Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Teacher Education and Professional Development (87)
- Higher Education and Teaching (7)
- Curriculum and Instruction (4)
- Elementary Education and Teaching (4)
- Social and Philosophical Foundations of Education (4)
-
- Disability and Equity in Education (3)
- Other Teacher Education and Professional Development (3)
- Science and Mathematics Education (3)
- Educational Administration and Supervision (2)
- Educational Psychology (2)
- International and Comparative Education (2)
- Junior High, Intermediate, Middle School Education and Teaching (2)
- Art Education (1)
- Bilingual, Multilingual, and Multicultural Education (1)
- Community Health and Preventive Medicine (1)
- Curriculum and Social Inquiry (1)
- Developmental Psychology (1)
- Environmental Public Health (1)
- Instructional Media Design (1)
- Medicine and Health Sciences (1)
- Other Education (1)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (1)
- Psychology (1)
- Public Health (1)
- Public Health Education and Promotion (1)
- Secondary Education and Teaching (1)
- Social and Behavioral Sciences (1)
- Special Education and Teaching (1)
- Keyword
-
- Teacher education (14)
- Teacher Education (5)
- Pre-service teachers (4)
- Preservice teachers (4)
- Education (3)
-
- Motivation (3)
- Pre-service teacher education (3)
- Professional development (3)
- Early childhood education (2)
- Elementary education (2)
- ICT (2)
- Inclusion (2)
- Induction (2)
- Leadership (2)
- Mathematics (2)
- Papua New Guinea (2)
- Physical education (2)
- Pre-service (2)
- Pre-service teacher (2)
- Professional learning (2)
- Reflection (2)
- Self-efficacy (2)
- Self-study (2)
- Teacher Preparation (2)
- Teacher efficacy (2)
- Teacher preparation (2)
- Universities (2)
- Active learning (1)
- Adapted Physical Education (1)
- Adolescents (1)
Articles 91 - 95 of 95
Full-Text Articles in Education
Cultivating Teachers’ Morality And The Pedagogy Of Emotional Rationality, Minkang Kim
Cultivating Teachers’ Morality And The Pedagogy Of Emotional Rationality, Minkang Kim
Australian Journal of Teacher Education
Teachers are expected to act ethically and provide moral role models in performing their duties, even though teacher education has often relegated the cultivation of teachers’ ethical awareness and moral development to the margins. When it is addressed, the main theoretical assumptions have relied heavily on the cognitivist developmental theories of Piaget and Kohlberg. A major pedagogical problem in adopting these theories of moral reasoning is that they may not help teachers to act as moral agents in real-life classrooms. This paper argues that one underlying difficulty is the insufficient attention given to the role of emotion in moral reasoning, …
The Influence Of An Adapted Physical Education Course On Preservice Teacher Instruction: Using A Self-Determination Lens, Dana Perlman, Cindy Piletic
The Influence Of An Adapted Physical Education Course On Preservice Teacher Instruction: Using A Self-Determination Lens, Dana Perlman, Cindy Piletic
Australian Journal of Teacher Education
Current federal mandates and policies have increased the focus on providing students with disabilities (SWD) a pedagogically appropriate learning experience (No Child Left Behind, 2001). Teacher education programs are attempting to provide all future teachers with experiences that enhance the pedagogical ability to teach students with a variety of needs. As such, the concept of motivation has been deemed a crucial aspect of effective instruction. Therefore, the purpose of this study was to examine the development of PTs during a semester adapted physical education course, from a self-determined perspective. Two intact adapted physical education classes (N=46; Male=25, Female= 21) were …
Developing Preservice Primary Teachers’ Confidence And Competence In Arts Education Using Principles Of Authentic Learning., Deirdre E. Russell-Bowie
Developing Preservice Primary Teachers’ Confidence And Competence In Arts Education Using Principles Of Authentic Learning., Deirdre E. Russell-Bowie
Australian Journal of Teacher Education
Arts education research over the years has highlighted the situation of non-specialist preservice primary arts teachers as having little confidence in their own artistic ability and their ability to teach the arts to children. Added to this, problems such a lack of resources, confidence, priority, time, knowledge and experience appear to inhibit the regular teaching of the arts by generalist classroom teachers while at the same time, face-to-face hours for preservice primary arts education have decreased significantly over the recent years. This paper describes how one subject within a Primary Teacher Education course responded to these challenges. This subject was …
Stereotypes And Self-Perceptions Of Physical Education Pre-Service Teachers, Michael Spittle, Felicity Petering, Peter Kremer, Sharna Spittle
Stereotypes And Self-Perceptions Of Physical Education Pre-Service Teachers, Michael Spittle, Felicity Petering, Peter Kremer, Sharna Spittle
Australian Journal of Teacher Education
Stereotypes and self-perceptions are important in understanding how people develop their self-knowledge and social identity, become members of groups, and view groups and their members. While we have some understanding of the stereotypical view of the physical education teacher, we currently have little knowledge of how physical education pre-service teachers (students studying a physical education degree) are stereotyped, and also if there is any relationship between these stereotypes and how physical education pre-service teachers perceive themselves. The purpose of this study was to examine the stereotypes and self-perceptions of physical education pre-service teachers. The aims were to describe how physical …
Personalising Learning In Teacher Education Through The Use Of Technology, Mellita M. Jones, Karen J. Mclean
Personalising Learning In Teacher Education Through The Use Of Technology, Mellita M. Jones, Karen J. Mclean
Australian Journal of Teacher Education
The meaningful integration of technology in teaching and learning is consistently called for in all sectors of education. Recently it has appeared as a key tenet for achieving what has been termed as personalising learning. Personalising learning, a concept that addresses a range of current best-practice approaches with an added emphasis on ICT and the voice of individual learners, is becoming more prevalent in both general discussion, and in some countries, in policy regarding education. If its prevalence continues to grow, teacher educators need to consider how they too can incorporate personalising learning approaches in their courses to ensure graduate …