Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Teacher Education and Professional Development (1376)
- Higher Education (312)
- Educational Assessment, Evaluation, and Research (295)
- Curriculum and Instruction (226)
- Science and Mathematics Education (195)
-
- Higher Education and Teaching (194)
- Educational Methods (191)
- Other Teacher Education and Professional Development (189)
- Social and Behavioral Sciences (183)
- Bilingual, Multilingual, and Multicultural Education (155)
- Elementary Education and Teaching (122)
- Secondary Education and Teaching (118)
- Educational Psychology (106)
- Arts and Humanities (92)
- Disability and Equity in Education (78)
- Language and Literacy Education (78)
- Medicine and Health Sciences (77)
- Educational Administration and Supervision (73)
- Curriculum and Social Inquiry (70)
- Early Childhood Education (67)
- Other Education (66)
- Scholarship of Teaching and Learning (65)
- Sociology (64)
- Special Education and Teaching (62)
- Business (59)
- Art Education (57)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (56)
- Psychology (54)
- Elementary Education (52)
- Keyword
-
- Education (322)
- Teacher education (214)
- [ECUPub] (205)
- Western Australia (156)
- Teachers (155)
-
- Pre-service teachers (105)
- Study and teaching (101)
- Higher education (94)
- Australia (72)
- Students (56)
- Literacy (55)
- [RSTDPub] (55)
- Assessment (54)
- Western Australia. (54)
- Mathematics (53)
- Professional development (52)
- Primary (50)
- Learning (49)
- Initial teacher education (47)
- Early childhood (45)
- Secondary (45)
- Children (43)
- Pedagogy (41)
- Curriculum (40)
- Early childhood education (40)
- Employability (39)
- Teaching (39)
- Preservice teachers (34)
- School (34)
- Attitudes (33)
- Publication Year
- Publication
-
- Australian Journal of Teacher Education (1655)
- Theses: Doctorates and Masters (462)
- Research outputs 2022 to 2026 (449)
- Research outputs 2014 to 2021 (280)
- Theses : Honours (244)
-
- Research outputs pre 2011 (243)
- EDU-COM International Conference (104)
- eCULTURE (72)
- Research outputs 2011 (60)
- Research outputs 2012 (54)
- Research outputs 2013 (47)
- Research Journeys in Education (25)
- ECU Research Week (8)
- Graduate Research School Scholarly Works (4)
- ECU Books (2)
- ECU Presentations (2)
- Journal of the Australian Indigenous HealthInfoNet (2)
- Archival Publications (1)
- Other Reports (1)
- Reports accepted as research outputs (1)
- Research Datasets (1)
- Publication Type
- File Type
Articles 151 - 180 of 3717
Full-Text Articles in Education
Autonomy And Relatedness: Motivating Kindergarten Teachers In An Online Professional Development, Xuanyi Eliza Wu, Alfredo Bautista, Marc Clarà
Autonomy And Relatedness: Motivating Kindergarten Teachers In An Online Professional Development, Xuanyi Eliza Wu, Alfredo Bautista, Marc Clarà
Australian Journal of Teacher Education
Drawing on the self-determination theory, this paper focuses on two factors that are essential for individuals to be motivated, namely the psychological needs of autonomy and relatedness. We implemented three different iterations of an online PD course, entitled Chat with Children. While content was identical, the designs of autonomy and relatedness varied. Participants of this exploratory study were 417 in-service Hong Kong kindergarten teachers. We analyzed teachers’ enrollment, participation, and completion in the three iterations, and also interviewed teachers to explore their experiences of different autonomy and relatedness designs. We found that participation and completion were significantly higher in the …
The Impact Of Interdisciplinary Approach And Mathematical Modelling Activities On Mathematics Teaching: A Case Study With Pre-Service Teachers, Eda N. Güner, Ahmet Ş. Özdemir
The Impact Of Interdisciplinary Approach And Mathematical Modelling Activities On Mathematics Teaching: A Case Study With Pre-Service Teachers, Eda N. Güner, Ahmet Ş. Özdemir
Australian Journal of Teacher Education
Mathematical modelling is an effective approach that helps students develop a deep understanding of mathematical concepts by connecting mathematics to real-life contexts and to other disciplines. Model Eliciting Activities (MEAs) are student-centred processes in which learners use modelling methods to solve complex real-world problems. This case study aimed to design interdisciplinary MEAs for pre-service teachers, to evaluate these activities according to modelling principles, and to examine participants’ views after the implementation. The data consisted of the developed MEAs, video transcripts from the implementation process, and audio transcripts of semi-structured interviews. Content analysis, descriptive analysis, and rubric-based evaluation were used. The …
Generative Ai Highlights The Contrast Between Students’ Dualistic Epistemic Practices And Teacher Education Learning Objectives, Tellervo Härkki, Tarmo Thorström, Miika Leino, Henriikka Vartiainen, Matti Tedre
Generative Ai Highlights The Contrast Between Students’ Dualistic Epistemic Practices And Teacher Education Learning Objectives, Tellervo Härkki, Tarmo Thorström, Miika Leino, Henriikka Vartiainen, Matti Tedre
Australian Journal of Teacher Education
This study examines student teachers’ capabilities when adopting a generative AI system as a new cognitive tool. In our pedagogical intervention, students used ChatGPT 3.5 to support a small research task. Consistent with decades of research on higher education students’ epistemic positions, most students approached the knowledge-building task (and, respectively, ChatGPT) with dualistic epistemic practices. Notably, ChatGPT’s polished interface invites naïve dualistic interpretations. However, teacher education learning objectives and effective knowledge-building with generative AI tools require more sophisticated epistemic stances: understanding knowledge as contingent and context-bound and knowledge-building as an activity that requires validation. This suggests that the central challenge …
Evaluation Of Teachers’ Skills And Their Current Level Of Using Atomic Model Kits In Teaching Chemical Bonding And Atomic Structure In Gasabo District Of Rwanda, Francois Niyongabo Niyonzima, Nsabayezu Ezechiel, Aloys Iyamuremye, Jean Baptiste Nkurunziza, Angelique Nzavuga Izere, Claude Karegeya, Emmanuel Gakuba, Ruth Ntihabose, Jean Pierre Nahimana
Evaluation Of Teachers’ Skills And Their Current Level Of Using Atomic Model Kits In Teaching Chemical Bonding And Atomic Structure In Gasabo District Of Rwanda, Francois Niyongabo Niyonzima, Nsabayezu Ezechiel, Aloys Iyamuremye, Jean Baptiste Nkurunziza, Angelique Nzavuga Izere, Claude Karegeya, Emmanuel Gakuba, Ruth Ntihabose, Jean Pierre Nahimana
Australian Journal of Teacher Education
This study investigates the current level of using the atomic model kits and their effectiveness in teaching atomic structure and chemical bonding. The study used a sample of 54 chemistry teachers randomly sampled from a list of all eligible teachers in Gasabo. An explanatory sequential research design was adopted to collect and analyze the data. The quantitative data collected through the Likert scale questionnaire were analyzed by using Excel 2016 and the Social Package for Social Science (SPSS). The qualitative data were analyzed by using interpretive and thematic analysis. The study revealed a substantial difference based on teachers' working …
The Impact Of Using Practicum Portfolio On Early Childhood Student Teachers' Reflective Practice, Buad Khales, Afif Zaidan, Fathi Ihmeideh
The Impact Of Using Practicum Portfolio On Early Childhood Student Teachers' Reflective Practice, Buad Khales, Afif Zaidan, Fathi Ihmeideh
Australian Journal of Teacher Education
: This study aimed to investigate how the use of practicum portfolios impacts early childhood student teachers' reflective practice in Palestine. The study utilized qualitative and quantitative methods to gather and analyze student teachers' perspectives on using practicum portfolios for their professional development. The main focus was to understand the student teachers' stance on reflective teaching and their engagement in different stages of the reflective practice cycle. The study involved 16 student teachers at Al-Quds University in Palestine. Data were collected through a questionnaire and semi-structured interviews. Results indicated that the portfolio helped student teachers assess their work and improved …
Mentoring Experiences Of Student Teachers During Teaching Practice In Nigeria, Osita Victor Ossai, Sarita Ramsaroop
Mentoring Experiences Of Student Teachers During Teaching Practice In Nigeria, Osita Victor Ossai, Sarita Ramsaroop
Australian Journal of Teacher Education
A growing number of stakeholders in teacher education in Nigeria have raised concerns about the quality of mentoring in schools. In this study, we aim to explore the mentoring experiences of student teachers during their field experiences. Using a mixed-methods study, data were collected from student teachers in the education faculty at a University in Nigeria. Quantitative data on student-teacher mentoring experiences were collected using the Student-Teacher Mentoring Experience Questionnaire. Qualitative data comprised individual interviews and was analysed thematically. Findings indicated that student teachers lacked adequate mentoring and support and without timely evaluations and quality feedback, their ability to reflect …
Basic Skills Of 21st Century Teachers, Ömer Cem Karacaoğlu
Basic Skills Of 21st Century Teachers, Ömer Cem Karacaoğlu
Australian Journal of Teacher Education
This study aims to determine the basic skills that 21st century teachers should have. The study is based on the opinions of 79 teachers working in different disciplines on four different campuses in Izmir. The qualitative study used storage technique and content analysis. The opinions of the participants were evaluated to clarify the skill expressions, create themes and determine data categories. The study found that teachers prioritized several core competencies, including creativity, empathy and communication, critical thinking, problem solving and crisis management, and collaboration, curiosity and digital literacy. Other skills were determined as reading comprehension, learning to learn, patience, emotional …
Assessment Of Initial Teacher Education From The Evaluated’ Perspective: A Literature Review, Carla E. Förster, Andrea Ruffinelli, Tatiana Cisternas, Francisca Donoso
Assessment Of Initial Teacher Education From The Evaluated’ Perspective: A Literature Review, Carla E. Förster, Andrea Ruffinelli, Tatiana Cisternas, Francisca Donoso
Australian Journal of Teacher Education
Many quality assurance policies for teacher education are linked to the assessment of their training and although this is widely studied, the subjects’ perspectives have not been taken into consideration. This study sought to answer: how do the subjects perceive these education assessments and how do those assessments influence their training? A Systematic Literature Review (SLR) search was conducted, rendering the selection of 12 articles. The results indicate that the studies incorporating the subjects' opinions were limited to two instruments: the edTPA from the United States and LANTITE from Australia. Both the performance-based format (edTPA) and the measurement of literacy …
Careful Whisper: Using Ecoaching And A Feedback Taxonomy To Provide Practicum Feedback For Preservice Teachers, Louise Alix Taylor, Ruben Fukkink, Ron Oostdam, Catherine Van Beuningen
Careful Whisper: Using Ecoaching And A Feedback Taxonomy To Provide Practicum Feedback For Preservice Teachers, Louise Alix Taylor, Ruben Fukkink, Ron Oostdam, Catherine Van Beuningen
Australian Journal of Teacher Education
Many institutes for initial teacher education struggle to organise effective performance feedback within the context of student teaching practicum. As the cooperating teachers who provide this feedback bring their individualised ontologies, feedback practices have been characterised by inconsistencies in the amount and quality of performance feedback. In this small-scale study carried out in the Netherlands, we explored affordances of eCoaching using a standardised feedback taxonomy. With the help of Bluetooth technology and the Synchronous Online Feedback Taxonomy, four teacher educators provided eCoaching to eight preservice teachers over the course of three lessons. We interviewed teacher educators and preservice teachers about …
Insights In, On And For Teacher Education: An International Teacher Educator Study, Simone White, Jean Murray, Lin Goodwin
Insights In, On And For Teacher Education: An International Teacher Educator Study, Simone White, Jean Murray, Lin Goodwin
Australian Journal of Teacher Education
Whilst the importance of research in teacher education is widely emphasised, debates continue about issues of value, legitimacy and contributions to the knowledge base. This paper aims to contribute to these debates by looking at research in, on and for teacher education, by teacher educators. Drawing from 20 interviews of international experienced teacher educators, questions were posed into the types of research they have pursued, how their research contributed to the field, and how they conceptualised research in/on and for teacher education. Drawing from Bourdieu, findings give insights into what constitutes valued research capital within the divergent field or territory …
Analysis Of Pre-Service Teachers’ Personal Metaphors About Foreign Language Teaching, Juan Luis De La Montaña Conchiña, Guadalupe De La Maya Retamar, Magdalena López-Pérez
Analysis Of Pre-Service Teachers’ Personal Metaphors About Foreign Language Teaching, Juan Luis De La Montaña Conchiña, Guadalupe De La Maya Retamar, Magdalena López-Pérez
Australian Journal of Teacher Education
This study analyses the characterisation and evolution of the personal metaphors of a sample of 34 trainee foreign language teachers, through a questionnaire of open-ended questions that included asking the participants to make drawings representing the roles of the teacher. Four categories of metaphors were considered for the analysis: behaviourist/transmissive, cognitivist/constructivist, situated, and self-referential. The results indicate that most participants were able to conceptualise their image of the teacher in the form of metaphors. The pre-service teachers’ metaphors represented are mainly cognitivist/constructivist and behaviourist/transmissive. When comparing them before and after the internship in the primary schools, most of them did …
Teaching In Racially Diverse Schools: Towards A Racial Competency Framework, Tebeje Molla, Kerri Garrard, Tim Corcoran
Teaching In Racially Diverse Schools: Towards A Racial Competency Framework, Tebeje Molla, Kerri Garrard, Tim Corcoran
Australian Journal of Teacher Education
Safe learning environments foster the wellbeing, engagement, and educational outcomes of students. To develop resources that enable schools to create safe learning environments, we conducted focus group discussions with teachers and African heritage students in selected public schools in an Australian state. This paper reports insights from our discussions with the school staff. The findings indicate that teachers face ‘relational uncertainty’ in dealing with racial issues impacting their engagement with these students. To address these challenges, we propose a racial competency framework, featuring distinctive dimensions, drivers, and domains. The framework emphasises the need for schools to support racial value awareness, …
Effects Of Generative Reflection On The Professional Development Of Trainee Teachers: Social Representations Emerging From Practicum Tutorials, Andrea Ruffinelli, Carolina Álvarez, Macarena Salas, Victoria Andrea Ruffinelli Vargas
Effects Of Generative Reflection On The Professional Development Of Trainee Teachers: Social Representations Emerging From Practicum Tutorials, Andrea Ruffinelli, Carolina Álvarez, Macarena Salas, Victoria Andrea Ruffinelli Vargas
Australian Journal of Teacher Education
Although reflection is recognized as a driving force for teachers' professional development, which is the reason for its incorporation into Initial Teacher Education (ITE), there is still little clarity about its effects on teachers' professional development. This article seeks to understand the Social Representations (SR) of tutors and practitioners of the IDF of two Chilean universities, on the effects of reflection, promoted in tutorials and its link with the strategies used to promote it. Individual interviews were conducted with four dyads -tutor and pre-service teacher-, and group interviews with tutors and interns. The analysis was inspired by Grounded Theory. The …
Tackling Australia’S Male Teacher Shortage: Insights From Initial Teacher Education (Ite) Completion Data, Loan Dao, Jeanne M. Allen, Darren Pullen, Scott Cowie
Tackling Australia’S Male Teacher Shortage: Insights From Initial Teacher Education (Ite) Completion Data, Loan Dao, Jeanne M. Allen, Darren Pullen, Scott Cowie
Australian Journal of Teacher Education
The under-representation of males in the Australian teaching profession has been an issue of concern for some time. With predictions that the situation will worsen due to an aging male teacher population and the enduring perception that teaching is females’ work, this paper explores trends in male initial teacher education (ITE) degree completion in a sample of Australian ITE programs from 2001 to 2021 to gain insights into which types of teaching degrees and delivery modes of study are most likely to attract potential pre-service male teachers. Open access and non-identifiable male ITE completion data were obtained from the Australian …
What Mentorship? Pre-Service And In-Service Teachers’ Experiences Of A Teaching Practice Mentorship Programme, Puleng Constance Letloenyane, Matseliso Mokhele-Makgalwa, David Maleho Letloenyane
What Mentorship? Pre-Service And In-Service Teachers’ Experiences Of A Teaching Practice Mentorship Programme, Puleng Constance Letloenyane, Matseliso Mokhele-Makgalwa, David Maleho Letloenyane
Australian Journal of Teacher Education
Mentoring during teaching practice plays a crucial role in teacher training as it exposes pre-service teachers to an authentic teaching and learning environment, under the guidance of qualified in-service teachers. Although mentoring has the potential to enhance the preparation of pre-service teachers and to improve the development of in-service teachers, the experiences are not always positive. The present study seeks to explore pre-service teachers’ and in-service teachers’ experiences of one university’s teaching practice mentorship programme. This single case study employed semi-structured interviews to collect data from one in-service and pre-service teacher in one suburban school. The collected data indicate that …
Chinese Secondary School Teachers' Perceptions Of Teacher Candidates' Teaching Ability And Performance, Liyuan Chen, Chia Ching Tu
Chinese Secondary School Teachers' Perceptions Of Teacher Candidates' Teaching Ability And Performance, Liyuan Chen, Chia Ching Tu
Australian Journal of Teacher Education
: This study investigated secondary school teachers' beliefs about teacher educators’ teaching competencies and performance. Additionally, it compared the differences between the perceived importance of teaching competencies and the teaching performance level among teachers from different backgrounds. The Delphi method was first used to identify teaching competency items followed by a questionnaire survey to collect data from secondary school teachers in Hebei Province, China. Out of 700 questionnaires that were sent out, 539 valid questionnaires were returned. Secondary school teachers were highly aware of the importance of teaching competencies but did not possess these competencies. An importance-performance analysis (IPA) showed …
Unveiling Raciolinguistic Ideologies: Pre-Service Teachers’ Insights On Refugee Integration In Schools, Tuba Yilmaz, Rosanna Ellis
Unveiling Raciolinguistic Ideologies: Pre-Service Teachers’ Insights On Refugee Integration In Schools, Tuba Yilmaz, Rosanna Ellis
Australian Journal of Teacher Education
This study investigates pre-service teachers' ideologies about refugee students' belonging and integration in Türkiye and examines how these ideologies shape their anticipated pedagogical practices. Using the framework of raciolinguistic ideologies, the study highlights how linguistic and cultural hierarchies influence educational practices, often perpetuating systemic exclusion. Data were collected through in-depth interviews with 13 pre-service teachers from various educational programs, utilizing a qualitative, phenomenological design. The findings reveal a predominant reliance on deficit-based perspectives, with refugee students framed as linguistically deficient and culturally "othered." While participants expressed professional commitments to inclusivity, their approaches often emphasized assimilation into Turkish norms, reflecting cultural …
Australian Education Research Organisation And Teacher Education, Bruce Haynes
Australian Education Research Organisation And Teacher Education, Bruce Haynes
Australian Journal of Teacher Education
The Australian Education Research Organisation was created to initiate, collate and disseminate reliable evidence-based research to the Australian school system. It uses the latest cognitive psychology to advocate the use of explicit instruction and phonics to lift outcomes of Australian schooling. These practices are reflected in the new ‘core content’ for Initial Teacher Education programs that were identified by the Teacher Education Expert Panel to be mandated in national accreditation processes for tertiary providers delivering initial teacher education. Mandating these practices is problematic and marks a further shift towards authoritarian processes in Australia.
Teacher Training For Diversity: Analyzing Inclusive And Intercultural Education In Early Childhood Degrees Of Three Universities Located In Spain, France And Columbia, Odet Moliner, Aida Sanahuja, Daniel Niclot, Mariaangelica Yazzo
Teacher Training For Diversity: Analyzing Inclusive And Intercultural Education In Early Childhood Degrees Of Three Universities Located In Spain, France And Columbia, Odet Moliner, Aida Sanahuja, Daniel Niclot, Mariaangelica Yazzo
Australian Journal of Teacher Education
This study examines the integration of inclusive and intercultural education principles in the Bachelor’s Degree in Early Childhood Education at three Universities located in Spain, France and Colombia. An analysis of 116 course syllabi is conducted to identify the specific references to Universal Design for Learning, accessibility, inclusion, diversity and interculturality. A second content analysis was conducted to categorize the units of meaning into four categories and determine the predominant underlying approach to the use of the term 'inclusion' in each degree program. The results indicate that the concepts of accessibility and UDL are the least represented, followed by …
Harmonising The Rhythm Of Drumming With The Silence Of Meditation: An Autoethnography Of Initial Teacher Education (Ite), Elly S. Thomson
Harmonising The Rhythm Of Drumming With The Silence Of Meditation: An Autoethnography Of Initial Teacher Education (Ite), Elly S. Thomson
Australian Journal of Teacher Education
This article presents an autoethnographic examination of how my professional experiences inform and resist the cultural swing towards over standardisation in Initial Teacher Education (ITE) over the past twenty years. This has been articulated through five ‘turning point moments’ as reflective narratives from my professional journey. Drawing on epistemic reflexivity, this study highlights the risks of homogenising the teaching profession, arguing for an equity-focused approach that values diverse pathways and fosters inclusive classrooms. From this perspective, the paper critiques the current trends towards standardised, one-size-fits-all ITE entry requirements and conforming curriculum. The findings suggest the potential risks of such …
Enhancing Pre-Service Teachers’ Preparedness For Professional Experience Placement And Employment: Authentic School-University Partnership Opportunities, Stacey E. Jones, Deb Clarke
Enhancing Pre-Service Teachers’ Preparedness For Professional Experience Placement And Employment: Authentic School-University Partnership Opportunities, Stacey E. Jones, Deb Clarke
Australian Journal of Teacher Education
The transition from university learning to classroom application presents a challenge in initial teacher education. This transition results in ‘praxis shock’; a term coined to describe the confronting exposure to the gritty realities of the classroom. This case study investigated a school-university partnership that drew on authentic learning activities using a team-teaching model to address the praxis shock challenge. Data were gathered over five years from pre-service teacher subject experience surveys, journal reflections, and semi-structured interviews. The findings revealed that this authentic approach significantly enhanced pre-service teachers’ understanding of the Australian Professional Standards for teachers, their classroom readiness, confidence, and …
“My School Makes Even The Smallest Students …. Feel Included And Happy To Be There” Student Perspectives On Inclusion., Charles Ag Kemp, Umesh Sharma, Louise Mclean
“My School Makes Even The Smallest Students …. Feel Included And Happy To Be There” Student Perspectives On Inclusion., Charles Ag Kemp, Umesh Sharma, Louise Mclean
Australian Journal of Teacher Education
The objective of this study was to examine student perspectives on what inclusion means to them and what students believe to be critical school based inclusive practices. The study utilised a mixed method approach to collect data from a sample of 40 Year 9 and Year 10 students from a small school in rural Victoria. Qualitative data were analysed using a three-stage process of thematic analysis. Students emphasised that inclusion could be enhanced when relationships are prioritised, school environments are more participatory, when teachers know what students need to be successful, and, when teachers actively monitor and encourage the engagement …
Using Children's Picture Books To Teach Mathematical And Numeracy Concepts: An Exploration Of The Aesthetic Value Of Mathematics For Preservice Teachers’ Dispositions, Mellie Green, Lorraine Gaunt, Georgina M. Barton
Using Children's Picture Books To Teach Mathematical And Numeracy Concepts: An Exploration Of The Aesthetic Value Of Mathematics For Preservice Teachers’ Dispositions, Mellie Green, Lorraine Gaunt, Georgina M. Barton
Australian Journal of Teacher Education
Evidence suggests that preservice teachers tend to have negative dispositions towards the teaching of mathematics and/or numeracy. In response, this paper describes the work of three experienced teacher educators using high-quality children’s picture books to teach mathematical and/or numeracy concepts as well as foregrounding the aesthetic value of mathematics. The purpose of this type of reading is to support and improve preservice teacher dispositions towards mathematics and/or numeracy with children’s picture books. Using metalogue as methodology, the researchers discussed mathematical and/or numeracy concepts and explored the aesthetic value of mathematics within selected picture books. They used the Australian Curriculum’s General …
Survival Mode: Navigating The First Five Years Of Teaching Performing Arts In Neoliberal Education Assemblages, Kirsten Lambert, Christina Gray
Survival Mode: Navigating The First Five Years Of Teaching Performing Arts In Neoliberal Education Assemblages, Kirsten Lambert, Christina Gray
Research outputs 2022 to 2026
This paper shares data from a longitudinal study into secondary performing arts teachers’ perceptions of their first five years of teaching. Utilising Deleuze and Guattari’s concept of rhizomatic becomings and Braidotti’s posthuman knowing subject, our research explores the embodied, relational, and fluid identities of early career teachers. This is important when exploring nascent teacher becomings because it takes into consideration the configuration of bodies and hyper-performative expectations in neoliberal educational assemblages. Our longitudinal qualitative research in Western Australia revealed that early career teachers (ECTs) experienced concerning levels of mental ill-health in response to insecure employment, high stress, long hours, performative …
Land Without Marks: In Memory Of Ecu Mt Lawley, Di Gan
Land Without Marks: In Memory Of Ecu Mt Lawley, Di Gan
ECU Books
In 2026, as ECU opens its new Perth City campus, the old Mt Lawley campus will cease to be, following its 55 years of existence since 1970. Photobook 'Land without Marks' gathers passing glimpses of ECU Mt Lawley in its final 8 years, through the eyes of a long-term staff member and photographic artist. Captured on 35mm film and smart phone.
Out Of The Woods: Mount Lawley Teachers College, The First Decade 1970 - 1980, Glen Phillips, Sybe Jongeling, John Renner, John Sherwood
Out Of The Woods: Mount Lawley Teachers College, The First Decade 1970 - 1980, Glen Phillips, Sybe Jongeling, John Renner, John Sherwood
ECU Books
This book focuses exclusively on the visions and contribution of Robert (Bob) G.Peter, the first Principal, appointed to build a radically new teachers’ college, the first new tertiary institution in Australia since the end of WWII.It covers the first decade or so of the College,1970-1979.The story describes how Bob Peter based his visions on modern educational thought and practices and how he enthused his selected foundation staff to work with public works department architects to incorporate these new ideas in the design and building of this new tertiary institution.
Benefits And Challenges With The Modular Model Of Teacher Certification In Australia: Listening To Teachers’ Voices, Bernard Brown, Rohan Nethsinghe
Benefits And Challenges With The Modular Model Of Teacher Certification In Australia: Listening To Teachers’ Voices, Bernard Brown, Rohan Nethsinghe
Australian Journal of Teacher Education
This paper examines teachers’ views about the Highly Accomplished and Lead Teacher (HALT) Certification 2.0 Modular Model (CMM 2.0). The research reveals teachers’ voices and agency in relation to HALT certification. Participants in this study included HALT certified teachers, current HALT participants, and prospective participants. The semi-structured interviews conducted provide insights into the benefits and challenges associated with the CMM 2.0. Thematic coding and systematic analysis were applied to the data to arrive at the key findings. The research revealed that teachers believed that the modular approach was advantageous as it was flexible and provided professional recognition and development. Issues …
Challenging Assumptions: Ai And Teacher Assessment Identity Formation, Nadia Ollington
Challenging Assumptions: Ai And Teacher Assessment Identity Formation, Nadia Ollington
Australian Journal of Teacher Education
This article explores the ways in which teacher educators can strengthen the developing teacher assessment identity of preservice teachers who are at the precipice of Industry 4.0, where work with Artificial Intelligence (AI) and assessment will require flexible thinking. This reflective case study narrative outlines a teacher educator’s experiences in a novel assessment task using Generative AI for technology enhanced learning in an Australian postgraduate teaching program. In the task, those who held positive beliefs and emotions about AI were more likely to engage in flexible thinking skills than those who were more critical of the AI. To ensure that …
Changes In Mentor Teacher Participation In Postgraduate Secondary Initial Teacher Education: Climatic Conditions Preceding Workforce Reform., Alison L. Hilton, Chad Morrison, Felicity I. Mclure, Kathryn G. Dehle, Sandi Fielder
Changes In Mentor Teacher Participation In Postgraduate Secondary Initial Teacher Education: Climatic Conditions Preceding Workforce Reform., Alison L. Hilton, Chad Morrison, Felicity I. Mclure, Kathryn G. Dehle, Sandi Fielder
Australian Journal of Teacher Education
Professional Experience placements provide invaluable opportunities for pre-service teachers to connect their expanding knowledge to teaching practice. When done well, these experiences are underpinned by purposeful and continuous guidance from experienced mentor teachers. Significantly, the participation and engagement of Australian mentor teachers in this process is voluntary in nature, meaning the system relies on teachers ‘opting-in’ to mentoring. This research examines mentor teacher participation within Secondary-level initial teacher education courses and highlights issues relating to overall mentor teacher (and host school) engagement. Analysis of placement data over a five-year period to 2021 illustrates a significant change in participation with a …
From Guesswork To Growth: Understanding How Preservice Teachers Interpret And Enact Appraisal Within A Teacher Performance Assessment, Allison Byth, Thembi Mason, Laurie Werrett
From Guesswork To Growth: Understanding How Preservice Teachers Interpret And Enact Appraisal Within A Teacher Performance Assessment, Allison Byth, Thembi Mason, Laurie Werrett
Australian Journal of Teacher Education
In Australia, the Graduate Teacher Performance Assessment (GTPA) is a capstone summative assessment evaluating preservice teachers ‘classroom readiness’ across five practices: planning, teaching, assessing, reflecting and appraising. In our work with preservice teachers, appraising the impact of teaching emerged as the most conceptually and practically challenging practice. To understand how preservice teachers interpreted and enacted appraisal, this exploratory case study analysed 15 GTPA submissions that met standards in the first four practices but not in appraisal. The findings highlight common issues, including conflating appraisal with general reflection, difficulty interpreting and applying data meaningfully, and presenting narrative accounts rather than evaluative …