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Articles 301 - 330 of 1655
Full-Text Articles in Education
A Case-Based Tool Promoting Teacher’S Reflection On Intercultural Encounters, Anuleena Kimanen, Tapani Innanen
A Case-Based Tool Promoting Teacher’S Reflection On Intercultural Encounters, Anuleena Kimanen, Tapani Innanen
Australian Journal of Teacher Education
This design-based study explores what kind of reflection in-service or student teachers produced in case-based discussion workshops, and how. Worksheets on the case and tasks facilitated discussion in small groups. In this study, the targets of reflection written on those sheets are analysed. Three levels and seven categories of reflection emerged, ranging from context and practices to principles and power relations. Most of the reflection was superficial or on the meso-level, the level of deepest reflection was reached to greatly differing degrees depending on the group or case concerned. Both some in-service and some student teachers needed scaffolding by …
Assessment Of Literacy Pedagogy Using Gratitude, Glenn Auld, Andrew Eyers, Joanne O'Mara
Assessment Of Literacy Pedagogy Using Gratitude, Glenn Auld, Andrew Eyers, Joanne O'Mara
Australian Journal of Teacher Education
This paper considers aspects of a course redesign that focuses on motivating Pre-service Teachers to engage in negotiating relevant literacy teaching pedagogies in their discipline. The purpose of this article is to describe how we approached the teaching of literacy with Pre-service Teachers, in ways that valued the Pre-service Teachers’ relationships with secondary students using notes of gratitude. These notes provided the Pre-service Teachers with an opportunity to communicate in plain language to the students what they learnt from them about literacy pedagogy. The shift from the focus on the subject matter of literacy to the enactment of literacy teaching …
Professional Learning In Reading Instruction: The Influence Of Context On Engagement And Enactment, Susan Main, Deslea Konza, Mark Hackling, Graeme Lock
Professional Learning In Reading Instruction: The Influence Of Context On Engagement And Enactment, Susan Main, Deslea Konza, Mark Hackling, Graeme Lock
Australian Journal of Teacher Education
Professional learning is widely acknowledged as an effective way to improve teacher practice and, consequently, student outcomes. However, this presupposes a direct link from professional learning to the enactment of the content of professional learning in teaching. This paper explores teachers’ engagement with a continuing professional learning (CPL) program intended to improve teachers’ knowledge and practice in reading instruction. Six case study subjects, self-selected from 10 schools participating in a year‑long CPL program, provided the opportunity to explore what teachers enacted from the professional learning. This research highlighted the significance of contextual factors on how teachers engaged with and enacted …
Factor Structure Of Multicultural Teaching Competency Scale For School-Teachers In Hong Kong, Chi Hung Leung, Ming Tak Hue
Factor Structure Of Multicultural Teaching Competency Scale For School-Teachers In Hong Kong, Chi Hung Leung, Ming Tak Hue
Australian Journal of Teacher Education
This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. …
Investigation Of Saudi Teachers’ Perceptions Of Teaching And Learning After A 12-Month Professional Development Programme In Australia, Gosia Klatt, Amy Berry, Anne Suryani, Veronica Volkoff, Hesham Khadawardi
Investigation Of Saudi Teachers’ Perceptions Of Teaching And Learning After A 12-Month Professional Development Programme In Australia, Gosia Klatt, Amy Berry, Anne Suryani, Veronica Volkoff, Hesham Khadawardi
Australian Journal of Teacher Education
This study investigates the perceptions of teaching and learning of teachers from Saudi Arabia who participated in a 12-month professional development programme based in Australia. Considering the design of the programme and the vast differences between the education systems and cultures of the two countries, this study examines Saudi teachers’ classroom practices and challenges while teaching at schools in their home country, and whether their perceptions of teaching practice changed during and after participating in the professional development programme in Australia. Factors that might have influenced the changes to and nature of their teaching aspirations and plans for their students …
Exploring Zimbabwean Mathematics Teachers’ Integration Of Ethnomathematics Approaches Into The Teaching And Learning Of Geometry., Gladys Sunzuma, Aneshkumar Maharaj Prof
Exploring Zimbabwean Mathematics Teachers’ Integration Of Ethnomathematics Approaches Into The Teaching And Learning Of Geometry., Gladys Sunzuma, Aneshkumar Maharaj Prof
Australian Journal of Teacher Education
This article reports on a study that explored how a group of in-service mathematics teachers integrated ethnomathematics approaches into the teaching and learning of geometry. The study used a convergent parallel mixed-methods design, which combined both quantitative and qualitative methods, to provide a deeper understanding of how the participants integrate ethnomathematics approaches into the teaching and learning of geometry. The data for the study were gathered from 40 in-service mathematics teachers through the use of questionnaires and focus group discussions. Results showed that the in-service teachers integrate ethnomathematics approaches into the teaching and learning of geometry as learning …
Teacher Perspectives On The Use Of The Australian Professional Standards For Teachers As Part Of Their Evaluation Process, Damien Barry, Donna Pendergast, Katherine Main
Teacher Perspectives On The Use Of The Australian Professional Standards For Teachers As Part Of Their Evaluation Process, Damien Barry, Donna Pendergast, Katherine Main
Australian Journal of Teacher Education
Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed …
Learning To Become An English Language Teacher: Navigating The Self Through Peer Practicum, Irem Comoglu, Kenan Dikilitas
Learning To Become An English Language Teacher: Navigating The Self Through Peer Practicum, Irem Comoglu, Kenan Dikilitas
Australian Journal of Teacher Education
Pre-service English language teachers' school practicum is key to their learning to become a teacher. However, a number of challenges are observed in its implementation. This paper addresses this issue by investigating how engaging in practicum as peers can function as mentoring support and how this process can influence their selves. A cohort of 16 senior pre-service English teachers was invited to participate in the study from a state university in the west of Turkey. We collected qualitative data through dialogic verbal records and post-practicum interviews. The data were analyzed through thematic analysis. The results show that pre-service teachers provided …
Safe Spaces For Enabling The Creative Process In Classrooms, Monique Fuss, Graham R. Daniel
Safe Spaces For Enabling The Creative Process In Classrooms, Monique Fuss, Graham R. Daniel
Australian Journal of Teacher Education
Based on interviews with five creative professionals this article looks to investigate the creative experience as a source of data on how educators might create space for enabling the creative process in the classroom. Looking toward professional artists who are also committed educators provides core commentary on how to maximise creative experiences in the classroom. Whilst acknowledging the importance of physical space, the following article looks purposefully toward how to enable space as an internal state of being, with the intent toward establishing transdisciplinary discussions that stimulate and provoke creative pedagogical research across an interdependent continuum. The research concludes that …
Making A Difference To The Student Experience Through Purposeful Course Design, Lucia Zundans-Fraser, Alan Bain
Making A Difference To The Student Experience Through Purposeful Course Design, Lucia Zundans-Fraser, Alan Bain
Australian Journal of Teacher Education
The study described examines the student experience in a graduate inclusive education course purposefully designed to address areas of need identified. These include the need for theory to underpin course design, the need for collaborative practice, and the need to reduce the theory-to-practice gap. Throughout their enrolment and after course completion, feedback from students is presented and examined in order to determine whether these needs have been met through the design of the course. Findings suggest that the organisation of learning materials, embedded capacity-building skills, and the practical applicability of course content was highly regarded by students and contributed to …
Lessons In Persistence: Investigating The Challenges Faced By Preservice Teachers In Teaching Coding And Computational Thinking In An Unfamiliar Context, Vinesh Chandra, Margaret Lloyd
Lessons In Persistence: Investigating The Challenges Faced By Preservice Teachers In Teaching Coding And Computational Thinking In An Unfamiliar Context, Vinesh Chandra, Margaret Lloyd
Australian Journal of Teacher Education
An ongoing problem for teacher education institutions is bridging the gap between theory and practice and offering authentic experiences to challenge preservice teachers’ pedagogical decision-making. Preservice practicums simulate teaching and can, at best, offer controlled experiences in familiar settings. This restricts the opportunities for preservice teachers to develop confidence in their own pedagogical decision-making and to adapt curriculum to meet unknown or unforeseen conditions. This paper describes, through a small-scale qualitative case study, a teaching experience in an unfamiliar setting, the persistent actions taken to respond to a specific context and the impact this had on preservice teacher knowledge and …
Factors In Agency Development: A Supervisory Teaching Perspective, Paul Crowhurst, Linley Cornish
Factors In Agency Development: A Supervisory Teaching Perspective, Paul Crowhurst, Linley Cornish
Australian Journal of Teacher Education
Promoting student agency is an emerging priority in education. Supervisory teaching is a potentially useful approach for supporting agency development. This approach includes two characteristics, namely, tutorial learning conversations between the teacher and a group of one to four students, and students learning independently for extended periods of time. Supervisory teaching lessons in three primary-school classrooms were observed over a period of five months and teachers were interviewed as part of the data collection process. Five key factors were found to support students to have more agency in their learning: independence and ownership, scaffolding, students as teachers, joyfulness, and reflection. …
Pre-Service Science And Mathematics Teachers’ Teaching Efficacy Beliefs And Attitudes Toward Teaching: A Partial Correlation Research, Büşra Kartal
Australian Journal of Teacher Education
Teachers with a high level of self-efficacy and positive attitudes are more likely to use new and constructivist approaches and to create a learning environment in which students may develop 21st-century skills. Examining pre-service teachers’ attitudes and beliefs related to teaching allow teacher preparation programs to evaluate their effectiveness on beliefs and attitudes. This correlational research investigated pre-service elementary science and mathematics teachers’ beliefs and attitudes due to gender, grade level, and department, and revealed the reliable correlation between beliefs and attitudes performing partial correlation. Results show that females feel more efficacious in teaching and have more positive attitudes than …
Reappraising The Aitsl Professional Engagement Domain: Clarifying Social Capacity Building For School Leaders To Enhance Overall Teacher Job Satisfaction And Career Longevity, Geoffrey M. Lowe, Peter F. Prout, Christina C. Gray, Sarah Jefferson
Reappraising The Aitsl Professional Engagement Domain: Clarifying Social Capacity Building For School Leaders To Enhance Overall Teacher Job Satisfaction And Career Longevity, Geoffrey M. Lowe, Peter F. Prout, Christina C. Gray, Sarah Jefferson
Australian Journal of Teacher Education
The Australian Professional Standards for Teachers (AITSL, 2018) stipulate what teachers should know and do through each career stage. School leaders are complicit in promoting the Standards are met by all staff, including Professional Engagement (Standards Six and Seven). While the Standards emphasise content and pedagogical capacity building, we contend that teaching is a social enterprise. Although social capacity building is implied in the Professional Engagement domain through terms such as ‘collegiality, collaboration and dialogue’, we question the degree to which it is understood by school leaders. We ask this in light of influential studies by Waldinger (2010) and Vaillant …
Primary Science Teachers’ Self-Efficacy And Outcome Expectancy: A Case Study, Gillian Ward, Helen Dixon, Helen Withy
Primary Science Teachers’ Self-Efficacy And Outcome Expectancy: A Case Study, Gillian Ward, Helen Dixon, Helen Withy
Australian Journal of Teacher Education
Self-efficacious teachers are critical in the development of students’ positive attitudes towards science and scientific literacy yet to date little attention has been given to studies of experienced teachers of primary science and development of their self-efficacy (SE) beliefs. The aim of this study was to explore how two experienced teachers of primary science built their SE beliefs and outcome expectancy. Bandura’s (1977) SE framework provided the conceptual lens to understand participants’ experiences and beliefs. Findings suggest that teachers’ SE beliefs had developed over time, creating a foundation for a strong expectancy outcome. Each of the sources of influence made …
Anatomy Of A Peace Educator: Her Work And Workplace, Gulistan Gursel-Bilgin, David Flinders
Anatomy Of A Peace Educator: Her Work And Workplace, Gulistan Gursel-Bilgin, David Flinders
Australian Journal of Teacher Education
This article reports a case study that examined the peace education practice of a 5th and 6th grade teacher at an independent, non-profit school in the Mid-western United States. The study used Paulo Freire’s (1970) conception of dialogue as its conceptual framework. After describing the study’s context and methods, we present data focusing on the teacher’s background and development as a peace educator, her teaching practices, and her relationships with her students, school and local community. We discuss Michelle’s interdisciplinary approach to peace education linked with her personal background and her use of dialogue as dynamic, fluid, and relational. Our …
Reflecting On Emotions During Teaching: Developing Affective-Reflective Skills In Novice Teachers Using A Novel Critical Moment Protocol, James Bleakley, Geoff Woolcott, Tony Yeigh, Robert Whannell
Reflecting On Emotions During Teaching: Developing Affective-Reflective Skills In Novice Teachers Using A Novel Critical Moment Protocol, James Bleakley, Geoff Woolcott, Tony Yeigh, Robert Whannell
Australian Journal of Teacher Education
Affective-reflective skills are an integral component of classroom pedagogy, providing teachers with emotional understandings and confidence that can improve overall classroom performance. This article presents a case study of early career primary school teachers, showing how such affective-reflective skills can be developed through iterations of a purpose-designed collaborative protocol. Use of this novel protocol allowed teachers to examine their classroom practices via critical moment analysis of affective responses observed from lesson videos. Findings demonstrate how teachers’ use of this non-judgmental and self-evaluative protocol contributed to an emerging understanding of the relationship between their affective-reflective skills and teaching confidence. Findings support …
Investigating The Different Dimensions Of Preservice Mathematics Teachers’ Understanding – The Case Of Factorisation, Olivia Fitzmaurice, Jacqueline Hayes
Investigating The Different Dimensions Of Preservice Mathematics Teachers’ Understanding – The Case Of Factorisation, Olivia Fitzmaurice, Jacqueline Hayes
Australian Journal of Teacher Education
This paper reports on a study designed to investigate preservice teachers’ understanding of factorisation, a topic not explicitly taught within their teacher education programme, but one they will be required to teach when they graduate. We query if the knowledge they bring from secondary school, prepares them sufficiently to teach their future students for understanding. 83 preservice secondary school mathematics teachers’ procedural and conceptual understanding of quadratic factorisation were assessed using Usiskin’s Framework for understanding mathematics (2012) which identifies several dimensions of understanding. The study provides evidence that the preservice mathematics teachers have a strong procedural understanding, and while some …
Prevalence, Predictors And Sources Of Information Regarding Neuromyths In An Australian Cohort Of Preservice Teachers, Mark Carter, Penny Van Bergen, Jennifer Stephenson, Carol Newall, Naomi Sweller
Prevalence, Predictors And Sources Of Information Regarding Neuromyths In An Australian Cohort Of Preservice Teachers, Mark Carter, Penny Van Bergen, Jennifer Stephenson, Carol Newall, Naomi Sweller
Australian Journal of Teacher Education
The term neuromyths refers to misconceptions about learning and the brain. Educator neuromyths may result in inappropriate instruction, labelling of learners, and wasted resources. To date, little research has considered the sources of these beliefs. We surveyed 1359 Australian preservice educators (M = 22.7, SD = 5.7 years) about their sources of information for 15 neuromyth and 17 general brain knowledge statements. Consistent with previous studies, neuromyth beliefs were prevalent. Predictors of neuromyth accuracy included general brain knowledge and completion of university classes addressing neuromyths, although effects were modest. Depending on the belief, participants relied on general knowledge, academic staff, …
Preservice Teachers’ Sense Of Belonging During Practicum Placements, Yvonne Dewhurst, Michelle Ronksley-Pavia, Donna Pendergast
Preservice Teachers’ Sense Of Belonging During Practicum Placements, Yvonne Dewhurst, Michelle Ronksley-Pavia, Donna Pendergast
Australian Journal of Teacher Education
Practicum placements in schools are keystone features of preservice teacher education, yet inconsistencies in their nature and quality are pervasive. This phenomenon was explored in two cultural contexts, with a focus on ‘belonging’, which the literature reveals may impact practicums and commitment to the profession. Interviews were conducted with six primary school preservice teachers in Australia and Scotland, about their lived experience of belonging/non-belonging during practicum. Hermeneutic phenomenological analysis revealed four themes in both cultural contexts: 1. Being welcomed; 2. Settings and procedures; 3. Interpersonal interactions; and, 4. Strategic behaviours. This study indicates belonging as crucial to preservice teachers’ cognition, …
Curriculum Alignment After Reforms: A Systematic Review With Considerations For Queensland Pre- And In-Service Teachers, Claudia Elisabeth Johnson, Helen J. Boon, Maree Dinan Thompson
Curriculum Alignment After Reforms: A Systematic Review With Considerations For Queensland Pre- And In-Service Teachers, Claudia Elisabeth Johnson, Helen J. Boon, Maree Dinan Thompson
Australian Journal of Teacher Education
This systematic review synthesises research on curriculum alignment to suggest considerations for the implementation of the Senior secondary curriculum reform in Queensland, Australia. It focuses on the coherence of cognitive skills in the prescribed and enacted curriculum as these are typically the least aligned curriculum components. Search methods, which followed the PRISMA model, resulted in 108 relevant articles for qualitative synthesis. Results show that alignment after curriculum reforms is typically low. The use of educational taxonomies can support curriculum alignment. Marzano and Kendall’s (2007) New Taxonomy of Educational Objectives underpins the new Queensland Senior secondary syllabi which, in line with …
Implicit Theories Of Learning As Reflected In One Upper Elementary Teacher's Talk, Laura May, Diane Truscott, R. D. Fremeau
Implicit Theories Of Learning As Reflected In One Upper Elementary Teacher's Talk, Laura May, Diane Truscott, R. D. Fremeau
Australian Journal of Teacher Education
Strong empirical evidence exists indicating language can influence students’ beliefs about ability. Professional literature for teachers offers practical advice on how to adjust their classroom-based talk to support student achievement by orienting students toward an incremental theory of ability. Yet, little empirical work has been done to investigate how teacher talk plays out moment-to-moment within the classroom context. This study reports on a qualitative analysis of one upper elementary teacher's talk with regard to implicit theories of learning. Findings suggest teacher talk is dynamic and overlapping, operating along a continuum from entity-oriented talk to incremental-oriented talk across varied classroom situations. …
Differences In Perception Between Students And Teachers Of High School Science: Implications For Evaluations Of Teaching And Classroom Evaluation., Michael T. Fitzgerald, Lena Danaia, David H. Mckinnon, Sophie Bartlett
Differences In Perception Between Students And Teachers Of High School Science: Implications For Evaluations Of Teaching And Classroom Evaluation., Michael T. Fitzgerald, Lena Danaia, David H. Mckinnon, Sophie Bartlett
Australian Journal of Teacher Education
The science teacher in the modern high school acts as the designer and driver of the in-class practice. In this role, the teacher must broadly assess the effect of the practice on the student. This would rely on accurate self-knowledge of how they act in class and impact their students. In this study we explore these issues by comparing the difference in responses of 86 teachers and 2512 Year 9 and 10 students to an instrument probing their perceptions of their in-class practice. We report two significant findings. First, not only do teachers constantly positively overrate their in-class practice but …
The Efficacy Of A Computer Program For Increasing Phonemic Awareness And Decoding Skills In A Primary School Setting For Children With Reading Difficulties, Tiffany Winn, Julia Miller, Willem Van Steenbrugge
The Efficacy Of A Computer Program For Increasing Phonemic Awareness And Decoding Skills In A Primary School Setting For Children With Reading Difficulties, Tiffany Winn, Julia Miller, Willem Van Steenbrugge
Australian Journal of Teacher Education
This paper addresses a gap in research regarding the efficacy of software programs to help children with reading difficulties. Forty-two children aged 5-13 years identified as poor readers participated in a study over twelve weeks using ReadingDoctor, a software program targeting phonemic awareness, orthographic-phonemic mappings, decoding ability and sight word recognition. Measures were taken using the Sutherland Phonological Awareness Test - Revised (SPAT-R), the Test of Word Reading Efficiency (TOWRE), and the graphemes and decoding subtests of the Phonological Awareness Test 2 (PAT-2). A quasi-experimental one group study with three multiple baseline measures was used. The dependent variables/measures were assessed …
Indonesian Teachers Beliefs On The Gap Between Educational Research And Practice, Yoppy Wahyu Purnomo, Puri Pramudiani, Tian Abdul Aziz, Amrita Kaur, Siti Noor Ismail, Ishaq Nuriadin
Indonesian Teachers Beliefs On The Gap Between Educational Research And Practice, Yoppy Wahyu Purnomo, Puri Pramudiani, Tian Abdul Aziz, Amrita Kaur, Siti Noor Ismail, Ishaq Nuriadin
Australian Journal of Teacher Education
Teachers' beliefs towards educational research has become one significant factor in explaining the gap between research and practice. The present study aimed at reviewing the scale to measure teachers' beliefs about the causes and problems related to research-based practices, describing beliefs that teachers appear to hold, and examining its relation to their demographic characteristics. The study involved 466 in-service teachers in Jakarta Province. The study employed the 24-item scale developed by Broekkamp and van Hout-Wolters (2007). The study indicated that 20 out of 24 items of the scale were valid and reliable to measure the teachers’ beliefs. The scale consisted …
A Fish Out Of Water: Developing Intercultural Understanding Of Students In Higher Education, Nicole Leggett
A Fish Out Of Water: Developing Intercultural Understanding Of Students In Higher Education, Nicole Leggett
Australian Journal of Teacher Education
Experiential learning is a critical, dynamic and powerful element of learning in Higher Education. Often named international and domestic study trips or study tours, this educational strategy has the potential to transform the lives of students through engagement with another community or culture. This qualitative study explored the effects of experiential learning during a two-week study tour to Italy, involving two groups of students from an Australian University during 2017 and 2018. Students enrolled in the Bachelor of Education (Early Childhood/Primary) degree, who were in their third year of studies, could enrol in the elective course entitled ‘Intercultural Understandings’ which …
Book Review - Narratives Of Learning Through International Professional Experience, Maria Cantalini-Williams
Book Review - Narratives Of Learning Through International Professional Experience, Maria Cantalini-Williams
Australian Journal of Teacher Education
Narratives of Learning through International Professional Experience, edited by Fitzgerald, Parr and Williams (2017) provides compelling evidence that practicum placements in diverse cultural settings illuminate and inspire new understandings of participants including pre-service teachers, faculty facilitators and host mentor educators.
Which Strategy Promotes Retention? Intentional Vocabulary Learning, Incidental Vocabulary Learning, Or A Mixture Of Both?, Amirreza Karami, Freddie A. Bowles
Which Strategy Promotes Retention? Intentional Vocabulary Learning, Incidental Vocabulary Learning, Or A Mixture Of Both?, Amirreza Karami, Freddie A. Bowles
Australian Journal of Teacher Education
The purpose of this study was to investigate whether intentional vocabulary learning, incidental vocabulary learning, or a combination of the two best prepares students for learning and retaining vocabulary in English as foreign language learning (EFL) classrooms. Three experimental groups and three control groups were selected. All groups were given a pre-test and an immediate post-test after the instruction. A delayed post-test was administered to the experimental groups after the immediate post-test. The three experimental groups received the intervention—intentional, incidental, or a combination—while the three control groups received no vocabulary learning instruction. The results show that the mixed instructed group …
Emergence Of Professional Identities Of Novice Emirati Teachers, Lilly Tennant, Patricia Stringer, Julie Riddlebarger, Martina Dickson, Keith Kennetz
Emergence Of Professional Identities Of Novice Emirati Teachers, Lilly Tennant, Patricia Stringer, Julie Riddlebarger, Martina Dickson, Keith Kennetz
Australian Journal of Teacher Education
This article explores the emergence of Emirati novice teachers’ professional identity from a socio-cultural viewpoint where influences on identity are sourced internally through beliefs, attitudes, values and dispositions and externally through factors such as roles and responsibilities. Empirical data collected through individual and group interviews and analysed using content analysis, highlights both challenges and emergence of professional identity from point of graduation through to the end of the first year of teaching. The results show that influences on professional identity relate to challenges of raising learner outcomes in relation to delivery of the curriculum, managing the self in multiple contexts, …
Experiential Teacher Education – Preparing Preservice Teachers To Teach English Grammar Through An Experiential Learning Project, Jackie F. K. Lee
Experiential Teacher Education – Preparing Preservice Teachers To Teach English Grammar Through An Experiential Learning Project, Jackie F. K. Lee
Australian Journal of Teacher Education
The paper explores and describes the kinds of learning attained by a group of Hong Kong preservice teachers who worked collaboratively to develop online grammar teaching resources for school teachers worldwide. Based on the quantitative and qualitative data collected during the ongoing collaboration, lesson tryouts, and post-project evaluation, the project results reflect the value of experiential learning in preservice teacher education. The themes that detail the student teachers’ experiences include textbook evaluation, professional knowledge, core competencies of teachers, and understanding of English language teaching outside the Hong Kong context.