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Articles 121 - 150 of 1655
Full-Text Articles in Education
How Is Trauma-Informed Education Implemented Within Classrooms? A Synthesis Of Trauma-Informed Education Programs, Jacolyn Norrish, Tom Brunzell
How Is Trauma-Informed Education Implemented Within Classrooms? A Synthesis Of Trauma-Informed Education Programs, Jacolyn Norrish, Tom Brunzell
Australian Journal of Teacher Education
The purpose of this study was to synthesise the content of trauma-informed education programs with a focus on classroom strategies. Programs (N = 20) were identified that focused on primary and secondary schools and were suitable for application in the classroom by teachers. Program materials available in the public domain were collated and the qualitative research method of reflexive thematic analysis was used to explore commonalities and themes in classroom strategies across different approaches. Classroom strategies were aimed at meeting students’ somatic (i.e., ‘bottom-up’) capacities of safety needs, self-regulatory needs, sensory needs, and relational and attachment needs. Classroom strategies also …
Preservice Teachers’ Perceptions About Out-Of-Field Teaching: Implications For Students, Teachers And Schools, Elizabeth Wheeley, Helen Klieve, Eunjae Park, Anna Du Plessis
Preservice Teachers’ Perceptions About Out-Of-Field Teaching: Implications For Students, Teachers And Schools, Elizabeth Wheeley, Helen Klieve, Eunjae Park, Anna Du Plessis
Australian Journal of Teacher Education
Out-of-field teaching occurs in schools and education systems worldwide. Early career teachers are more likely to be required to teach out-of-field and also to experience adverse effects from this experience, potentially contributing to workforce issues and teacher attrition. This mixed data Australian study reports on the perceptions of preservice teachers—emerging professionals—regarding issues associated with out-of-field teaching. Survey data were collected from 133 preservice teachers. Data were analysed with an initial layer of sentiment analysis followed by a thematic analysis of their perceptions of consequences for teachers, students, and schools/communities. Findings reveal that preservice teachers are very aware of the mostly …
Mentoring Pre-Service Teachers: The Thiink4 Reflective Cycle, Maya Gunawardena
Mentoring Pre-Service Teachers: The Thiink4 Reflective Cycle, Maya Gunawardena
Australian Journal of Teacher Education
Establishing a reciprocal relationship between mentors and pre-service teachers is critical in pre-service teacher mentoring. Highlighting self-regulation as a means for managing emotions in the pursuit of meeting long-term goals, this study examined the constructive features that help develop a reciprocal relationship between pre-service teachers and mentors. The study has captured a range of qualitative data from the dyadic process of mentoring (two-way interaction between a mentor teacher and a pre-service teacher): within the pre- and post-lesson conferences between mentors and pre-service teachers and post mentoring interviews with mentors and pre-service teachers. The study highlighted the strengths of mentor facilitated …
A Study Of Victorian Teachers’ Beliefs About Student Behaviour And Their Perception Of Preparation And Confidence To Engage In Evidence-Based Behaviour Support, Russell A. Fox, Umesh Sharma, Erin S. Leif
A Study Of Victorian Teachers’ Beliefs About Student Behaviour And Their Perception Of Preparation And Confidence To Engage In Evidence-Based Behaviour Support, Russell A. Fox, Umesh Sharma, Erin S. Leif
Australian Journal of Teacher Education
Positive and proactive approaches to behaviour support have been recognised as one component required to create effective and inclusive school environments (Finkelstein et al., 2019). States and territories within Australia have increasingly adopted school-wide positive behavioural interventions and supports (SWPBIS) as a means to creating effective social and behavioural change (Poed & Whitefield, 2020). However, ensuring staff implement SWPBIS as it is intended has been a challenge, both in Australia and internationally (McIntosh et al., 2016; NSW Ombudsman, 2017). The current study identifies and seeks to address two gaps in the existing literature exploring noted barriers to …
Preparing Initial Teacher Education Students For Flexible Learning Programs, Jeff Thomas, Bianca Coleman, Ebba Herrlander Birgerson
Preparing Initial Teacher Education Students For Flexible Learning Programs, Jeff Thomas, Bianca Coleman, Ebba Herrlander Birgerson
Australian Journal of Teacher Education
In Australia, there is currently no official training pathway or qualification required for working in Flexible Learning Programs (FLPs). This causes a problem for both new teachers wishing to work in this area and for employers who have no way of knowing whether a new teacher has the appropriate skills or knowledge to teach in this alternative context. To address this problem, we designed and implemented a program during which Initial Teacher Education (ITE) students were given the opportunity to experience teaching in a FLP. Here we report on the experiences and perceptions of the preparation program from the perspectives …
Using Systems Perspectives To Develop Underlying Principles For Educational Reform, John Daniel Kenny, Connie Cirkony
Using Systems Perspectives To Develop Underlying Principles For Educational Reform, John Daniel Kenny, Connie Cirkony
Australian Journal of Teacher Education
One of the enduring problems in the education system is the gap between theory and practice, where the research to improve teaching and learning is not fully realised in the classroom. This has impacted the effectiveness of education reform. We take a systems thinking approach to better understand the complexity of an education system, which involves multiple stakeholders, each with different levels of power, purposes, and perspectives about what is important. Drawing on an extensive body of research we propose a set of six foundational and five enabling principles that support systemic educational reform. These 11 principles are put forward …
An Examination On Views On Teaching Practicum Held By Associate Teachers: A Qualitative Case Study, Gülten Koşar
An Examination On Views On Teaching Practicum Held By Associate Teachers: A Qualitative Case Study, Gülten Koşar
Australian Journal of Teacher Education
: Seeing the significance of exploring associate teachers’ views about teaching practicum, this qualitative case study aims to seek answers to the questions of what the self-perceived roles of four Turkish associate teachers in teaching practicum are and what their perceptions concerning the adequacy of the length of teaching practicum in Turkey are. Additionally, the present research targets finding answers to the questions of whether teaching practicum contributed to the professional development of the last trainee teachers the associate teachers have mentored and if mentoring fosters their own professional development. The results indicated they considered offering professional and emotional support …
Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin
Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin
Australian Journal of Teacher Education
In a direct effort to build a greater understanding of higher education teaching and learning opportunities, this study shares the journey of three university lecturers working to ensure best practice outcomes from criterion-referenced assessment [CRA]. The work was built on a belief that our respective higher education undergraduate students did not fully value the design structure or feedback outcomes inherent in CRA. Using a collaborative autoethnographic lens we pooled experiences, outcomes, challenges, assumptions, and accounts of unconscious biases from across our different tertiary education schools and subjects. Our examination enriched our understanding, our teaching, and our student outcomes. In sharing …
Australian Teachers’ Perceptions And Experiences Of Food And Nutrition Education In Primary Schools: A Qualitative Study, Gozde Aydin, Claire Margerison, Anthony Worsley, Alison Booth
Australian Teachers’ Perceptions And Experiences Of Food And Nutrition Education In Primary Schools: A Qualitative Study, Gozde Aydin, Claire Margerison, Anthony Worsley, Alison Booth
Australian Journal of Teacher Education
Teacher delivered food and nutrition education (FNE) can be effective in improving children’s food literacy and eating habits. However, teachers are known to face some barriers to the delivery of FNE globally. To obtain a deeper understanding of Australian primary school teachers’ experiences and views, 17 teachers were interviewed. The results of the thematic analysis showed that teachers acknowledged the importance of FNE and were willing to include more FNE content into their teaching. We also identified the FNE topics taught, resources used, their teaching partners, and barriers encountered. The discussion presents strategies to overcome these barriers.
Australian Teachers’ Perception Of Their Preparedness To Teach Traumatised Students: A Systematic Literature Review., Glenys M. Oberg, India Bryce
Australian Teachers’ Perception Of Their Preparedness To Teach Traumatised Students: A Systematic Literature Review., Glenys M. Oberg, India Bryce
Australian Journal of Teacher Education
There are many studies documenting the negative impacts of trauma in childhood. However, despite schools and teachers being a known protective factor which have the potential to modify the negative impacts of complex trauma, limited research examining the perspectives of primary teachers working with traumatised children and their perceptions of preparedness to teach students living with complex trauma has been conducted. Thus a systematic literature review was conducted to collate and synthesise available empirical research on this topic. The review followed PRISMA guidelines and searches were conducted across academic databases for peer reviewed studies published between 2011 and 2022. Only …
Mathematics Teachers’ Feedback Responses To Students’ Errors And Unexpected Strategies, Andrés Pinzón, Pedro Gómez, María José González
Mathematics Teachers’ Feedback Responses To Students’ Errors And Unexpected Strategies, Andrés Pinzón, Pedro Gómez, María José González
Australian Journal of Teacher Education
A part of students learning in the classroom depends on how the teacher responds to their thinking. The literature has separately addressed teachers’ feedback responses to errors and unexpected strategies that students put into play when solving tasks. We propose a framework to analyze these responses together based on three criteria: the focus of the answers (teacher or student), the type of knowledge (conceptual or procedural) that the teacher puts into play in the teacher-centered answers, and the types of actions (asking and proposing) involved in student-centered responses. We codified and analyzed the feedback responses of a group of mathematics …
Integrated Curriculum Approaches To Teaching In Initial Teacher Education For Secondary Schooling: A Systematic Review, Terri Bourke, Lyra L’Estrange, Jill Willis, Jennifer Alford, James Davis, Deborah Henderson, Mallihai Tambyah, Senka Henderson, Tricia Clark-Fookes
Integrated Curriculum Approaches To Teaching In Initial Teacher Education For Secondary Schooling: A Systematic Review, Terri Bourke, Lyra L’Estrange, Jill Willis, Jennifer Alford, James Davis, Deborah Henderson, Mallihai Tambyah, Senka Henderson, Tricia Clark-Fookes
Australian Journal of Teacher Education
Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated …
Supporting Mathematics Pre-Service Teachers Reflection With 360degree Video And The Knowledge Quartet, Lisa O'Keeffe, Bruce White
Supporting Mathematics Pre-Service Teachers Reflection With 360degree Video And The Knowledge Quartet, Lisa O'Keeffe, Bruce White
Australian Journal of Teacher Education
Secondary mathematics teaching is often characterised by teacher-led pedagogies centred on practice and memorising formula which can dominate incoming pre-service teachers’ perceptions of mathematics teaching. Hence, creating opportunities for pre-service teachers (PSTs) - particularly those who have not experienced student-centered pedagogies – to see the power of alternative pedagogical approaches is crucial in the early experiences of their teacher training. This paper explores the potential of 360degree video recordings of micro teaching of PSTs to enhance initial reflections using the Knowledge Quartet. Drawing on four PSTs’ 360degree video reflections using the Knowledge Quartet framework we unpack the different ways that …
Emotional Freedom Techniques (Tapping) To Improve Wellbeing And Reduce Anxiety In Primary School Classrooms, Margaret T. Lambert, Sue E. Smith, Simon Moss, Marilynne N. Kirshbaum
Emotional Freedom Techniques (Tapping) To Improve Wellbeing And Reduce Anxiety In Primary School Classrooms, Margaret T. Lambert, Sue E. Smith, Simon Moss, Marilynne N. Kirshbaum
Australian Journal of Teacher Education
The use of Emotional Freedom Techniques (EFT) as a class exercise was investigated to ascertain its effectiveness for student wellbeing. Although EFT has been validated in clinical settings, studies have not yet established whether this approach could be applied in classrooms to curb anxiety and improve wellbeing. A pragmatic, mixed methods study was conducted with 138 students in northern Australian primary schools. Student anxiety dissipated over two stages of intervention. Aside from class tapping sessions, students sometimes tapped surreptitiously, and teachers applied tapping for themselves on occasions. Students generally preferred a quieter, individual approach during class tapping sessions. Broader themes …
Teacher Education For A Rural-Ready Teaching Force: Swings, Roundabouts, And Slippery Slides?, Philip Roberts, Natalie Downes, Jo-Anne Reid
Teacher Education For A Rural-Ready Teaching Force: Swings, Roundabouts, And Slippery Slides?, Philip Roberts, Natalie Downes, Jo-Anne Reid
Australian Journal of Teacher Education
The preparation of teachers for rural schools has been a significant focus of research for many decades. In this paper we update previous reports of the extent of Initial Teacher Education courses that prepare teachers for rural schools in Australia. We found that despite significant and continued calls for rural teacher education, there are still very few rural-teaching units offered in teacher education courses, and there are no courses at all that seek this as an explicit outcome. As the Australian Professional Standards for Teaching claim the importance of teachers understanding students and their contexts, we argue that effective teacher …
Changing Needs Of Special Education Preservice Teachers In The Practicum, Stella Gidalevich, Maayan Shalev
Changing Needs Of Special Education Preservice Teachers In The Practicum, Stella Gidalevich, Maayan Shalev
Australian Journal of Teacher Education
Self-determination theory (SDT) suggests that people strive to fulfill three basic needs of competence, autonomy, and relatedness. In teacher education research, fulfilling those needs is connected to positive skill development and increased wellbeing of preservice teachers and their students. Teacher education programs for special education preservice teachers (SEPT) include a professional experience in various school settings with neurodiverse students. This professional experience gives rise to specific needs for these SEPT. In-depth interviews were conducted with 12 SEPT, studying at various stages of two teacher education programs. The findings were analyzed qualitatively. Results revealed developing and changing needs throughout the educational …
Positioning Dispositions In Initial Teacher Education: An Action Research Approach, Qilong Zhang, Joanne Hayes, Rawhia Tehau-Grant, Roberta Skeoch, Lois France, Ke Jiang, Ruth Barnes
Positioning Dispositions In Initial Teacher Education: An Action Research Approach, Qilong Zhang, Joanne Hayes, Rawhia Tehau-Grant, Roberta Skeoch, Lois France, Ke Jiang, Ruth Barnes
Australian Journal of Teacher Education
In spite of debate, ambiguity, and tension around teacher dispositions, in the past over two decades, the place of dispositions in initial teacher education (ITE) has been widely supported among policy makers and researchers. Specifically, debate on whether dispositions are teachable has largely given way to action to foster dispositions. Adopting a two-cycle participatory action research design, this study explored ways to teach the first-year teacher candidates’ dispositions in an early childhood ITE programme in New Zealand. The intervention included eight focus dispositions and corresponding strategies to teach each focus disposition. Data collection methods included student self-assessment surveys, individual and …
The Impact Of Problem-Based Learning On Pre-Service Teachers’ Mathematics Pedagogical Content Knowledge, David A. Martin
The Impact Of Problem-Based Learning On Pre-Service Teachers’ Mathematics Pedagogical Content Knowledge, David A. Martin
Australian Journal of Teacher Education
Predictors of teacher effectiveness in relation to student achievement are based on the ability to use a range of evidence-based teaching strategies. Australia’s Teacher Education Ministerial Advisory Group (TEMAG) report that some tertiary providers working with pre-service teachers (PSTs) are using pedagogical practices which are not informed by established research. This paper reports on the impact a student-centred, PBL teaching approach had on third-year Bachelor of Education PSTs’ PCK in a mathematics education subject, compared to a similar group taught using a conventional teacher-directed approach. A quasi-experimental group-by-time design was used to determine the impact of the intervention. Contrary to …
Foreign Language Teachers’ Knowledge Base And The Influence Of Teaching Experience, Marianna Levrints (Lőrincz)
Foreign Language Teachers’ Knowledge Base And The Influence Of Teaching Experience, Marianna Levrints (Lőrincz)
Australian Journal of Teacher Education
The present paper elucidated the issue of foreign language teachers’ knowledge base and the influence of teaching experience on their beliefs. A self-report questionnaire was utilised to explore what domains of knowledge language teachers prioritised in planning and delivering instruction, what sources they drew on to gain professional understanding and to compare teachers’ views relevant to the length of their experience. The analysis of data revealed quantitative dissimilarities in the assumed sources and knowledge domains, as well as teachers' instructional preferences. The study’s findings lend empirical evidence to the influence of experience on teachers’ cognitions and yield additional insight into …
Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna
Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna
Australian Journal of Teacher Education
Recent developments of higher teacher education in Tanzania have witnessed high student enrolments necessitating change of an emphasis from individual assessment to group-based assessment practices. In this context, informed by the constructivist philosophical perspective, this article reports on the pre-service teachers’ voices regarding the prevalence, impacts and counteractive strategies of social loafing. The pre-service teachers are drawn from one higher education institution in Tanzania that serves as a case study. It draws on qualitative data collected from a sample of purposively selected undergraduate pre-service teachers. The study found social loafing tendencies to be commonplace and with far-reaching consequences amongst students …
Tough Teachers Actually Care: An Ethnographic Look Into The ‘Problematic’ Role Of Teachers As Figures Of Authority Under Learner-Centered Education, Julie Lucille Haber Del Valle
Tough Teachers Actually Care: An Ethnographic Look Into The ‘Problematic’ Role Of Teachers As Figures Of Authority Under Learner-Centered Education, Julie Lucille Haber Del Valle
Australian Journal of Teacher Education
Teacher authority is culturally valued among Filipinos. This authority however poses a threat to the fundamental principles of learner-centred education as it arguably perpetuates ‘teacher-centered’ instruction and obstructs positive student-teacher relationships which are necessary for student learning. This problematic role of teacher authority is examined in this study by investigating what constitutes good pedagogy in one class within a rural school in the Philippines. With this research problem, this study used ethnographic research approach to examine what students and teachers understand about ‘classroom authority’ and its perceived value in good pedagogy within a specific and cultural place. Ethnographic data in …
Academic Freedom In Teacher Education; Between Certainty And Uncertainty, Marita Cronqvist
Academic Freedom In Teacher Education; Between Certainty And Uncertainty, Marita Cronqvist
Australian Journal of Teacher Education
In this study, academic freedom in teacher education is related to preservice teachers’ possibilities to develop critical and autonomous thinking in teaching practice. Self-awareness and self-confidence provide certainty to deal with the uncertain situation in teaching where creativity and judgment must be given priority over an instrumental teaching based on authorities, effective methods or ready-made solutions. Teacher educators thus need to promote academic freedom as both certainty and uncertainty. The aim of this paper is to provide enhanced understanding of the meanings and implications for teacher education of academic freedom, in the tension between certainty and uncertainty, based on a …
Preservice Teachers’ Encounters With Dual Language Picturebooks, Nicola Daly, Kathy G. Short
Preservice Teachers’ Encounters With Dual Language Picturebooks, Nicola Daly, Kathy G. Short
Australian Journal of Teacher Education
Our action research explored the potentialities of dual language picturebooks related to language inquiries with preservice teachers. For six weeks, preservice teachers browsed picturebooks featuring English and another language, starting with a familiar language and moving to unfamiliar languages. After browsing, we shared our responses to the books, made connections across books, and engaged in experiences to think about language. Initial comments indicated that readers were not familiar with dual language picturebooks and connected to their own complex personal relationships with language. The preservice teachers engaged in inquiries around audience and book design, including issues such as Indigenous books signalling …
Teachers’ Experiences Preparing To Teach A New Senior Secondary School (Psychology) Curriculum On The Eve Of Enactment, Karen Marangio, Ellen Heyting
Teachers’ Experiences Preparing To Teach A New Senior Secondary School (Psychology) Curriculum On The Eve Of Enactment, Karen Marangio, Ellen Heyting
Australian Journal of Teacher Education
This article explores teachers’ experiences in preparing to enact a new senior secondary school subject, psychology, in Queensland, Australia, at a time of major curriculum reform. In this study, 62 teachers completed an online survey about their experiences on the eve of enactment. From an ecological lens, data were analyzed via descriptive statistics and content analysis before thematic analysis of open-ended responses. Teachers described their preparation in terms of excitement and anticipation in establishing a new subject; frustration and urgency for support to plan, collaborate and access professional learning and curriculum materials; and feelings of isolation and desire to connect …
Are Teachers Still The Problem? An Analysis Of The Nsw Education What Works Best Documents, Brad A. Fuller
Are Teachers Still The Problem? An Analysis Of The Nsw Education What Works Best Documents, Brad A. Fuller
Australian Journal of Teacher Education
: This paper interrogates Stacey’s assertion that New South Wales (NSW) education policy is underpinned by a ‘particular instance of neoliberalisation’ which has significant ‘direct and material impacts’ on teachers. It examines the role Evidence-based Practice can play in the neoliberalist reform of education globally and analyses the Centre for Education Statistics and Evaluation’s What Works Best documents. The paper asserts that the character of education policy in NSW is consistent with the wider Global Education Reform Movement and continues to exhibit and extend the neoliberalist tendencies identified by Stacey. Furthermore, it claims that, through a collection of neoliberalist devices, …
Preservice Teachers’ Self-Efficacy Through Covid-19: A Large Scale Survey Of Students At A Regional University In Australia, Tania Leach, Anh Hai Le, Georgina M. Barton Dr
Preservice Teachers’ Self-Efficacy Through Covid-19: A Large Scale Survey Of Students At A Regional University In Australia, Tania Leach, Anh Hai Le, Georgina M. Barton Dr
Australian Journal of Teacher Education
Throughout 2020, the world was significantly impacted by the COVID-19 pandemic. In the context of higher education, the pandemic critically affected professional experience, a core component of teacher education. This paper shares data from a large-scale survey about teachers’ sense of self-efficacy and the impact of COVID-19 on professional experience. Findings showed that the disrupted context had a moderate effect of pre-service teachers’ self-efficacy in relation to their classroom management, instructional strategies, and student engagement. Qualitative results illuminated that the modes of learning, changing classroom contexts and communication between the pre-service teachers, school and their university were the underlying contextual …
Balancing The Needs Of The School Community: Implementing Trauma-Informed Behaviour Supports In An Australian Regional Primary School., Kay Ayre, Govind Krishnamoorthy, Bronwyn Rees, Emily Berger Dr
Balancing The Needs Of The School Community: Implementing Trauma-Informed Behaviour Supports In An Australian Regional Primary School., Kay Ayre, Govind Krishnamoorthy, Bronwyn Rees, Emily Berger Dr
Australian Journal of Teacher Education
Exposure to adverse and traumatic events in childhood has been found to lead to poorer academic and social-emotional outcomes in school settings. The psychological impact of exposure to such events, referred to as childhood trauma, has been identified as a key driver of these educational difficulties. First Nations students have been found to experience higher rates of childhood trauma compared to non-First Nations students, with historical and intergenerational adversity contributing to such difficulties. There are national guidelines in Australia for the use of trauma-informed care practices in schools to reduce the impact of childhood trauma on educational engagement. This pilot …
Anxious, Disconnected And ‘Missing Out’, But Oh So Convenient: Tertiary Students’ Perspectives Of Remote Teaching And Learning With Covid-19, Melissah B. Thomas, Helen Widdop Quinton, Zali Yager
Anxious, Disconnected And ‘Missing Out’, But Oh So Convenient: Tertiary Students’ Perspectives Of Remote Teaching And Learning With Covid-19, Melissah B. Thomas, Helen Widdop Quinton, Zali Yager
Australian Journal of Teacher Education
The higher education sector has learnt a great deal in the online delivery shift due to Covid-19, however, student voice has been underrepresented in literature. This paper reveals 15 student perspectives, including both international and domestic students, who were studying a Master of Teaching (Secondary) at one university in Melbourne, Australia, during heightened social distancing restrictions. The inductive thematic qualitative data analysis collected through semi-structured interviews showed opportunities and challenges of learning experiences. Emergent themes found affordances of convenience and challenges of relational and structural aspects of teaching and learning. Relational aspects of learning were more challenging, including peer collaboration, …
Developing Mathematics And Science Teachers’ Ability To Design For Active Learning: A Design-Based Research Study, Steven Kickbusch, Les Dawes, Nick Kelly, Katherine Nickels
Developing Mathematics And Science Teachers’ Ability To Design For Active Learning: A Design-Based Research Study, Steven Kickbusch, Les Dawes, Nick Kelly, Katherine Nickels
Australian Journal of Teacher Education
This paper describes an approach to working with secondary preservice mathematics and science (M&S) teachers to develop their ability to design for active learning. It presents the design of a studio-style intervention that augments existing teacher education. It describes the way that these studios can be organised, with specific suggestions that a specialised learning designer, a subject matter expert, and administrative support be included to aid in the design for learning—on the justification that this can both improve the learning design as well as advance teacher learning. It describes a study in which 10 secondary M&S preservice teachers experienced this …
Brain-Based Learning: Beliefs And Practice In One Australian Primary School Implementing A Neuroscience Pedagogical Framework, Christina Deans, Ellen Larsen
Brain-Based Learning: Beliefs And Practice In One Australian Primary School Implementing A Neuroscience Pedagogical Framework, Christina Deans, Ellen Larsen
Australian Journal of Teacher Education
: Pedagogy grounded in neuroscience is an influential approach in Australian schools, despite concerns regarding teachers’ beliefs in several neuromyths that go on to pervade their practice. This paper reports on a small study that explored teachers’ beliefs and implementation of brain-based learning in one Australian primary school whose pedagogy is specifically underpinned by neuroscience. Survey data collected from 14 teachers were analysed using simple descriptive statistics and content analysis. Findings indicated that these teachers, despite having some accurate brain-based knowledge, were still prone to endorsing common neuromyths regardless of the school’s teaching and learning framework, years at the school, …