I discuss the perceived tensions in navigating an Explicit Instruction approach with a Culturally Responsive Pedagogy at the cultural interface. The study took place in a Year 6/7 classroom in the Torres Strait, Queensland, Australia. All students identified as EAL/D learners. As an experienced, yet non-Indigenous practitioner, I documented the perceived tensions I encountered in the discipline of English. Adopting an Action Research methodology, I explored the classroom struggles as I navigated the mandate of teaching explicitly, yet responsively. I used student dialogue sessions and a reflective journal to document my tensions. Results showed, despite being able …

Regional Homeschool Children’S Experience With Arts-Based Digital Literacy Workshops, Kimberly Maslin, Karen Murcia, Jane Mulcock

Research outputs 2022 to 2026

The number of children engaged in homeschool education is increasing, particularly in regional areas of Australia. Homeschool families currently access community-based activities such as theatre productions and sports programs, as well as public library services, to enrich their children’s learning. However, access to quality programs that support digital literacy skills remains limited and the benefits of these programs to home schoolers remain largely unexplored. This study examined the experiences of homeschool families with children aged 6–12 who participated in a series of stop-motion animation workshops held in a regional Western Australian public library. Data were collected from both participating parents …

Undercooked Or Over Easy? Perceptions Of Initial Teacher Educators On The Growth Of Alternative Authority To Teach Contracts, Sharon A. Louth, Linda Mahony

Australian Journal of Teacher Education

The practice of employing pre-service teachers (PST) in schools prior to the completion of their teacher training, has grown over the last three years as the teacher shortage across Australia and the world worsens. This study examines the perceived impact of Alternative Authority to Teach (AAT) contracts on the teaching profession through the lens of university lecturers working within the Initial Teacher Education (ITE) space. This phenomenological research sought to gain a wider understanding of the impact of AAT contracts on ITE stakeholders and their PST. Qualitative semi-structured interviews were conducted with eleven university lecturers. A thematic analysis of the …

Why Are Western Australian Girls Less Motivated Than Boys To Study Senior Secondary Higher-Level Mathematics Courses? Relationships Between Gender, Prior Achievement, And Mathematics Course Aspirations, Jane Kirkham, Elaine Chapman

Research outputs 2022 to 2026

Secondary school students, and particularly girls, may avoid enrolling in higher-level mathematics courses despite having the competence to succeed in these courses. Understanding the reasons behind these choices is essential to addressing this concern. In this study, the teachers of Western Australian Year 10 students (n=886) nominated the mathematics course in which they believed each participating student could succeed in Year 11 with participants grouped into four achievement cohorts on this basis. Then each teacher course nomination was compared to participants’ own course selection with participants classified as either aspiring below or at/above their judged potential achievement level. We then …

From Hermeneutic Theory To Pedagogical Practice: Dialogue, Fusion Of Horizons, And Tradition In The Philosophy For Children Classroom, Leon Benade

Research outputs 2022 to 2026

This article brings Hans-Georg Gadamer’s philosophical hermeneutics into critical conversation with the pedagogical practice of philosophy in schools, focusing particularly on Philosophy for Children (P4C). While P4C offers a rich pedagogical model for developing reasonableness through the Community of Inquiry (CoI), its account of the conditions under which understanding occurs remains somewhat underdeveloped. Although some scholars have situated P4C in relation to hermeneutics, this engagement is limited. Addressing this gap, the key Gadamerian ideas of tradition, prejudice, and the fusion of horizons and dialogue are explored here to deepen and extend the theoretical considerations of inquiry in P4C. The discussion …

Multimodal Narratives Of Adolescents’ Music-Wellbeing Literacy Capabilities In A Music-Focused Secondary School, Jason Goopy

Research outputs 2022 to 2026

Meaningful and practical wellbeing strategies are needed to support young people living healthy lives. Wellbeing literacy is a positive psychology capability model for how people communicate about and for their wellbeing experiences, providing a framework for individuals to intentionally comprehend and create wellbeing languages to sustain and improve their own and others’ wellbeing. Contemporary views of literacy consider music a multimodal symbolic language and music is gaining recognition for its wellbeing benefits. This applied interdisciplinary study brings together theory and practices from positive psychology, education, and music to advance our understanding of the multimodality of wellbeing languages. A case study …

Parental (Dis)Satisfaction With School Placement To Achieve Inclusion: A Cross-Country Comparison, Veslemøy Maria Fossum Johansson, Suanne Gibson, Stuart Woodcock, Anders Dechsling, Harry Kullmann, Marte Karoline Herrebrøden, Line Britt Ulriksen, Anders Nordahl-Hansen

Research outputs 2022 to 2026

Background – This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1, 309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfaction is assessed as an overall evaluation of how well the child's school placement meets their needs, without distinguishing between specific aspects of the school experience. The study also explores whether the child's level of support is associated with these …

Early Childhood Education And Sustainability: An Analysis Of Professional Development Needs For Teachers In Chile, Marlene C. Fermín González, Maria Valdivieso Aguilera, Ada Echenique Arguinzones

Australian Journal of Teacher Education

The research is situated within studies that recognize Initial Teacher Education (ITE) for early childhood educators as key to advancing Education for Sustainability (Evans et al., 2022; Davis & Davis, 2021; Weldemariam, 2022) and that highlight the value of play and active pedagogy in promoting agency and sustainable citizenship from early childhood (Elliott et al., 2020; Engdahl, 2021). Its purpose was to identify the knowledge, skills, and attitudes that scientific evidence, regulatory frameworks, and experts consider essential for educators in the field of Early Childhood Education for Sustainability (ECEfS). Through a methodological approach combining documentary analysis and semi-structured interviews, an …

Hands-On Learning And Design Thinking In Secondary Design And Technology Education, Carol K. Puddicombe

Research outputs 2022 to 2026

Design and Technology (D&T) education occupies a distinctive position within the secondary curriculum through its historical emphasis on designing, making, and evaluating tangible artefacts. Drawing on a doctoral study, this article examines how the secondary school experiences of ten pre-service D&T teachers in Western Australia shaped their engagement with the subject. Using Interpretative Phenomenological Analysis, data were generated through in-depth interviews. Analysis revealed three interrelated themes: the power of practical engagement, experiences of success in the workshop, and limitations in opportunities for explicit design thinking. Findings indicate that hands-on, workshop-based learning played an important role in fostering confidence, motivation, and …

Mood Monitoring In Schools: A Promising Alternative To Single-Time-Point Screening, Shane L. Rogers, Brown, Kathryn Campbell, Matthew Goulding

Research outputs 2022 to 2026

School-based mental health screening typically relies on single-time-point assessments, which assume that students’ emotional well-being is sufficiently stable for classification based on a single measurement. The present study examined this assumption by evaluating the stability of emotional well-being classifications under repeated mood monitoring. Students from two secondary schools (United Kingdom, n = 413; Australia, n = 354) completed the Brief Emotional Experience Scale weekly across six to seven weeks. Emotional well-being classifications were examined relative to a predefined low well-being threshold to assess stability across time, and a post-monitoring survey examined students’ self-reported perceptions of the monitoring experience. Most students …

Teachers’ Use Of Student Voice In Behaviour Management Practices: An Exploratory Study, Sue Thompson, Ellen Larsen

Australian Journal of Teacher Education

The importance of effective classroom management practices in schools has been well-documented in the literature. However, at a time when research points to the importance of engaging student voice across teaching and learning practice, student voice has not been a focus of behaviour management practice, particularly in mainstream classrooms. This paper reports on a study exploring teachers’ understandings and experiences of incorporating student voice into behaviour management practice at one Australian primary school. Survey data collected from 14 teachers were analysed using simple descriptive statistics and thematic analysis. While teachers were generally supportive of embedding student voice in behaviour management …

From Comfort Zone To Growth Zone: Experiential Projects As Catalysts For Creativity In Pre-Service Teachers, Serap Sevimli-Celik, Elif Güvelioglu

Research outputs 2022 to 2026

This study aimed to analyze the creative experiences of early childhood pre-service teachers enrolled in a semester-long course designed to enhance their creative potential through experiential projects. Using a qualitative research design, this study explored the subjective experiences of 16 pre-service teachers, aged 21 to 23-years-old, who participated in a 14-week course focused on integrating creativity into early childhood education. Data were collected through weekly reflections, project reports, and multimedia documentation, capturing each pre-service teacher's creative journey. The findings revealed four key themes which characterized the pre-service teachers’ creative experiences: (1) learning a new skill, (2) expressing creativity and experiencing …

Personal Resources Among Pre-Service Teachers: An Examination Of Links With Subjective Vitality And Occupational Commitment, Helena Granziera, Rebecca J. Collie, Caroline Mansfield

Research outputs 2022 to 2026

The retention of pre-service teachers presents persistent and significant challenges for education and society alike. An emerging body of research suggests that the cultivation of personal resources may serve as a means to foster PSTs wellbeing, which is integral to fostering positive experiences within teacher education. We sought to examine this potential association in a sample of 664 Australian teachers by investigating the associations between five personal resources - adaptability, workplace buoyancy, psychological detachment, optimism, and social self-efficacy - and two teaching-related outcomes: subjective vitality at work and occupational commitment. Using structural equation modelling, analysis of data collected from PSTs …

Student Perspectives On Learning With Teaching-Research Methods In Initial Teacher Education, Paulo Marinho, Carlinda Leite, Fátima Sousa-Pereira

Australian Journal of Teacher Education

This article explores the perceptions of student teachers enrolled in an initial teacher education programme who attended a curricular unit organised around research-based teaching strategies. Data were gathered from reflective class diaries produced during one semester and analysed through qualitative content analysis. The findings suggest that, from the participants’ perspective, the curricular unit supported investigative autonomy, critical reflection and argumentation, links between theory and school-based observations, and perceived preparation for the future teaching profession. At the same time, the diaries highlighted time pressure and workload as important constraints. Highlighting student teachers’ voices on how a research-based unit was experienced during …

Audio-Visual Essay Assessment In Initial Teacher Education: An Exploration Of Pre-Service Teachers’ Experiences, Kristina Turner, Andrea Ng

Australian Journal of Teacher Education

Assessment in Initial Teacher Education (ITE) plays an important role in shaping Pre-Service Teachers’ (PSTs) understanding of assessment in their future classroom practices. While research highlights the value of authentic and multimodal assessment in higher education, little is known about the use of audio-visual essay assessments within ITE. This qualitative interpretive study explored PSTs’ experiences of completing an audio-visual essay assessment in an Australian undergraduate ITE course. Data were collected through semi-structured interviews with 18 PSTs and analysed using an inductive qualitative thematic analysis informed by Saldaña’s two-cycle coding framework. Three themes were identified: initial apprehension and overcoming challenges, advantages …

The Role Of Coursework In Promoting Doctoral Candidates’ Research Competence: A Case Study Of Professional Doctorates In Education, Fred Y. Mgata, Luqman Hakeem, Justo M. Lemesaya, Zhiyong Zhu, Huan Song, Jimmy E. Kihwele

Australian Journal of Teacher Education

Doctorate programs with coursework aim to develop research-competent graduates who can contribute knowledge and work outside academia. This study explored the influence of coursework on doctoral candidates' development of research competence. The study employed a qualitative case study approach within the Professional Doctorate in Education programs at a Chinese university. The researchers interviewed 13 doctoral candidates, reviewed 10 course syllabi, and conducted a thematic analysis of the data. The findings revealed that coursework contributes to candidates' knowledge base, research direction, skills, and critical thinking. Instructors and peers promote candidates' research competence through instruction, mentoring, collaborative research projects, and peer feedback. …

Research-Based Learning For Pre-Service Teachers’ Meta-Reflexivity: Insights From English Language Teacher Education In Türkiye, İrem Çomoğlu, Eda Ceylan, Eda Akgün-Özpolat, Kenan Dikilitaş

Australian Journal of Teacher Education

Drawing on Cramer et al.’s (2023) framework for meta-reflexive teacher education, we conducted a case study to examine how research-based learning (RbL) helps pre-service teachers (PSTs) develop meta-reflexivity. The data was collected in an undergraduate course in Türkiye where 81 PSTs engaged in RbL through developing, explaining, and exploring their pedagogical puzzles (PPs). Analysis of data from written reflections and class recordings generated themes indicating that PSTs began to adopt a meta-reflexive stance through a set of research and reflection practices involved in their puzzle exploration processes. The study suggests that RbL may be a promising approach for fostering PSTs’ …

Developing A Socio-Ecological Thriving Resilience Model For Student Teachers In Myanmar, A Crises-Affected Context, Shwe Ye Phyo, Erika Kopp

Australian Journal of Teacher Education

The teacher education journey of student teachers in Myanmar has become more challenging due to the combined effects of COVID-19 and political unrest. Preparing resilient teachers in such contexts requires an understanding of the challenges student teachers face and the strategies they employ. Through focus group interviews with 12 final-year student teachers, the study explored their challenges and strategies during their teacher education journey. Using constructivist grounded theory, data were analysed, and a Socio-Ecological Thriving Resilience Model was proposed. Student teachers overcame both professional and personal challenges through the active use of their own resources and contextual ones. This demonstrates …