Education Commons^™

The Perceived ‘Classroom Readiness’ And Support Of Western Australian Primary Graduate Teachers, Samantha Jade Edwards

Theses: Doctorates and Masters

Graduate teachers are expected to be ‘classroom ready’ upon graduation, yet research suggests they are not. The difficulties faced by graduate teachers in their first years of teaching often result in low self-efficacy and attrition, which in turn can affect the achievement of their students.

Since its establishment in 2010, the Australian Institute for Teaching and School Leadership (AITSL) have implemented a competency framework for both teachers and Initial Teacher Education (ITE) providers, aimed at improving not only all teacher quality in Australia, but the quality of ITE, graduating teachers and the support structures provided to them. This research project …

Australian Teacher Education Policy In Action: The Case Of Pre-Service Internships., Susan Ledger, Lesley Vidovich

Australian Journal of Teacher Education

Studies on internships within initial teacher education have existed in literature since the early 1900s, they have espoused the benefits of experiential learning or critiqued the variance available in terms of structure, length of time and purpose. However, little research on teacher internships has been reported within a policy context. This study employs a modified ‘policy trajectory’ framework to capture the impact of teacher internship models emerging from policy reform in Australia driven by the National Partnership Agreement on Improving Teacher Quality Program (NPTQ). It highlights how policy contexts and practices are inextricably interconnected and influenced by key policy ‘threads’ …

A Simulation Pedagogical Approach To Engaging Generalist Pre-Service Teachers In Physical Education Online: The Gopro Trial 1.0, Brendon P. Hyndman

Australian Journal of Teacher Education

There has been a continuous increase in enrolments within teacher education programs in recent years delivered via online and external modes. Such levels of enrolment have raised discussion around the theory-practice nexus and whether pre-service teachers (PSTs) can optimally engage with practical learning components via online platforms. This paper provides insight into the potential and feasibility of using GoPro video technology as an innovation in online teacher education delivery of practical physical education (PE) classes. Upon completion of the university semester, qualitative data was collected detailing the generalist PSTs’ perceptions relating to the potential of using GoPro video footage to …