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Australian Journal of Teacher Education

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Full-Text Articles in Education

Casualties Of Schooling? 18 To 22 Year Old Students In A Tertiary Bridging Programs, Robert Whannell, Bill Alen, Kathy Lynch Jan 2010

Casualties Of Schooling? 18 To 22 Year Old Students In A Tertiary Bridging Programs, Robert Whannell, Bill Alen, Kathy Lynch

Australian Journal of Teacher Education

A sample of 81 students between the ages of 18 and 22 years in a tertiary bridging program at a regional university completed a questionnaire examining how demographics, social context, academic engagement and the ability to cope with the curriculum complexity influenced academic success in high school and adversely affected their preparedness for tertiary study. The demographics of the study participants, including socio-economic status, private/public school attendance and first in family to attend university were such that the study participants could not be considered to be members of a disadvantaged group. The study supports the hypothesis that a number of …

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Towards A Classroom Pedagogy For Learner Autonomy: A Framework Of Independent Language Learning Skills, Hayo Reinders Jan 2010

Towards A Classroom Pedagogy For Learner Autonomy: A Framework Of Independent Language Learning Skills, Hayo Reinders

Australian Journal of Teacher Education

In recent years there has been a growing recognition of the importance of learner autonomy and the role of individual learners in directing their own learning process, both inside and outside the classroom (Alford & Pachler, 2007; Benson, 2000; Breen, 2001; Conacher & Kelly-Holmes, 2007). However, in practice it is not always clear how to support learners in this role, and how to ensure they are ready to assume it. This paper explores some of the teaching aspects related to the development of learner autonomy and proposes a framework of skills that could be used by teachers as a guide …

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“Use-It-Or-Lose-It”? Interrogating An Educational Message From Teen Brain Research, Monica A. Payne Jan 2010

“Use-It-Or-Lose-It”? Interrogating An Educational Message From Teen Brain Research, Monica A. Payne

Australian Journal of Teacher Education

Recent neuroimaging research has encouraged a fundamental shift in psychological thinking about cognitive development in adolescence. Challenging the existing view that early childhood was the most critical period for intellectually hard-wiring the brain, findings led researchers to speculate that early adolescence might be the more important use-it-or-lose-it period. Despite cautions from critics and some neuroscientists themselves, the new story seems to be following its predecessor in acquiring the status of hard fact. An eclectic sampling of texts examines possible implications of the penetration of this hypothesis into educational discourse. Elements of classism and adultism are identified, and considered with reference …

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The Construction Of Education As An Area Of Study At Murdoch University: 1974-2003, Di Gardiner, Tom O’Donoghue, Marnie O'Neill Jan 2010

The Construction Of Education As An Area Of Study At Murdoch University: 1974-2003, Di Gardiner, Tom O’Donoghue, Marnie O'Neill

Australian Journal of Teacher Education

This paper is concerned with the extent to which both structural and agency factors were at play in the establishment and maintenance of an innovative model of Education Studies at Murdoch University in Western Australia, from the mid 1970s to 2003. Regarding structural factors, the fact that the University was established as one of a number of ‘new’ universities on the national scene, with a brief to break out of the curricular traditions of the established universities, meant that there was latitude for the adoption of new curriculum structures in outlining the parameters of Education Studies. However, it required the …

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Interactive Whiteboards And The First Year Experience: Integrating Iwbs Into Pre-Service Teacher Education, Chris Campbell, Dona Martin Jan 2010

Interactive Whiteboards And The First Year Experience: Integrating Iwbs Into Pre-Service Teacher Education, Chris Campbell, Dona Martin

Australian Journal of Teacher Education

The focus of this paper is on how pre-service teachers investigate using interactive whiteboards (IWBs) to incorporate e-teaching into their lessons. Digital convergence in the classroom makes technology an integral part of teaching rather than an add-on feature (Kent, 2004a, 2004b). To establish a context for the use of IWB in schools, the paper first examines relevant literature on IWBs. It then describes a program designed to link knowledge gained in a first-semester Information and Communication Technology (ICT) unit of a first year pre-service teacher undergraduate course with the practical use of IWBs in a mathematics education unit, Working Mathematically, …

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“My Two Masters”: Conflict, Contestation, And Identity Construction Within A Teaching Practicum, John Trent Jan 2010

“My Two Masters”: Conflict, Contestation, And Identity Construction Within A Teaching Practicum, John Trent

Australian Journal of Teacher Education

This paper reports the results of a qualitative study into the teaching practice experiences of eight preservice English language teachers in Hong Kong. Using in-depth interviews, the preservice teachers’ practicum experiences are explored in terms of their understandings of the requirements of their teacher education institution and their teaching placement school, their relations with full time teachers within their placement schools, as well as their own beliefs about the teaching and learning of the English language. A contribution of this study is to examine these experiences through the lens of teacher identity construction. Results indicated that participants constructed rigid divisions …

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A Partnership In Induction And Mentoring: Noticing How We Improve Our Practice, Juilianne Moss Jan 2010

A Partnership In Induction And Mentoring: Noticing How We Improve Our Practice, Juilianne Moss

Australian Journal of Teacher Education

This article focuses on the induction and mentoring of early career teachers. The context is a suburban primary school in Victoria, Australia, as the school develops mentoring networks for graduate and beginning teachers. Instigated from a school–university partnership, the research draws from the traditions of practitioner research. In the research design and likewise in successful mentoring the importance of a genuine commitment to the discipline of reflective practice or what we have come to describe as “ noticing ” (Mason, 2002; Moss et al., 2004) is illustrated. The approach offers a new method for small scale–close up research in teacher …

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The Impact On Final Year Pre-Service Secondary Teachers Of A Unit In Teaching Literacy And Numeracy Across The Curriculum, Paul White, Maya Cranitch Jan 2010

The Impact On Final Year Pre-Service Secondary Teachers Of A Unit In Teaching Literacy And Numeracy Across The Curriculum, Paul White, Maya Cranitch

Australian Journal of Teacher Education

Addressing literacy and numeracy as social practices in different teaching content areas create challenges for teachers and teacher education. Literacy and numeracy skills and understandings are generally addressed incidentally in teacher education courses and often overlooked by teachers in secondary schools. This paper reports on a study which examined the impact of a unit called ‘Curriculum Literacies’ in the final year of a Secondary Bachelor of Teaching/ Bachelor of Arts course. The unit developed students’ personal skills and understanding of literacy and numeracy and their application to teaching in particular discipline areas. Findings show the unit had positive effects on …

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Minding The ‘P’S For Implementing Online Education: Purpose, Pedagogy, And Practicalities, Wendy Sutherland-Smith, Sue Saltmarsh Jan 2010

Minding The ‘P’S For Implementing Online Education: Purpose, Pedagogy, And Practicalities, Wendy Sutherland-Smith, Sue Saltmarsh

Australian Journal of Teacher Education

Online education has a presence in most Australian universities, and its uptake has been broadly understood as being driven by external imperatives associated with intensive competition within the global knowledge economy. However, the implementation of online education does not take place uniformly, and tensions can arise as a consequence of the considerable variation in approaches taken by institutions, faculties, departments and individual educators. In this paper, we analyse interview data from five Australian universities to consider how senior administrators, teacher educators and educational designers interpret the drivers of and barriers to online education. Our findings indicate that there are considerable …

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Stress Among Prospective Teachers: A Review Of The Literature , Sallie Gardner Jan 2010

Stress Among Prospective Teachers: A Review Of The Literature , Sallie Gardner

Australian Journal of Teacher Education

Student-teacher distress has the potential to impact on the individuals who are to become teachers, the profession and the education system. This review examines what is known of psychological distress among university students, teachers and student-teachers, the demands associated with their practical experiences and the known impact of psychological distress. A brief overview of contemporary stress management approaches is also presented. The reviewer contends that the potential problem for prospective teachers requires a holistic approach, beginning through understanding contemporary strategies available to individual university students, and preventative stress management programs provided within tertiary education, which may be made available to …

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Meeting The Standards? Exploring Preparedness For Teaching, Karen Swabey, Geraldine Castleton, Dawn Penney Jan 2010

Meeting The Standards? Exploring Preparedness For Teaching, Karen Swabey, Geraldine Castleton, Dawn Penney

Australian Journal of Teacher Education

This research focused on the perceptions of pre-service and beginning health and physical education (HPE) teachers in relation to their preparedness for teaching. A questionnaire was designed to engage with teacher professional standards addressing (i), professional knowledge; (ii), professional relationships and (iii), professional practice. Follow-up interviews with randomly-selected teachers facilitated deeper interrogation of the issues. Findings indicated that both groups felt that their training had prepared them well in relation to most elements of the three aspects of the professional standards. Pre-service teachers had concerns with some elements of professional knowledge: specifically, knowledge and understanding of numeracy, ICT and literacy …

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The Relationships Between University Students’ Chemistry Laboratory Anxiety, Attitudes, And Self-Efficacy Beliefs, N. Izzet Kurbanoglu, Ahmet Akim Jan 2010

The Relationships Between University Students’ Chemistry Laboratory Anxiety, Attitudes, And Self-Efficacy Beliefs, N. Izzet Kurbanoglu, Ahmet Akim

Australian Journal of Teacher Education

The aim of this study is to examine the relationships between chemistry laboratory anxiety, chemistry attitudes, and self-efficacy. Participants were 395 university students. Participants completed the Chemistry Laboratory Anxiety Scale, the Chemistry Attitudes Scale, and the Self-efficacy Scale. Results showed that chemistry laboratory anxiety was correlated negatively to chemistry attitudes and to self-efficacy. On the other hand, chemistry attitudes were found to be positively associated with self-efficacy. The path model showed that self-efficacy predicted chemistry laboratory anxiety in a negative way. Also, self-efficacy has a direct and positive effect on chemistry attitudes which in turn affects chemistry laboratory.

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Preparing Quality Teachers: Making Learning Visible, Felicity Mcardle Jan 2010

Preparing Quality Teachers: Making Learning Visible, Felicity Mcardle

Australian Journal of Teacher Education

Teacher quality is recognised as a lynchpin for education reforms internationally, and both Federal and State governments in Australia have turned their attention to teacher education institutions: the starting point for preparing quality teachers. Changes to policy and shifts in expectations impact on Faculties of Education, despite the fact that little is known about what makes a quality teacher preparation program effective. New accountability measures, mandated Professional Standards, and proposals to test all graduates before registration, mean that teacher preparation programs need capacity for flexibility and responsiveness. The risk is that undergraduate degree programs can become ‘patchwork quilts’ with traces …

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Chinese Teachers’ Views On The Increasing Use Of Putonghua As A Medium Of Instruction In Hong Kong Schools, Xuesong (Andy) Gao, Pamela Pui-Wan Leung, John Trent Jan 2010

Chinese Teachers’ Views On The Increasing Use Of Putonghua As A Medium Of Instruction In Hong Kong Schools, Xuesong (Andy) Gao, Pamela Pui-Wan Leung, John Trent

Australian Journal of Teacher Education

The use of a particular language as medium of instruction (MOI) is a complex issue in multilingual and post-colonial contexts such as Hong Kong, on which teachers’ voices are often neglected. To capture their voices, this paper reports on an interpretive inquiry of eight experienced Chinese teachers’ professional experiences with a focus on their perceptions concerning the increasing use of Putonghua as MOI in Chinese classes in Hong Kong. Through a collaborative interpretative process, the study revealed a wide spectrum of perceptions including reservations and enthusiasm for the switch to Putonghua as MOI. The findings suggest that the participants’ perceptions …

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Supporting Primary And Secondary Beginning Teachers Online: Key Findings Of The Education Alumni Support Project, T. W. Maxwell, I. Harrington, H. J. Smith Jan 2010

Supporting Primary And Secondary Beginning Teachers Online: Key Findings Of The Education Alumni Support Project, T. W. Maxwell, I. Harrington, H. J. Smith

Australian Journal of Teacher Education

During 2005, the Education Alumni Support Project (EdASP) (Maxwell, Smith, Baxter, Boyd, Harrington, Jenkins, Sargeant & Tamatea 2006) provided online support for University of New England (UNE) graduand, and later, graduate, teachers as they commenced their careers. The project was based on research which reported that many beginning teachers did not get the support they needed as permanent or contract workers, or, as casual, relief or support teachers, and that small scale trials had shown that online support could be effective. One third of beginning teachers who were alumni of UNE in 2004, reported they did not receive adequate or …

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First-Year Transition In Teacher Education: The Pod Experience, Jennifer Masters, Sharn Donnison Jan 2010

First-Year Transition In Teacher Education: The Pod Experience, Jennifer Masters, Sharn Donnison

Australian Journal of Teacher Education

Research on student retention and transition in higher education has been an ongoing focus since the 1950s and during the past decade research into this area has gathered momentum as institutions of higher education increasingly recognise the economic and social costs of failing to retain and transition future graduates. Measures to improve transition and retention rates have generally focused on developing strategies to engage students in their studies and tertiary discourses by providing institutional, academic and/or social support. In this paper we discuss ‘Pods’ as an effective and innovative approach to transitioning first-year pre-service teacher education students in regional Victoria. …

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Proposed Principles For Promoting Pre-Service Teacher Transfer Of Group-Based Learning To The Classroom: A Discussion Paper, Terry De Jong, Marguerite Cullity, Sue Sharp, Sue Spiers, Julia Wren Jan 2010

Proposed Principles For Promoting Pre-Service Teacher Transfer Of Group-Based Learning To The Classroom: A Discussion Paper, Terry De Jong, Marguerite Cullity, Sue Sharp, Sue Spiers, Julia Wren

Australian Journal of Teacher Education

The effective ‘transfer’ of knowledge and skills from university to the workplace is of global interest, yet this area of inquiry lacks research. Teacher educators, for example, require information on how to advance pre-service teachers’ transfer of group-based learning to the primary school classroom (Scott & Baker, 2003). Group-based learning (GBL) is a valued means of developing learners’ group work, personal attributes and interpersonal skills, and in the case pre-service teachers their professional skills.. Graduate teachers do not necessarily generalise GBL pedagogy to the classroom. This discussion paper draws from a qualitative case study that examined this pedagogy in a …

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Community Service Learning: A First Year Transition Tool For Teacher Education, Sharn Donninson, Diane Itter Jan 2010

Community Service Learning: A First Year Transition Tool For Teacher Education, Sharn Donninson, Diane Itter

Australian Journal of Teacher Education

Community Service Learning (CSL) as a first year transition strategy into teacher education is a new concept not previously identified in either the CSL literature or the First Year in Higher Education literature. This paper reports on a study that investigated how first year preservice teachers experienced CSL and how this impacted on their current and future professional sense of self. The study showed that the students benefitted professionally, personally, and academically from undertaking community service. We argue that given these results and the similar framing discourses of both CSL and first year transition into Higher Education, that CSL can …

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Learner Autonomy In Language Learning: Student Teachers’ Beliefs, Cem Balçıkanlı Jan 2010

Learner Autonomy In Language Learning: Student Teachers’ Beliefs, Cem Balçıkanlı

Australian Journal of Teacher Education

This paper aims to investigate student teachers’ beliefs about learner autonomy in the Turkish educational context. In a study in the ELT Department, Gazi University, a questionnaire developed by Camilleri (1997) was administered to 112 student teachers. Twenty volunteer student teachers were interviewed in groups to identify their further general attitudes towards learner autonomy. The overall study findings indicate that student teachers are positive towards the adoption of learner autonomy principles. Most student teachers, however, do not want their future students to take part in the decision making process concerning the time and place of the course and the textbooks …

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Facilitating The Teaching-Learning Process Through The Reflective Engagement Of Pre-Service Teachers, Gloria Jean Rodman Jan 2010

Facilitating The Teaching-Learning Process Through The Reflective Engagement Of Pre-Service Teachers, Gloria Jean Rodman

Australian Journal of Teacher Education

The repeated use of reflection throughout their teacher preparation experience can be useful in encouraging growth and improving pedagogical knowledge, teaching performance and professional development among pre-service teachers. This study looks at how the reflective engagement of these teachers in a structured classroom activity reinforces the application of the teaching-learning process in the classroom and enables them to construct meaning from that application. It seeks to identify ways in which the teachers engage in reflection; determine their levels of reflective engagement; examine what they discover about teaching through reflection; and establish how this reflection affects their pedagogical ability.

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Cross-National Comparisons Of Background And Confidence In Visual Arts And Music Education Of Pre-Service Primary Teachers , Deirdre Russell-Bowie Jan 2010

Cross-National Comparisons Of Background And Confidence In Visual Arts And Music Education Of Pre-Service Primary Teachers , Deirdre Russell-Bowie

Australian Journal of Teacher Education

This paper reports the findings of a study on pre-service teachers’ background and confidence in music and visual arts education. The study involved 939 non-specialist pre-service primary teachers from five countries. Initially the paper identifies the students’ perceptions of their background and confidence in relation to music and visual arts education. Secondly it examines any differences between the visual arts and music education background and confidence of Australian students and those from the other four countries. Results indicated that 25% of the subjects agreed or strongly agreed that they had a good background in music education and 16% indicated that …

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Self As Teacher: Preliminary Role Identification Of The Potential Teaching Candidate, Lisa A. Gross, Shanan Fitts, Tracy Goodson-Espy, Ann-Marie Clark Jan 2010

Self As Teacher: Preliminary Role Identification Of The Potential Teaching Candidate, Lisa A. Gross, Shanan Fitts, Tracy Goodson-Espy, Ann-Marie Clark

Australian Journal of Teacher Education

In this study, the researchers used qualitative surveys to explore potential teaching candidates’ preliminary perceptions of self as teacher and examine how roles are identified, defined and constructed in the context of a tutoring lab that provides support to English Language Learners. Prospective candidates’ perceptions of their tutees, children whose cultural identities and backgrounds differ from their own, are also examined. Findings indicate participants’ teaching identities and conceptualizations of their roles as teachers became more specific and elaborated over the course of the semester. Additionally, the significance of multiple practicum experiences in diverse settings for ongoing identity development and for …

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Historical Novels: Engaging Student Teachers In K-10 History Pre-Service Units, Grant Rodwell Jan 2010

Historical Novels: Engaging Student Teachers In K-10 History Pre-Service Units, Grant Rodwell

Australian Journal of Teacher Education

No abstract provided.

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Mentors Report On Their Own Mentoring Practices, Peter Hudson Jan 2010

Mentors Report On Their Own Mentoring Practices, Peter Hudson

Australian Journal of Teacher Education

Implementing an Australian National Curriculum will require targeting both teachers and preservice teachers. Classroom teachers in their roles as mentors are well situated for developing preservice teachers. This mixed-method study presents mentors’ reports on their mentoring of primary preservice teachers (mentees) in mathematics (n=43) and science (n=29). Mentors claimed they mentored the teaching of mathematics more than the teaching of science; 20% or more indicated they did not provide mentoring practices for 25 out of 34 survey items in the science and 9 out of 34 items in the mathematics. Mentors also claimed that professional development on effective mentoring can …

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Evaluating An English Language Teacher Education Program Through Peacock’S Model, Abdullah Coskun, Aysegul Daloglu Jan 2010

Evaluating An English Language Teacher Education Program Through Peacock’S Model, Abdullah Coskun, Aysegul Daloglu

Australian Journal of Teacher Education

The main aim of this study is to draw attention to the importance of program evaluation for teacher education programs and to reveal the pre-service English teacher education program components that are in need of improvement or maintenance both from teachers’ and students’ perspectives by using Peacock’s (2009) recent evaluation model in a Turkish university context. The study is based on the data collected from teachers and fourth year student teachers who have had experience with the new teacher education program initiated by Higher Education Council (HEC) in 2006-2007 academic year. The data collected by means of questionnaires and interviews …

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Teachers’ Influence On Integration Of Tools Into Mathematics Teaching, Sibel Yesildere Jan 2010

Teachers’ Influence On Integration Of Tools Into Mathematics Teaching, Sibel Yesildere

Australian Journal of Teacher Education

This paper examines the process through which three pre-service teachers learn to use mathematical tools; it also looks at pre-service teachers’ instrumentation of tools into mathematics teaching. Three pre-service teachers were studying at a primary mathematics teacher training program at Dokuz Eylül University in Turkey. During an eight-week period, workshops were conducted on curriculum tools with pre-service teachers. Subsequently, pre-service teachers’ lessons were observed in real school settings. The findings are underpinned by the theoretical framework based on the instrumental approach to tool use. Results indicate that pre-service teachers had difficulty in applying the appropriate use of tools, and teachers’ …

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Teachers Of Poor Communities: The Tale Of Instructional Media Use In Primary Schools Of Gedeo Zone, Southern Ethiopia, Mehadi Abdo, Tesfaye Semela Jan 2010

Teachers Of Poor Communities: The Tale Of Instructional Media Use In Primary Schools Of Gedeo Zone, Southern Ethiopia, Mehadi Abdo, Tesfaye Semela

Australian Journal of Teacher Education

The purpose of this study was to investigate the impact of working conditions at school on teachers’ level of instructional media use in the primary school system of Gedeo Zone, southern Ethiopia. The survey was made on a sample of 139 (24.4 % female and male 75.6 %) teachers who were randomly drawn from 9 primary schools (four rural and five urban primary schools). The instruments used to generate data were self-reported questionnaires tapping the level of instructional media use and the associated school-level environmental factors. The findings based on Factor Analysis revealed three independent dimensions of school environment factors …

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The Inclusive Secondary Teacher: The Leaders’ Perspective, Michelle Pearce, Jan Gray, Glenda Campbell-Evans Dec 2009

The Inclusive Secondary Teacher: The Leaders’ Perspective, Michelle Pearce, Jan Gray, Glenda Campbell-Evans

Australian Journal of Teacher Education

Australian legislation and policies over the last fifteen years have reinforced the rights of students with disabilities to be included in mainstream classrooms. To make this a reality, change has been necessary in a number of areas such as teacher knowledge, resource allocation, curriculum reform, and support services. This paper presents a profile of an inclusive secondary school teacher from the perspective of Australian educational leaders. A qualitative methodology was used in this study. Fifty leaders in inclusive education across Australia were interviewed. Shulman’s (1986) model of teacher knowledge was used to analyse and report the data. The paper identifies …

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Developing An Early Childhood Teacher Workforce Development Strategy For Rural And Remote Communities, Anne Price, Elizabeth Jackson-Barrett Dec 2009

Developing An Early Childhood Teacher Workforce Development Strategy For Rural And Remote Communities, Anne Price, Elizabeth Jackson-Barrett

Australian Journal of Teacher Education

The North West Early Childhood and Primary Teacher Workforce Development Strategy offers students in the Pilbara and Kimberley the opportunity to enrol in a Western Australian University’s fully accredited Bachelor of Education (Early Childhood and Primary) part time and externally – so they can continue to live and work in their communities. The Western Australian Department of Education and Training (WA DET) and the Commonwealth Government Department of Education, Employment and Workplace Relations (DEEWR) have funded the project, enabling the University to provide mentoring support and provision for Recognition of Prior Learning, on a case-by-case basis, depending on their individual …

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A Partnership Based Approach To Professional Learning: Pre-Service And In-Service Teachers Working Together To Teach Primary Science, John Kenny Dec 2009

A Partnership Based Approach To Professional Learning: Pre-Service And In-Service Teachers Working Together To Teach Primary Science, John Kenny

Australian Journal of Teacher Education

This paper reports on a partnership based approach for preparing pre-service primary teachers to teach science. It involved forming three-way or "triadic" partnerships, consisting of a final year pre-service primary teacher and an in-service colleague, to teach science in the colleague teacher’s classroom, with the support of a teacher-educator. The pre-service teachers had to collaboratively plan, develop and deliver a sequence of science lessons and take major responsibility for teaching a 90 minute science lesson, at least once a week over a six week period. The data was collected during 2007 and 2008. The pre-service teachers kept a reflective journal …

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