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Articles 391 - 420 of 1655
Full-Text Articles in Education
How Do Teacher Affective And Cognitive Self-Concepts Predict Their Willingness To Teach Challenging Students?, Ee Ling Low, Pak Tee Ng, Chenri Hui, Li Cai
How Do Teacher Affective And Cognitive Self-Concepts Predict Their Willingness To Teach Challenging Students?, Ee Ling Low, Pak Tee Ng, Chenri Hui, Li Cai
Australian Journal of Teacher Education
Building on and extending earlier research on student self-concepts and studies investigating teachers working with students with social, emotional, or behavioural difficulties, disorders, or disturbance, this longitudinal study examined teacher self-concepts in relation to their willingness to teach challenging students in mainstream classrooms. In the current study, “challenging students” refer to those who may pose a challenge to the teacher, either behaviourally or academically. Statistical measures included analysis of variance, correlation analysis, path analysis, and commonality analysis. Survey data collected from 108 participants at three different time points consistently showed that affective self-concept was a stronger predictor than cognitive …
“Hopefully, I Will Gain Confidence”: Hope In Pre-Service Teachers’ Mathematics And Numeracy Testing, Anat Wilson, Wendy Goff
“Hopefully, I Will Gain Confidence”: Hope In Pre-Service Teachers’ Mathematics And Numeracy Testing, Anat Wilson, Wendy Goff
Australian Journal of Teacher Education
The recent introduction of a personal literacy and numeracy test (LANTITE) has been part of tighter accreditation of Initial Teacher Education programs across Australia. This article focuses on pre-service teachers’ experiences, beliefs and feelings about the new high-stakes testing regime. The data are drawn from a six-month project intended to evaluate students’ experience in a first-year university mathematics unit. The focus in the present article is on students’ responses to open-ended questions about their expectations of the unit, their level of confidence in areas of using and teaching mathematics and their thoughts and feelings about their own skill level …
Exploring Intersections Of Work Intensity And Professional Learning: Female Teachers’ Responses To Research Engagement As Professional Learning, Jennifer Mitton-Kukner
Exploring Intersections Of Work Intensity And Professional Learning: Female Teachers’ Responses To Research Engagement As Professional Learning, Jennifer Mitton-Kukner
Australian Journal of Teacher Education
Much research has focused upon the promise of teacher research engagement as a form of professional learning. Yet, little scholarship has looked closely at how female teachers juggle research engagement alongside personal and professional responsibilities. This inquiry into the research experiences of two mid-career teachers provides an up-close look at the ways they attempted to sustain engagement over a three-year period. Attending closely to participants’ accounts of time use, as they engaged in research activities, sheds light upon the presence of socio-cultural expectations, in these instances, constraining their efforts and, arguably, impacting the depth of their professional learning.
Possibilities And Challenges Of De-Privatisation Of Classrooms In A Developing Nation, Parmeshwar Prasad Mohan, Karen Swabey, John Kertesz
Possibilities And Challenges Of De-Privatisation Of Classrooms In A Developing Nation, Parmeshwar Prasad Mohan, Karen Swabey, John Kertesz
Australian Journal of Teacher Education
De-privatisation of classrooms signifies the opening of classrooms so teachers can ‘observe’, ‘be observed’ or ‘engage in team teaching’. This study examined the perceptions and practices of school staff to determine the possibilities and challenges of de-privatisation of classrooms in Fiji. Employing case study methodology, data were gathered from two urban secondary schools using on-line questionnaires and face-to-face interviews. A total of 71 questionnaires and 16 interviews were analysed using quantitative and qualitative methods respectively. There were several findings which emerged from the study. Firstly, that there is a strong correlation between ‘observe’ and ‘be observed’ by colleagues. Secondly, that …
New Approaches To Literacy Problems: Multiliteracies And Inclusive Pedagogies, Rachel J. Drewry, Wendy M. Cumming-Potvin, Dorit Maor
New Approaches To Literacy Problems: Multiliteracies And Inclusive Pedagogies, Rachel J. Drewry, Wendy M. Cumming-Potvin, Dorit Maor
Australian Journal of Teacher Education
This paper is based on a qualitative study examining multiliteracies (New London Group, 1996, 2000) and inclusivity. Underpinned by a socio-cultural approach, the study examined ways to facilitate meaningful literacy learning for students experiencing challenges in print-based, classroom activities. Key to this research was an analysis of how scaffolding was used to bridge home and school communities. This paper focuses on one of the study’s students, Hannah, who exhibited extensive engagement with multiliteracies at home - driven through the Arts (e.g. graphic design, singing and music). In contrast, Hannah’s literacy experiences in the classroom were, at times, challenging and …
Anecdotes, Experience, And ‘Learning By Osmosis’: The Role Of Professional Cultures In Preparing Teachers For Parent-School Engagement, Sue Saltmarsh, Amy K. Mcpherson, Sayan Chakrabarty, Stephen Winn, David Saltmarsh
Anecdotes, Experience, And ‘Learning By Osmosis’: The Role Of Professional Cultures In Preparing Teachers For Parent-School Engagement, Sue Saltmarsh, Amy K. Mcpherson, Sayan Chakrabarty, Stephen Winn, David Saltmarsh
Australian Journal of Teacher Education
Initial teacher education and experiences of the professional cultures of teaching contribute to teachers’ understandings about how to engage with parents. Drawing on qualitative research data, and informed by Michel de Certeau’s theory of culture and everyday life, this paper explores how everyday beliefs and professional practices that shape relationships between teachers and parents can remain relatively stable despite changing expectations of policy-makers and communities. The paper argues that equipping pre-service, beginning and experienced teachers and school leaders with research-based understandings about these cultural dynamics is crucial to informing professional practices that support meaningful and effective parent-school engagement.
A Multilevel Analysis Of The Impact Of Teachers’ Beliefs And Mathematical Knowledge For Teaching On Students’ Mathematics Achievement, Adem Ekmekci, Danya M. Corkin, Weihua Fan
A Multilevel Analysis Of The Impact Of Teachers’ Beliefs And Mathematical Knowledge For Teaching On Students’ Mathematics Achievement, Adem Ekmekci, Danya M. Corkin, Weihua Fan
Australian Journal of Teacher Education
: Teachers’ content knowledge and beliefs about teaching and learning are among the key factors for effective teaching and, in turn, for student achievement-related outcomes. This study explores the extent to which K-8 math teachers’—who teach in high-poverty urban schools—professional background, motivational beliefs, and mathematical knowledge for teaching (MKT) have an impact on students’ math achievement. Hierarchical linear modeling (HLM) results indicated that although students’ prior mathematics achievement was the most determining factor of their subsequent math achievement, teachers’ MKT and holding a bachelor’s degree in mathematics had significant positive effects on students’ math achievement. Results provide support for professional …
Initial Teacher Preparation For Teaching Students With Exceptionalities: Pre-Service Teachers' Knowledge And Perceived Competence, Michelle L. Bannister-Tyrrell, Sofia Mavropoulou, Marguerite Jones, Jeffrey Bailey, Anne O'Donnell-Ostini, Rinchen Dorji
Initial Teacher Preparation For Teaching Students With Exceptionalities: Pre-Service Teachers' Knowledge And Perceived Competence, Michelle L. Bannister-Tyrrell, Sofia Mavropoulou, Marguerite Jones, Jeffrey Bailey, Anne O'Donnell-Ostini, Rinchen Dorji
Australian Journal of Teacher Education
This research study surveyed 100 undergraduate teacher education students in a regional university in Australia, explored self-reported perceptions of their knowledge about students with exceptional needs, and their competence to be effective educators of these students in an inclusive classroom. Additionally, we included a measure of general attitude toward teaching in an inclusive classroom. What made this exploratory study atypical was broadening the concept of ‘exceptionality’ to the inclusion of items related to students with physical and cognitive challenges, superior academic gifts and those deemed to be twice exceptional. The results were unexpected in that teachers’ age, parental status and …
Improving Preservice Teachers’ Phonemic Awareness, Morphological Awareness And Orthographic Knowledge, Brigid Mcneill
Improving Preservice Teachers’ Phonemic Awareness, Morphological Awareness And Orthographic Knowledge, Brigid Mcneill
Australian Journal of Teacher Education
Few studies have examined the effectiveness of methods to develop preservice teachers’ phonemic, morphological and orthographic awareness for spelling instruction. Preservice teachers (n=86) participated in 10 hours of metalinguistic coursework. The coursework focused on: phonological awareness, orthographic awareness, morphological awareness and utilising such information in spelling assessment. Measures from previous research were utilised to compare participants’ performance with other preservice and inservice teachers of varying experience and expertise. The research cohort outperformed the preservice comparison group and their scores approximated that achieved by inservice teachers who had participated in 30 hours of professional development focused on building metalinguistic knowledge for …
Dimensions Of Work Engagement And Teacher Burnout: A Study Of Relations Among Iranian Efl Teachers, Arefe Amini Faskhodi, Masood Siyyari
Dimensions Of Work Engagement And Teacher Burnout: A Study Of Relations Among Iranian Efl Teachers, Arefe Amini Faskhodi, Masood Siyyari
Australian Journal of Teacher Education
Among different teacher-related variables burnout can have irrevocable effects on the whole educational system. Due to the importance of considering all positive and negative related variables, and also lack of attention to positive criteria in the area of work-related factors, this study is the first attempt in Iran in the field to include engagement as a positive factor involved. The purpose of the present study is to investigate any possible relationship between work engagement and teachers’ sense of burnout, as well as associations between work engagement, burnout, and teachers’ years of experience. The correlational analyses indicate a significant and negative …
An Investigation Of Preservice Teachers’ Beliefs About The Certainty Of Teaching Knowledge, Leila E. Ferguson, Jo Lunn Brownlee
An Investigation Of Preservice Teachers’ Beliefs About The Certainty Of Teaching Knowledge, Leila E. Ferguson, Jo Lunn Brownlee
Australian Journal of Teacher Education
Beliefs about the certainty of teaching knowledge may influence how preservice teachers engage with and learn from knowledge sources in teacher education, and their subsequent practice. In light of inconsistencies in prior findings that mainly employ epistemic questionnaires, we extended research focusing on a contextual analysis. Sixty-six elementary and lower-secondary preservice teachers in Norway responded to the Beliefs about the Certainty of Teaching Knowledge (BECK) scale in the first and second year of study, respectively. Participants believed knowledge about teaching and learning was more tentative and evolving at T2 than at T1 (t (65) = 2.0, p = .049, Cohen’s …
Embedding Play-Based Learning Into Junior Primary (Year 1 And 2) Curriculum In Wa, Jenny A. Jay, Marianne Knaus
Embedding Play-Based Learning Into Junior Primary (Year 1 And 2) Curriculum In Wa, Jenny A. Jay, Marianne Knaus
Australian Journal of Teacher Education
Governments and their policy decisions inevitably influence the pedagogical practices of teachers. There have been considerable curriculum changes and national reforms in Australia with the implementation of two very different national curricula documents in the early childhood sector in the last decade. The political landscape in Western Australia is even more complex with the mandating of the National Quality Standard (NQS) in all public schools from Kindergarten to Year two. The introduction of the NQS has impacted on the teaching and learning in the early years of school, and in particular, the inclusion of play-based teaching strategies. The tensions that …
Making Pedagogy Tangible: Developing Skills And Knowledge Using A Team Teaching And Blended Learning Approach, Renée Crawford, Louise E. Jenkins
Making Pedagogy Tangible: Developing Skills And Knowledge Using A Team Teaching And Blended Learning Approach, Renée Crawford, Louise E. Jenkins
Australian Journal of Teacher Education
In an era of accountability government and industry bodies are mandating that teacher education programs provide evidence of their impact. This paper provides an example of evidence-based practice, exploring how a team teaching and blended learning approach influenced the development of pre-service teachers (PSTs) competency skills and knowledge. This approach was introduced to an initial teacher education (ITE) specialist music secondary methods unit to ensure that the tertiary learning context aligned with contemporary innovations in schools and provided authentic learning and teaching opportunities. Using an embedded advanced mixed methodology, this research had two phases. Phase 1 explored the development of …
Teenagers Perceptions Of Teachers: A Developmental Argument, J-F J-F, Karen Swabey, Darren Pullen, Seyum Getenet, Tony Dowden
Teenagers Perceptions Of Teachers: A Developmental Argument, J-F J-F, Karen Swabey, Darren Pullen, Seyum Getenet, Tony Dowden
Australian Journal of Teacher Education
Using the concept of a developmental lens (Brighton, 2007; Caskey & Anfara, 2014; Davis, 2006; J-F, Pullen, & Carroll, 2013; National Middle School Association, 2010; Peterson, 2010), this article focuses on young teenage students’ perceptions of teachers. School teachers play an important role in the educational development of teenagers but little is known about how teachers cater for teenage students’ social, emotional, physical and cognitive developmental domains. Even less is known about teenage students’ perceptions of their teachers. The current study asked a cohort of Year 9 students in a secondary school in Brisbane, Australia (N=182) to comment on what …
English Or Englishes? Outer And Expanding Circle Teachers’ Awareness Of And Attitudes Towards Their Own Variants Of English In Esl/Efl Teaching Contexts, Abbas Monfared, Mohammad Khatib
English Or Englishes? Outer And Expanding Circle Teachers’ Awareness Of And Attitudes Towards Their Own Variants Of English In Esl/Efl Teaching Contexts, Abbas Monfared, Mohammad Khatib
Australian Journal of Teacher Education
One of the challenging issues that has gained much attention, and has in fact sparked much debate, within the emergence and acquisition of World Englishes, is the Native- Non-native accent, especially its relationship with teachers’ and learners’ identity and selection of an appropriate pedagogic model. This paper investigates the attitudes of 260 English teachers from India and Iran as members of Outer and Expanding Circles, respectively. Using a questionnaire, this study measures cognitive, affective and behavioral attitudes of teachers towards their own English accents in two circles which include the most users of English in the globalized world. The results …
Making Headway: Developing Principals’ Leadership Skills Through Innovative Postgraduate Programs, Susan Simon, Michael Christie, Deborah Heck, Wayne Graham, Kairen Call
Making Headway: Developing Principals’ Leadership Skills Through Innovative Postgraduate Programs, Susan Simon, Michael Christie, Deborah Heck, Wayne Graham, Kairen Call
Australian Journal of Teacher Education
Effective school leadership preparation has been regarded as desirable if not mandatory in Australia and globally for decades. Schools and school systems, higher education institutions and education jurisdictions have attempted with varying degrees of success to encourage teachers aspiring to become principals to prepare well for the complex role ahead. Research involving postgraduate education students identified that peer support, collaboration and collegial professional learning contributed towards self-development, strengthening the required Personal qualities, social and interpersonal skills of contemporary school leaders.
Issues Arising From The Use Of University Ilectures: A Case Study Of One Australian Campus, Toni J. Dobinson, Tatiana Bogachenko
Issues Arising From The Use Of University Ilectures: A Case Study Of One Australian Campus, Toni J. Dobinson, Tatiana Bogachenko
Australian Journal of Teacher Education
Australian universities have moved towards greater reliance on technology as a learning tool. The use of podcasts or recorded lectures (sometimes called ilectures) is now common practice in both on-campus and online modes. Using a qualitative approach to data collection which included recorded interviews, an online survey of open-ended questions and the researcher’s own reflections on using ilectures, this study investigated 1) the impact of ilectures on the teaching and learning practices of both academics and students 2) student attendance in recorded lectures and 3) the responses of lecturers and students to being recorded. Findings highlighted a mix of reactions …
The Effect Of Reflective Teaching On Iranian Efl Students’ Achievement: The Case Of Teaching Experience And Level Of Education, Shiela Kheirzadeh, Nafiseh Sistani
The Effect Of Reflective Teaching On Iranian Efl Students’ Achievement: The Case Of Teaching Experience And Level Of Education, Shiela Kheirzadeh, Nafiseh Sistani
Australian Journal of Teacher Education
High quality teaching, student learning, and students achievement is dependent on the skills teachers use and the existence of professional expertise such as teachers reflectivity. The purpose of this study was to see whether there was any relationship between Iranian EFL teachers reflectivity and their students’ language achievement and whether there was any difference between teachers reflectivity, considering their teaching experience and level of education. For the study, 83 EFL teachers from nine language institutes in Isfahan, Iran, were randomly selected. Larrivee's (2008) reflectivity questionnaire, which classifies reflectivity into four levels: pre-reflection, surface reflection, pedagogical reflection, and critical reflection, was …
Culturally And Linguistically Diverse School Environments – Exploring The Unknown, Lyn Gilmour, Dr Helen Klieve, Dr Minglin Li
Culturally And Linguistically Diverse School Environments – Exploring The Unknown, Lyn Gilmour, Dr Helen Klieve, Dr Minglin Li
Australian Journal of Teacher Education
Abstract: Australian education policies aspire to meet the unique needs of all students including those from linguistically diverse backgrounds; however, a first step in achieving this aim is clear identification of such students. Many children from previous migrant families and new arrivals to Australia come from homes where at least one parent speaks a language other than English. This exploratory research utilises survey and interview responses from students and staff in five Queensland state high schools. Results showed that 79.5% of the 2,484 students surveyed were from English-only homes with only 10.5% classified as having English as Another Language/Dialect. …
Teacher Knowledge And Learning In-Situ: A Case Study Of The Long Division Algorithm, Shikha Takker, K. Subramaniam
Teacher Knowledge And Learning In-Situ: A Case Study Of The Long Division Algorithm, Shikha Takker, K. Subramaniam
Australian Journal of Teacher Education
The aim of the study reported in this paper was to explore and enhance experienced school mathematics teachers’ knowledge of students’ thinking, as it is manifested in practice. Data were collected from records of classroom observations, interviews with participating teachers, and weekly teacher-researcher meetings organized in the school. In this paper, we discuss the mathematical challenges faced by a primary school teacher as she attempts to unpack the structure of the division algorithm, while teaching in a Grade 4 classroom. Through this case study, we exemplify how a focus on mathematical knowledge for teaching ‘in situ’ helped in triggering a …
Student And Staff Perceptions Of A Learning Management System For Blended Learning In Teacher Education, Kathryn A. Holmes, Elena Prieto-Rodriguez
Student And Staff Perceptions Of A Learning Management System For Blended Learning In Teacher Education, Kathryn A. Holmes, Elena Prieto-Rodriguez
Australian Journal of Teacher Education
Higher education institutions routinely use Learning Management Systems (LMS) for multiple purposes; to organise coursework and assessment, to facilitate staff and student interactions, and to act as repositories of learning objects. The analysis reported here involves staff (n=46) and student (n=470) responses to surveys as well as data collected in interviews and focus groups. The research focuses on participants’ perceptions of two broad affordances of the LMS: accessibility and interactivity. Differences were found between student and staff views in relation to accessibility of online materials, with students rating its contribution to their learning more highly than staff. However, the two …
Rights, Respect And Responsibilities Online - Reflections And Efficacy, Michelle J. Eady, Michael L. Jones, Irit Alony, Yoke Berry
Rights, Respect And Responsibilities Online - Reflections And Efficacy, Michelle J. Eady, Michael L. Jones, Irit Alony, Yoke Berry
Australian Journal of Teacher Education
Demands for moral development are increasing in business and professional training. Mixed results of diversity training programs in the higher education sector suggest that innovative approaches are required for preparing students to become morally upright leaders and teachers. This research looks at the implementation of an online interactive tutorial that focuses on students working and learning together with others from a variety of diverse backgrounds. The study comprises a three-year investigation on the attitudes and understandings of students prior to a group work assessment task, and after completing the online tutorial. First year primary education students (n=594) completed pre- and …
Professional Teaching Standards: A Comparative Analysis Of Their History, Implementation And Efficacy, Kairen Call
Professional Teaching Standards: A Comparative Analysis Of Their History, Implementation And Efficacy, Kairen Call
Australian Journal of Teacher Education
Since the publication of results from the first iteration of testing within the Programme for International Student Assessment (PISA) and the ensuing media consternation and political rhetoric about teacher quality in education systems around the world, professional standards for teachers have been considered, developed and implemented globally in various forms. Justified by the argument that they raise teacher quality which in turn raises student outcomes, professional standards for teachers are being considered as an integral part of the solution to current deficits in education. This article explores the forces driving and restraining professional standards for teachers within international and Australian …
Exploring Professional Knowing, Being And Becoming Through Inclusive Pedagogical Approach In Action (Ipaa) Framework, Sunanta Klibthong, Joseph S. Agbenyega
Exploring Professional Knowing, Being And Becoming Through Inclusive Pedagogical Approach In Action (Ipaa) Framework, Sunanta Klibthong, Joseph S. Agbenyega
Australian Journal of Teacher Education
Despite extensive changes in early childhood inclusive education policy and practice, various barriers continue to inhibit access and participation of children with special needs in inclusive schools. Often mentioned barriers include negative beliefs, lack of understanding of inclusive pedagogy and the effectiveness of professional development to improve teacher knowledge to reduce these barriers. This study reports on a Thai Bureau of Special Education professional development partnership program with an Australian inclusive school in which 16 early childhood teachers from Thailand participated. This community of practice inquiry project generated qualitative data from pre- and post-professional workshops semi-structured interviews and analysis of …
Reading Aloud: Children's Attitudes Toward Being Read To At Home And At School, Susan Ledger, Margaret K. Merga
Reading Aloud: Children's Attitudes Toward Being Read To At Home And At School, Susan Ledger, Margaret K. Merga
Australian Journal of Teacher Education
: Whilst there exists a plethora of research about the benefits of reading aloud on children’s literacy development and a range of government reports highlighting the positive investment return on early intervention strategies such as reading aloud, most literature is presented from an adult perspective. Limited research exists on children’s attitudes toward being read to at home or school or the frequency of reading aloud practices that occur within these contexts. This mixed method study examines reading aloud practices in schools (N=21) and homes (N=220). It captures the attitude toward reading aloud practices from the viewpoint of 220 children aged …
Getting The Most From Google Classroom: A Pedagogical Framework For Tertiary Educators, Keith R. Heggart, Joanne Yoo
Getting The Most From Google Classroom: A Pedagogical Framework For Tertiary Educators, Keith R. Heggart, Joanne Yoo
Australian Journal of Teacher Education
Many tertiary institutions have embraced digital learning through the use of online learning platforms and social networks. However, the research about the efficacy of such platforms is confused, as is the field itself, in part because of the rapidly evolving technology, and also because of a lack of clarity about what constitutes a learning platform. In this study, two early career academics and instructors examined the effectiveness of using Google Classroom for final year primary teacher education students to encourage student voice and agency, and to consider how the platform might influence future pedagogies at the tertiary level. The data …
Freedom And Constraint In Teacher Education: Reflections On Experiences Over Time, Amanda Mcgraw
Freedom And Constraint In Teacher Education: Reflections On Experiences Over Time, Amanda Mcgraw
Australian Journal of Teacher Education
Teacher education programs in Australia increasingly comply with new and narrowing accountabilities so that they can be approved by diverse regulatory authorities and accredited. This is an auto-biographical narrative study which draws upon the memories of a teacher educator who contrasts her experience of learning to teach in the early 1980s with her recent experience as a Program Leader working with colleagues to design a new Master of Teaching program. She interviews Professor Bernie Neville who was responsible for the design and implementation of the teacher education program she completed in 1983. He reflects on the principles guiding his practice …
Developing Pre-Service Teachers: The Impact Of An Embedded Framework In Literacy And Numeracy., Peter Sellings, Karen Felstead, Anitra Goriss-Hunter
Developing Pre-Service Teachers: The Impact Of An Embedded Framework In Literacy And Numeracy., Peter Sellings, Karen Felstead, Anitra Goriss-Hunter
Australian Journal of Teacher Education
This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and …
Teaching Chemistry In A Spiral Progression Approach: Lessons From Science Teachers In The Philippines, Joymie R. Orbe, Allen A. Espinosa, Janir T. Datukan
Teaching Chemistry In A Spiral Progression Approach: Lessons From Science Teachers In The Philippines, Joymie R. Orbe, Allen A. Espinosa, Janir T. Datukan
Australian Journal of Teacher Education
As the Philippines moves towards implementing the K-12 curriculum, there has been a mismatch in teacher preparation in science. The present teacher education curriculum prepares science teachers to specialise in a specific field (e.g. integrated science, biology, chemistry, and physics). However, in the K-12 curriculum, they are required to teach all the sciences in a spiral progression approach. Hence, this study analysed the experiences of science teachers in teaching chemistry in the K-12 curriculum in order to identify their challenges and how they are overcoming them. Findings suggest that the teacher’s content, pedagogy, and assessment in chemistry are problematic; specifically, …
Factors Associated With Technology Integration To Improve Instructional Abilities: A Path Model, Öner Uslu
Factors Associated With Technology Integration To Improve Instructional Abilities: A Path Model, Öner Uslu
Australian Journal of Teacher Education
Today, students are expected to access, analyse and synthesise information, and work cooperatively. Their learning environment, therefore, should be equipped with appropriate tools and materials, and teachers should have instructional abilities to use them effectively. This study aims to propose a model to improve teachers’ instructional abilities through technology integration. To this end, data on variables that affect technology integration were collected from 600 teachers and analysed by using path analysis. The results revealed an acceptable fit between the model and the data. Technological Pedagogical Content Knowledge, attitude towards technology use in education, gender, frequency of computer use, seniority, duration …