Education Commons^™

A Personalised Needs-Led Group Approach To Induction: Perceptions Of Early Academics In A University School Of Education, Joy Jarvis, Claire Dickerson, Leo Chivers, Chris Collins, Libby Lee, Roger Levy, Dianne Solly

Australian Journal of Teacher Education

Members of staff joining a school of education often have extensive experience in practice but not in academia and the university setting may present a complex diversity of roles, ways of working, values and goals. Colleagues may face issues of understanding the organisational structure and culture, changing identities, and concerns about their academic reading and writing abilities. This paper presents a study designed to examine the efficacy of a personalised needs-led self-study group approach to induction for experienced professionals joining a University School of Education. The approach was new to both current staff members and the four early academic …

University-School Partnerships: Pre-Service And In-Service Teachers Working Together To Teach Primary Science., John Daniel Kenny

Australian Journal of Teacher Education

This paper reports on a partnership approach preparing pre-service primary teachers to teach science. Partnerships involving pre-service teachers and volunteer in-service colleagues were formed to teach science in the classroom of the colleague, with support from the science education lecturer. Each pre-service teacher collaboratively planned and delivered a sequence of at least six science lessons over six weeks.

An earlier paper reported on how the program affected the confidence of the pre-service teachers. Over three iterations, 61 in-service teachers from 23 local schools participated.

In this paper the data from the colleague teachers and principals who participated is explored. The …

Teacher Professional Development: Who Is The Learner?, Kirsten Petrie, Clive Mcgee

Australian Journal of Teacher Education

One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a plethora of curriculum policy and reform initiatives. This paper explores how the design and delivery of one PD programme, the Physical Activity Initiative (PAI), positioned and supported teachers as learners. An evaluation of the programme sought data from 25 teachers and 14 advisers to schools. The focus was the …

The Invisibility Of Covert Bullying Among Students: Challenges For School Intervention, Amy Barnes, Donna Cross, Leanne Lester, Lydia Hearn, Melanie Epstein, Helen Monks

Research outputs 2012

Covert bullying behaviours are at least as distressing for young people as overt forms of bullying, but often remain unnoticed or unacknowledged by adults. This invisibility is increased in schools by inattention to covert bullying in policy and practice, and limited staff understanding and skill to address covert behaviours. These factors can lead to a school culture that appears to tolerate and thus inadvertently encourages covert bullying. This study explores these dynamics in Australian primary and secondary schools, including the attitudes of over 400 staff towards covert bullying, their understanding of covert bullying behaviours, and their perceived capacity to address …