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Full-Text Articles in Education

Open Scholarship In Australia: A Review Of Needs, Barriers, And Opportunities, Paul L. Arthur, Lydia A. Hearn, Lucy Montgomery, Hugh Craig, Alyssa Arbuckle, Ray Siemens Jan 2021

Open Scholarship In Australia: A Review Of Needs, Barriers, And Opportunities, Paul L. Arthur, Lydia A. Hearn, Lucy Montgomery, Hugh Craig, Alyssa Arbuckle, Ray Siemens

Research outputs 2014 to 2021

Open scholarship encompasses open access, open data, open source software, open educational resources, and all other forms of openness in the scholarly and research environment, using digital or computational techniques, or both. It can change how knowledge is created, preserved, and shared, and can better connect academics with communities they serve. Yet, the movement toward open scholarship has encountered significant challenges. This article begins by examining the history of open scholarship in Australia. It then reviews the literature to examine key barriers hampering uptake of open scholarship, with emphasis on the humanities. This involves a review of global, institutional, systemic, …

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Towards An Evidence-Informed Differentiated Learning Consolidation Process To Support Classroom Instruction, Nicola Carr-White Jan 2021

Towards An Evidence-Informed Differentiated Learning Consolidation Process To Support Classroom Instruction, Nicola Carr-White

Theses: Doctorates and Masters

Despite many years of teaching experience, the differentiation and consolidation of classroom learning presented challenges for the researcher. In response, a Differentiated Learning Consolidation Process (DLCP) was developed through informal classroom-based action research over several years. Using low cost and accessible resources, it developed into a manageable supplementary intervention to support individual student needs and the retention of classroom instruction. Increasing interest from colleagues led the researcher to provide professional development on the instructional design and implementation of the DLCP. Through this experience, it became apparent that the DLCP theoretical assumptions were largely unknown. The current study was pursued to …

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What Boosts? What Drags? A Study Of Teacher Views About The Halt Certification Process Provided By The Australian Professional Standards For Teachers, John Cole Jan 2021

What Boosts? What Drags? A Study Of Teacher Views About The Halt Certification Process Provided By The Australian Professional Standards For Teachers, John Cole

Theses: Doctorates and Masters

The Australian Institute for Teaching and School Leadership (AITSL) has offered certification for teacher career progression to Highly Accomplished and Lead teacher status since 2012. By 2020, about 800 teachers (from an Australian teacher workforce of 300,000) had achieved certification. At the same time, AITSL leadership has advocated for a HALT in every school – which would require 10,000 certified teachers. This research examines the views of teachers from one education sector, in one Australian territory, regarding teacher certification. This research identifies major factors encouraging these teachers to consider certification; drag factors encountered by the teachers during their consideration of …

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When Authenticity Goes Missing: How Monocultural Children’S Literature Is Silencing The Voices And Contributing To Invisibility Of Children From Minority Backgrounds, Helen Adam Jan 2021

When Authenticity Goes Missing: How Monocultural Children’S Literature Is Silencing The Voices And Contributing To Invisibility Of Children From Minority Backgrounds, Helen Adam

Research outputs 2014 to 2021

The importance of recognising, valuing and respecting a child’s family, culture, language and values is central to socially just education and is increasingly articulated in educational policy worldwide. Inclusive children’s literature can support children’s human rights and contribute to equitable and socially just outcomes for all children. However, evidence suggests many educational settings provide monocultural book collections which are counterproductive to principles of diversity and social justice. Further, that educators’ understandings and beliefs about diversity can contribute to inequitable provision and use of diverse books and to inequitable outcomes of book sharing for many children. This paper reports on a …

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Assessing Physical Literacy In Health And Physical Education, Lisa Young, Justen O’Connor, Laura Alfrey, Dawn Penney Jan 2021

Assessing Physical Literacy In Health And Physical Education, Lisa Young, Justen O’Connor, Laura Alfrey, Dawn Penney

Research outputs 2014 to 2021

© 2020 Australian Council for Health, Physical Education and Recreation. This paper utilises Bernstein's theorising of curriculum and pedagogical relations to analyse Physical Literacy (PL) assessment with implications for the field of Health and/Physical Education (H/PE). It acknowledges the significance of assessment for what knowledge and skills are valued in PL and in turn, H/PE. PL takes different forms and is assessed in a range of ways. Bernstein's concepts of classification and framing are used to analyse six PL assessment tools identified through a systematic review of literature. Findings suggest that current PL assessment tools mainly feature strong classification and …

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Australian Postgraduate Student Experiences And Anticipated Employability: A National Study From The Students’ Perspective, Elizabeth J. Cook, Linda Crane, Shelley Kinash, Amy Bannatyne, Joseph Crawford, Gary Hamlin, Madelaine-Marie Judd, Jo-Anne Kelder, Helen Partridge, Sarah Richardson Jan 2021

Australian Postgraduate Student Experiences And Anticipated Employability: A National Study From The Students’ Perspective, Elizabeth J. Cook, Linda Crane, Shelley Kinash, Amy Bannatyne, Joseph Crawford, Gary Hamlin, Madelaine-Marie Judd, Jo-Anne Kelder, Helen Partridge, Sarah Richardson

Research outputs 2014 to 2021

Postgraduate students are navigating a rapidly evolving landscape for their future careers. In this context, higher education providers are responsible for supporting and monitoring postgraduate (masters and doctoral) students’ development for both education and employability contexts. This empirical research provides a rich analysis of feedback breakfasts, focus groups and interviews with 319 postgraduate student participants from 26 universities. Emergent themes highlight widespread lack of confidence in university-mediated student experiences, particularly in the context of employability, and pessimism regarding career outcomes. Students expressed a view that higher education providers need to direct further attention and relevant supports toward postgraduate education. Future …

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Students Pay The Price: Doctoral Candidates Are Targeted By Contract Cheating Websites, Andrew Kelly, Kylie J. Stevenson Jan 2021

Students Pay The Price: Doctoral Candidates Are Targeted By Contract Cheating Websites, Andrew Kelly, Kylie J. Stevenson

Research outputs 2014 to 2021

Aim/Purpose This paper analyses the textual features of contract cheating websites that offer thesis writing services for doctoral students and considers implications for practice. Background Contract cheating is an increasing challenge for higher education institutions, governments and societies worldwide. However, relatively little is known about the prevalence of online thesis writing services and the ways in which these companies attract doctoral students as customers. Methodology This study has a three-step textual analysis methodological approach: firstly, identifying contract cheating websites that target doctoral students; secondly, applying a top-down thematic approach to the literature to identify potential vulnerabilities; and, thirdly, using these …

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The Role Of Background Knowledge In Reading Comprehension: A Critical Review, Reid Smith, Pamela Snow, Tanya Serry, Lorraine Hammond Jan 2021

The Role Of Background Knowledge In Reading Comprehension: A Critical Review, Reid Smith, Pamela Snow, Tanya Serry, Lorraine Hammond

Research outputs 2014 to 2021

© 2021 Taylor & Francis Group, LLC. A critical review was conducted to determine the influence background knowledge has on the reading comprehension of primary school-aged children. We identified twenty-three studies that met our criteria and focused on the links between background knowledge and reading comprehension of children in the mid to late primary years. Review findings highlight that higher levels of background knowledge have a range of effects that are influenced by the nature of the text, the quality of the situation model required, and the presence of reader misconceptions about the text. Our findings also indicate that background …

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Vulnerable Learners In The Age Of Covid-19: A Scoping Review, Catherine F. Drane, Lynette Vernon, Sarah O’Shea Jan 2021

Vulnerable Learners In The Age Of Covid-19: A Scoping Review, Catherine F. Drane, Lynette Vernon, Sarah O’Shea

Research outputs 2014 to 2021

© 2020, The Author(s). This scoping review provides an overview of COVID-19 approaches to managing unanticipated school closures and available literature related to young people learning outside-of-school. A range of material has been drawn upon to highlight educational issues of this learning context, including psychosocial and emotional repercussions. Globally, while some countries opted for a mass school shut-down, many schools remained open for students from disadvantaged backgrounds. This partial closure not only enabled learning in smaller targeted groups but also offered a safe sanctuary for those who needed a regulated and secure environment. In Australia, if full school closures were …

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The Outcomes Of Fifth-Grade Emergent Bi/Multilinguals’ Introduction To A Visual Metalanguage When Constructing Scientific Explanations In Hong Kong, Melanie Williams, Kok-Sing Tang Jan 2021

The Outcomes Of Fifth-Grade Emergent Bi/Multilinguals’ Introduction To A Visual Metalanguage When Constructing Scientific Explanations In Hong Kong, Melanie Williams, Kok-Sing Tang

Research outputs 2014 to 2021

The visual mode provides emergent bi/multilinguals an essential resource to construct scientific explanations. Yet, while a metalanguage is used to describe the written mode of scientific language such as, claim, evidence, reason; there is little research that makes students aware of the metalanguage of a visual mode. We propose an introduction to the visual metalanguage will ensure emergent bi/multilinguals better access to the visual mode. This study employs an instrumental case study to examine the introduction of visual metalanguage to a fifth-grade science class. Two cameras record ten emergent bi/multilinguals as they construct scientific explanations in nine lessons. We use …

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Teachers’ Perceptions Of The Impact Of Covid-19 On Writing Instruction In Australia, Margaret K. Merga, Anabela Malpique, Saiyidi Mat Roni, Debora Valcan, Susan Ledger Jan 2021

Teachers’ Perceptions Of The Impact Of Covid-19 On Writing Instruction In Australia, Margaret K. Merga, Anabela Malpique, Saiyidi Mat Roni, Debora Valcan, Susan Ledger

Research outputs 2014 to 2021

Education interruption can influence educational outcomes for students, particularly those already experiencing disadvantage. Little is known about how education interruption caused by COVID-19 has influenced the literacy learning of Australian students. This article provides insights into the impact of COVID-19 related education interruption on writing instruction of primary school aged children from the perspectives of their teachers. Drawing on data from a single-stage mixed-methods survey tool, it explores extent of perception of an impact of COVID-19 writing instruction in Australia, as well as capturing data on the nature of this perceived impact. As expected, the COVID-19 pandemic had an impact …

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Efl Literacy Teaching In Relation To Teachers’ Self-Efficacy, Experience And Native Language, Stephanie Fuchs, Tami Katzir, Janina Kahn-Horwitz Jan 2021

Efl Literacy Teaching In Relation To Teachers’ Self-Efficacy, Experience And Native Language, Stephanie Fuchs, Tami Katzir, Janina Kahn-Horwitz

Australian Journal of Teacher Education

English as a foreign language (EFL) literacy is necessary for the career success of non-English speaking students. Many students lack adequate EFL literacy skills which may indicate a gap between EFL literacy instruction theory and practice. Teachers’ self-efficacy regarding their ability to teach reading and writing, years of teaching experience, and/or native language may influence their selection of components for EFL literacy instruction. This study examines these components as they are perceived by teachers. One hundred and sixty-seven Israeli EFL elementary school teachers completed online questionnaires. Findings showed a weak correlation between teachers’ self-efficacy and their instructional approach. Teaching experience …

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Exploring Change And Continuities In Internationally Mobile Pre-Service Teachers’ Conceptualisations Of Effective Teaching, Rhonda Di Biase, Elizabeth King, Jeana Kriewaldt, Catherine Reid, Mahtab Janfada Jan 2021

Exploring Change And Continuities In Internationally Mobile Pre-Service Teachers’ Conceptualisations Of Effective Teaching, Rhonda Di Biase, Elizabeth King, Jeana Kriewaldt, Catherine Reid, Mahtab Janfada

Australian Journal of Teacher Education

: This qualitative study investigates the changes and continuities in conceptions of teaching and learning from course commencement to course completion for a group of international pre-service teachers undertaking a two-year Masters-level degree in Initial Teacher Education (ITE). Data were collected through a series of graphic elicitation activities and ranking tasks at baseline and endpoint. Findings indicate that there was: a growing emphasis on student engagement and its linkages to student learning; a shift from viewing teaching as the transfer of knowledge to learning as an active process; and a more developed repertoire of professional language to explain what is …

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The Pressing Need To Raise The Status Of The Teaching Profession: The Launch Story Of The Teachers Of Australia Social Media Campaign, Alison Willis, Catherine Thiele, Rachael Dwyer, Peter Grainger, Susan Simon Jan 2021

The Pressing Need To Raise The Status Of The Teaching Profession: The Launch Story Of The Teachers Of Australia Social Media Campaign, Alison Willis, Catherine Thiele, Rachael Dwyer, Peter Grainger, Susan Simon

Australian Journal of Teacher Education

This paper presents the start-up methodology for a project that leverages the opportunities that social media affords to give teachers voice and agency. In response to negative press about teachers in mainstream media, coupled with research that shows that teachers are working hard to meet student academic and wellbeing needs, the researchers employed the assertive technologies of social media and started a campaign to promote the work of pre-service and in-service teachers. The paper presents the theorising behind the start-up methodology for the social media campaign and outlines a response to an identified opportunity. It argues that social media provides …

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Australian Early Childhood Teachers’ Training In Language And Literacy: A Nation-Wide Review Of Pre-Service Course Content, Tessa Weadman, Tanya Serry, Pamela C. Snow Jan 2021

Australian Early Childhood Teachers’ Training In Language And Literacy: A Nation-Wide Review Of Pre-Service Course Content, Tessa Weadman, Tanya Serry, Pamela C. Snow

Australian Journal of Teacher Education

Early childhood teachers are well-positioned to maximise preschoolers’ development in oral language and emergent literacy; both of which are vital predictors of academic success at school. Research investigating their pre-service training in language and emergent literacy remains limited. This issue is addressed in the present study, with the first nation-wide review of the oral language and emergent literacy course content across all 84 Australian early childhood teacher pre-service courses. Qualitative Content Analysis was employed to gain an overview of language and emergent literacy teaching content reported in publicly available course documents. Study findings demonstrated large variation in the oral language …

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Conceptual Knowledge Or Procedural Knowledge Or Conceptual Knowledge And Procedural Knowledge:Why The Conjunction Is Important For Teachers, Derek P. Hurrell Jan 2021

Conceptual Knowledge Or Procedural Knowledge Or Conceptual Knowledge And Procedural Knowledge:Why The Conjunction Is Important For Teachers, Derek P. Hurrell

Australian Journal of Teacher Education

: The terms conceptual knowledge and procedural knowledge are often used by teachers and never more so than when discussing how teachers teach, and children learn mathematics. This paper will look at literature regarding conceptual and procedural knowledge and their place in the classroom, to offer teachers and teacher educators’ advice on some of the more pressing issues and understandings around them. A thorough synthesis of extant and seminal literature will provide advice to teachers and teacher educators on how a deeper insight into conceptual and procedural knowledge could improve the quality of mathematics teaching.

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Pre-Service Teacher Reflection And Feedback Using An Online Video Platform During Professional Experience, Michael Cavanagh Jan 2021

Pre-Service Teacher Reflection And Feedback Using An Online Video Platform During Professional Experience, Michael Cavanagh

Australian Journal of Teacher Education

This paper presents the results of a pilot study in which 11 triads comprising a pre-service teacher, a supervising teacher and a university supervisor used a video platform for pre-service teacher self-reflection and for the provision of feedback. Pre-service teachers made video recordings of one lesson each week during a four-week professional experience placement. They annotated the videos using time-stamped comments and shared them with their supervisors who added comments to provide feedback. The annotations were investigated through questionnaires and interviews that were analysed for their depth of reflection and participants’ views about the video reflection process. Results indicate that …

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The Policy-Driven Dimensions Of Teacher Beliefs About Assessment, Dennis Alonzo, Velma Labad, Jean Bejano, Florence Guerra Jan 2021

The Policy-Driven Dimensions Of Teacher Beliefs About Assessment, Dennis Alonzo, Velma Labad, Jean Bejano, Florence Guerra

Australian Journal of Teacher Education

Despite the advancement of the conceptualisations of teacher assessment literacy, teachers’ assessment practices remain relatively low due to misalignment between teachers’ beliefs on assessment and principles of effective assessment practices. The current assessment reform in the Philippines has not gained significant traction despite the ongoing professional development programs focused on enhancing teacher assessment literacy. We argue that to change teachers’ exam-dominated assessment practices towards a more student-centred approach, there is a need to explore teachers’ beliefs in assessment. Hence, we developed a context-driven tool using both theoretical and empirical approaches that could measure this construct, and which the results could …

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Targeted Teacher Education To Improve Primary Preservice Teachers’ Knowledge And Understanding Of Uv And Effective Sun Protection Measures For Children, Joseph J. Scott, Robyn S. Johnston, Natasha Bear, Sonia Gregory, Sally Blane, Mark Strickland, Jill Darby, Elin S. Gray Jan 2021

Targeted Teacher Education To Improve Primary Preservice Teachers’ Knowledge And Understanding Of Uv And Effective Sun Protection Measures For Children, Joseph J. Scott, Robyn S. Johnston, Natasha Bear, Sonia Gregory, Sally Blane, Mark Strickland, Jill Darby, Elin S. Gray

Australian Journal of Teacher Education

Teachers are responsible for children at school during peak ultraviolet (UV) times of the day. It is paramount that teachers have knowledge and understanding of UV to effectively protect themselves and their students. The aim of this pilot study was to investigate the effect of a short intervention on preservice teachers’ sun protective behaviours, knowledge and perceived skill to teach sun safety. Participants (n =161; median age=20 years) attended a 45-minute preservice teacher sun safety intervention and completed pre- and post-test surveys. Post-intervention, most participants indicated they felt: i) more informed about the dangers of UV and risks of developing …

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A Decade Of Positive Education And Implications For Initial Teacher Education: A Narrative Review, Mathew A. White Jan 2021

A Decade Of Positive Education And Implications For Initial Teacher Education: A Narrative Review, Mathew A. White

Australian Journal of Teacher Education

This narrative review addresses a notable gap in initial teacher education research by exploring the impact of positive education—a growing international change initiative—in schools. Launched in 2009, positive education is defined as education for both traditional skills and happiness. This narrative review examines how positive education has contributed to a change in schools and related curriculum issues. It draws on various studies from the past decade to evaluate positive education definitions, examine two periods in positive education research from 2009–2014 and 2015–2020. The review argues that positive education concepts may enrich initial teacher education discourse and enhance teacher professional practice; …

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Students' Transitions Into Initial Teacher Education: Understanding Barriers And Enablers Through An Ecological Lens, Diana L. Amundsen, Nadine Ballam, Katrina Mcchesney Jan 2021

Students' Transitions Into Initial Teacher Education: Understanding Barriers And Enablers Through An Ecological Lens, Diana L. Amundsen, Nadine Ballam, Katrina Mcchesney

Australian Journal of Teacher Education

This paper presents a small-scale qualitative investigation which explored early first-year transition experiences of pre-service teacher students. The study took place in one university in Aotearoa New Zealand, involving 24 students and three co-researchers from a Faculty of Education. Perceptions of students’ transition experiences were gathered through an essay task six weeks into the first semester; data were analysed using Bronfenbrenner’s (1979) ecological theory to identify barriers and enablers related to students’ transition experiences in various contexts. Diverse transitions accounts of ‘becoming a pre-service teacher student’ were analysed as being complex and intertwined with historical, social, cultural and political elements. …

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Teaching Classroom Mathematics: Linking Two Pedagogical Models For Promoting Student Engagement And Conceptual Connections, Christine A. Ormond Jan 2021

Teaching Classroom Mathematics: Linking Two Pedagogical Models For Promoting Student Engagement And Conceptual Connections, Christine A. Ormond

Australian Journal of Teacher Education

This paper explains how an original conceptual framework model for mathematics pedagogy, the Australian Curriculum Conceptual Rubric (ACCR), has continued to be used successfully by the author in pre-service and in-service teacher education programs over the past ten years or more. Now further enhanced by a deeper reflection upon Peter Sullivan’s Six Principles (2011) for the effective teaching of classroom mathematics, the ACCR is based on four preparatory “big questions” that the teachers may ask of themselves and their students. The model is also a sequenced system of conceptual “rubrics” whose aim is to encourage, in new teachers especially, …

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Teacher Identity Under Reconstruction: Positional Analysis Of Negotiations In An International Teacher Education Programme, Satia Zen, Eero Ropo, Päivi Kupila Jan 2021

Teacher Identity Under Reconstruction: Positional Analysis Of Negotiations In An International Teacher Education Programme, Satia Zen, Eero Ropo, Päivi Kupila

Australian Journal of Teacher Education

This paper explores the international learning experiences of Indonesian teachers participating in a Finnish master’s degree programme as an identity reconstruction process. We study the participants’ experiences based on dialogical identity construction to explore the positioning and repositioning occurring during an international learning experience. Given the conception of this experience as a boundary experience, repositioning is a way to create continuity and support the multiplicity of identity. From the narrative analysis of the participants' stories about the programme, we found that the participants' repositioning during the programme involved negotiation with temporality, sociality and spatiality. Throughout this process, the participants' understanding …

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Does The Atar Predict Pre-Service Teacher Capacity For Inclusive Classroom Practice?, Greg Auhl, Alan Bain Jan 2021

Does The Atar Predict Pre-Service Teacher Capacity For Inclusive Classroom Practice?, Greg Auhl, Alan Bain

Australian Journal of Teacher Education

In this study, we examined whether the Australian Tertiary Admissions Rank (ATAR) predicted pre-service teachers' schema development for inclusive classroom teaching. Where previous studies have employed grade point average (GPA) as a criterion measure, this study employed a validated measure linked to standards-based classroom practice. The study was conducted in the final semester of the teacher education programs at three Australian universities. The results showed the explanatory power of the ATAR was close to zero for the students studied. The implications of the findings for teacher education and for using the ATAR as an indicator of teacher quality are discussed.


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Supporting Primary And Secondary Teachers To Deliver Inclusive Education, Jill Duncan, Renée Punch, Nic Croce Jan 2021

Supporting Primary And Secondary Teachers To Deliver Inclusive Education, Jill Duncan, Renée Punch, Nic Croce

Australian Journal of Teacher Education

With Australian disability discrimination legislation and educational policy promoting movement toward inclusive education, the building and supporting of inclusive education workforce capability is of paramount importance. This study investigated how principals in Australian primary and secondary educational settings support teachers to provide inclusive education and what these principals perceive to be barriers to supporting the education workforce to deliver inclusive education. The study used an online open- and closed-set survey. The findings demonstrated that principals in educational settings across the government, Catholic and independent sectors and across geographical regions offered largely similar professional learning opportunities to their staff, and expressed …

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A Self-Study Exploration Of Early Career Teacher Burnout And The Adaptive Strategies Of Experienced Teachers, Jarrod P. Hogan, Peta J. White Jan 2021

A Self-Study Exploration Of Early Career Teacher Burnout And The Adaptive Strategies Of Experienced Teachers, Jarrod P. Hogan, Peta J. White

Australian Journal of Teacher Education

Isolation, organisational pressures, and role-related distress, can result in teachers, particularly early career teachers (ECTs), experiencing greater risk of burnout. For many ECTs, a lack of practical strategies for dealing with these conditions contributes to this. Using self-study methodology, this research unpacks why ECTs experience burnout, identifies adaptive strategies that experienced teachers use, and discusses the applicability of these practices for ECTs. Conversations between an ECT and three experienced teachers provided alternate lenses to apply reflective unpacking of adaptive strategies. The findings illustrate how the risk of burnout for ECTs is increased by challenging student behaviour, isolation, a lack of …

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Student Articulations Of Critical Multicultural Education Concepts From One Study Abroad Experience In New Zealand, Erika Feinauer, Erin Feinauer Whiting Jan 2021

Student Articulations Of Critical Multicultural Education Concepts From One Study Abroad Experience In New Zealand, Erika Feinauer, Erin Feinauer Whiting

Australian Journal of Teacher Education

This study examines how six teacher candidates in one U.S. based teacher preparation program articulate understandings of critical multicultural education concepts after a field experience in a study abroad program in New Zealand. Teacher candidates were interviewed about their understandings of culture, privilege, and social inequality. Field placements were in high poverty elementary schools with high numbers of linguistic and ethnic minority students. Teacher candidate responses revealed development of cultural appreciation but a lack of engagement with issues related to privilege and social inequality. Teacher candidates further had difficulty articulating issues of power and systemic privilege enacted either in the …

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Learning Transformation Perceptions Of Preservice Second Career Teachers, Shosh Leshem, Rivi Carmel, Merav Badash, Beverley Topaz Jan 2021

Learning Transformation Perceptions Of Preservice Second Career Teachers, Shosh Leshem, Rivi Carmel, Merav Badash, Beverley Topaz

Australian Journal of Teacher Education

Teachers’ shortage has become a critical issue in most countries in the world. One of the solutions has been the initiation of short-term teacher education programmes which attract adult career changers who enter the programme with prior working experiences and world knowledge. However, the process of transferring previous knowledge is challenging and teachers need to navigate new horizons. The aim of the study is to identify shifts in students’ perceptions regarding the teaching profession, and what experiences prompted the shifts. The research was conducted among 15 students in a teacher education college in Israel. The analysis of interviews exposed five …

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A School Perspective On School-Embedded Initial Teacher Education, Anne T. Galvin, Pamela M. Ryan, Kylie M. Mckenna, Megan Pollard Jan 2021

A School Perspective On School-Embedded Initial Teacher Education, Anne T. Galvin, Pamela M. Ryan, Kylie M. Mckenna, Megan Pollard

Australian Journal of Teacher Education

School-university partnerships have been developed to invigorate initial teacher education (ITE). Such partnerships potentially offer rich educational opportunities to pre-service teachers. This paper examines integrated and school-embedded approaches to ITE in the Australian context, drawing on a case study analysis of a three-year, ITE school-university-system partnership named inSITE. inSITE is explored from the perspective of the school educators directly involved in its design and delivery. Complexity science provided the theoretical framework for inSITE and signalled its principles of holism, integration and reflective practice. The factors that contributed to and inhibited school-based initial teacher education from a school’s perspective are identified. …

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Instructional Leadership Practices: Teachers Perceptions Of A Rural School Principal In Fiji, Govinda I. Lingam, Narsamma Lingam, Sunil K. Singh Jan 2021

Instructional Leadership Practices: Teachers Perceptions Of A Rural School Principal In Fiji, Govinda I. Lingam, Narsamma Lingam, Sunil K. Singh

Australian Journal of Teacher Education

The purpose of this study was to determine the extent to which teachers perceive their principal to be effectively exhibiting an instructional leadership role. Data for the study were collected from teachers (N=24) in a rural secondary school in Fiji using the Principal Instructional Management Rating Scale (PIMRS) developed and advocated by Hallinger (1990). In addition to Likert scale items, the questionnaire included open-ended questions to gain deeper insights into teachers’ ratings of each item. Analyses of the data revealed that ratings for the principal were the highest for communicating school goals to students and protecting instructional time while supervision …

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