Education Commons^™

What Efl Student Teachers Think About Their Professional Preparation: Evaluation Of An English Language Teacher Education Programme In Spain, Juan De Dios Martínez Agudo

Australian Journal of Teacher Education

Given the importance of programme evaluation in the EFL teacher education, this research paper of exploratory-interpretive nature mainly focuses on both strengths and weaknesses identified through the analysis and/or critical evaluation of an EFL teacher education programme carried out in Spain. Both quantitative and qualitative research methodologies were used in the study. The current TEFL programme has several strengths, but also certain significant shortcomings in light of the high percentage of undecided responses. The TEFL programme was evaluated positively by participant student teachers in general, in terms of pedagogic competence and promotion of reflection, although more input on English proficiency …

Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris

Australian Journal of Teacher Education

This study investigates and compares elements of creativity in secondary schools and classrooms in Australia and Singapore. Statistical analysis and qualitative investigation of teacher, student and leadership perceptions of the emergence, fostering and absence of creativity in school learning environments is explored. This large-scale international study (n=717) reveals the impact of teacher behaviours, teaching environments and school leadership approaches that promote and impede the enhancement of creative, critical, and innovative thinking, organisation, and curriculum structures. Implications for Australian schools and teaching urge for secondary education to challenge current, practices, pedagogies and environments, arguing for school-based strategies and considerations that enhance …

International Students Experience In Teacher Education: Creating Context Through Play Workshops, Dawn Joseph, Elizabeth Rouse

Australian Journal of Teacher Education

Higher education in Australia attracts many international students. Universities are challenged to prepare them with the necessary understandings, knowledge and skills to effectively participate in their study. For international students, understanding Early Childhood contexts in Australia is a new way of viewing teaching and learning from their own cultural perspective. This paper situates itself as part of a wider study “Improving work placement for international students, their mentors and other stakeholders”. A pilot program was run at Deakin University for the Master of Teaching Early Childhood students to undertake play workshops before commencing placement. Questionnaires were analysed using Interpretative Phenomenological …

Education Or Quality Of Teaching? Implications For Australian Democracy, R. Scott Webster

Australian Journal of Teacher Education

The argument being made here is that democratic life is more likely if educators actually ‘educate’, rather than comply with quality of teaching approaches as promoted by the Australian federal government. Engaging with some philosophy of education can assist educators to resist being seduced by notions such as ‘quality teaching’, ‘evidence-based’ practices and ‘impact’ and to exercise the intellectual and political resolve necessary to ensure educational practices promote democracy (Biesta, 2010a) and are not surrendered to the control of non-educators. Blake et al. (2000, p. xiii) identify that philosophy is usually avoided in discussions regarding quality, evidence-based approaches and accountability …

English Classrooms And Curricular Justice For The Recognition Of Lgbt Individuals: What Can Teachers Do?, Jane Pearce, Wendy Cumming-Potvin

Australian Journal of Teacher Education

Discrimination against LGBT[1] individuals remains widespread across Australia. Since schools continue to promote regimes of heterosexuality and cis-normativity, teachers have a crucial role in creating contexts in which LGBT young people feel accepted and safe. Drawing on North’s (2006) work on social justice and Connell’s (2012) discussion of curricular justice, this article explores opportunities and constraints experienced by a group of English secondary teachers attempting to practise in socially just ways. Results indicate that through the English curriculum, it is possible for teachers to find moments to achieve social justice for LGBT individuals.

[1] In reference to lesbian, gay, …

Implications Of The University Of South Africa's (Unisa) Shift To Open Distance E-Learning On Teacher Education, Sindile A. Ngubane-Mokiwa

Australian Journal of Teacher Education

This conceptual and exploratory article seeks to explore the implications of the University of South Africa’s (Unisa) shift from open distance learning (ODL) to open distance e-learning (ODeL) on Teacher Education. In addition, the article problematizes the shift as a policy imperative. Unisa’s mandate to provide teacher education opportunities to previously disadvantaged African students who were excluded from higher education opportunities by apartheid policies and legislation is considered. With this in mind, the blind spot is that the intended shift from ODL to ODeL presumes existence of a culture of use, and reliance on modern electronic technologies. Put simply, the …

How Ideological Differences Influence Pre-Service Teachers’ Understandings Of Educational Success, Justin Sim

Australian Journal of Teacher Education

This paper explores how popular ideological discourses within public policy are influencing the views and practices of pre-service teachers at a university in Melbourne. The research began by examining how educational success has been historically understood by individuals vis-à-vis government discourse. Three values and four corresponding ideological positions were used to create a theoretical framework. The researcher then surveyed a small cross-section of pre-service teachers to investigate how these values contributed to their understandings of educational success, and how these understandings were used to justify their receptions of neoliberal reforms in education. The data shows that democratic equality was the …

Pranayama Meditation (Yoga Breathing) For Stress Relief: Is It Beneficial For Teachers?, Stevie-Jae Hepburn, Mary Mcmahon

Australian Journal of Teacher Education

The effects of stress can have a significant impact on an individual’s personal life, relationship with colleagues, job satisfaction and career prospects. If unmanaged, stress can be the trigger that drives talented, motivated teachers out of our classrooms and into other professions. Yoga and meditation have been prescribed as a form of complementary alternative medicine for the treatment of stress, anxiety and depression. The current exploratory, mixed-methods case study aimed to determine if the participants in a five-week pranayama meditation (yoga breathing) course experienced a degree of stress relief. The course included one 60-minute weekly meditation class focusing on breath …

The Contextual Motivational Conditions For L2 Pedagogy: A Case Study From The Arabian Gulf, Muhammad Athar Shah

Australian Journal of Teacher Education

This article reports on a mixed-method research study into situated motivational conditions available for the English language (L2) pedagogy at a university in Saudi Arabia. The current study evaluated the L2 Learning Experience of the students by focusing on the key contextual factors that included teachers’ pedagogical practices, group dynamics in the classrooms, and English language course. Framed within the interpretive paradigm, the study utilised a structured questionnaire, followed by open-ended interviews with purposefully chosen language learners for data collection. The conceptual framework of the study was based on Dornyei’s (2005, 2009) L2 Motivational Self System – one of the …

Interpretations Of Mentoring During Early Childhood Education Mentor Training, Päivi Kupila, Tuulikki Ukkonen-Mikkola, Kyllikki Rantala

Australian Journal of Teacher Education

This study examines how interpretations of mentoring by trainee mentors (TMs) changed over the course of a mentor training programme, and how this contributed to the TMs’ professional development. The context of the study was a mentor training programme for preschool teachers who mentor early childhood teacher students during their practicums. This article presents a thematic content analysis of qualitative narrative data gathered from the TMs’ narrative writings on the mentor training programme (N=36) and the TMs’ contributions at one focus group interview (N=5). The findings suggest that the TMs’ interpretations produced two main themes. First, changes in the interpretations …

Early Career Teachers’ Perceptions Of Their Preparedness To Teach “Diverse Learners”: Insights From An Australian Research Project, Leonie Rowan, Jodie Kline, Diane Mayer

Australian Journal of Teacher Education

In 2012, early career teachers in Queensland and Victoria (Australia) were invited to complete the Studying the Effectiveness of Teacher Education graduate survey. The survey included a “Preparation for Teaching Scale” that provided opportunities to self-report on how well their teacher education program prepared them for 46 areas of work. Ten items addressed preparation for teaching students from diverse linguistic, cultural and socioeconomic backgrounds, students from Aboriginal and Torres Strait Islander families, students with a wide range of abilities, and students with a disability. 971 teachers completed the Scale. On a 5 point likert scale the overall mean for the …

Teachers’ Perceptions Of The Impact Of Professional Development On Learning And Teaching In A Developing Nation, Parmeshwar Prasad Mohan, Govinda Ishwar Lingam, Deepa Dewali Chand

Australian Journal of Teacher Education

This research examined teachers' perceptions of the impact of Professional Development (PD) programmes on learning and teaching in two Fijian secondary schools. Through a qualitative research design, data were gathered using document analysis and semi-structured interviews with 30 teachers from the two case study schools. The major findings to emerge from teachers views were: 1) whether teachers are novice or experienced, PD is needed to sustain the changes made to their teaching practice; 2) the PD needs of rural and urban teachers are slightly different; and 3) the opportunity for teachers to collaborate to share ideas forms the foundation …

Predictors Of Teacher Educators' Research Productivity, Fadia M. Nasser-Abu Alhija, Arin Majdob

Australian Journal of Teacher Education

This study examined the relationship between teacher educators' research productivity (RP) and their background and professional characteristics, attitudes, motives, obstacles and time devoted to research. The sample included 161 teacher educators from four teacher education colleges in Israel. The findings indicate the significance of five variables for predicting RP: academic degree, rank, administrative position, desire to develop new knowledge and learn from research findings and perceived insufficient research competence and self-confidence. These variables account for 37.2% of the variance in RP. The results from this study provide useful information for teacher education institutions and policy makers regarding variables significantly related …

Philippine Classroom Teachers As Researchers: Teachers’ Perceptions, Motivations, And Challenges, Mark B. Ulla, Kenneth Ian B. Barrera, Meller M. Acompanado

Australian Journal of Teacher Education

This study explores teachers’ perceptions and motivations, challenges, and needs of 50 teachers in Agusan del Norte, Philippines with regards to doing research. Methodologies used were survey questionnaire, and group and individual interviews. Findings revealed that teacher-respondents had a positive perceptions towards doing research and its benefits to their teaching practice and students’ learning process. Thus, job promotion is the motivating factor why teachers did research. However, reported challenges such as lack of research knowledge and skills, heavy teaching loads, and lack of financial support from the schools obstructed them from doing it. Attending and participating to research trainings, receiving …

Autism Spectrum Disorder Coursework For Teachers And Teacher-Aides: An Investigation Of Courses Offered In Queensland, Australia, Mitchell Coates, Janeen Lamb, Brendan Bartlett, Poulomee Datta

Australian Journal of Teacher Education

The content and structure of pre-service and teacher-aide programs has major implications for training, management, support and deployment of teachers and teacher-aides in mainstream schools working with students who have ASD. Data pertaining to course content and structure were collected from university and teacher-aide training websites, program enrolment guides, and through direct contact with institutions in Queensland, Australia. 101 education programs were narrowed down to 45 in early-childhood/primary education, and 8 online teacher-aide training programs. Findings indicate the urgent need for academics in institutions to begin working towards redesigning programs that deliver best practices in ASD for pre-service educators.

A Comparison Of The Motivations Of Pre-Degree And Degree Education Students For Becoming Teachers In Aotearoa New Zealand, Vivienne Hogan, Lynette Reid, Dale Furbish

Australian Journal of Teacher Education

In New Zealand the Ministry of Education is committed to attracting and retaining ‘high quality individuals’ to the teaching profession who represent the diverse cultural and socio-economic communities in the country. One way to achieve this has been through the provision of multiple pathways into initial teacher education (ITE). Such pathways provide access for students significantly underrepresented in Teacher Education. This research sought to investigate and compare the motivation of students enrolled on the Certificate of Introduction to Early Childhood Education (ECE) or the Bachelor of Education (BEd) Primary and ECE specialism. As other research has suggested, there is a …

Aboriginal Community Engagement In Primary Schooling: Promoting Learning Through A Cross-Cultural Lens, Angela Turner, Katie Wilson, Judith L. Wilks

Australian Journal of Teacher Education

This article reports on action research conducted at a primary school in rural New South Wales, Australia. The research responded to an expressed school aspiration to foster greater understanding of local Aboriginal culture, historical perspectives and knowledge systems within the school. An exploratory model was developed using a mixed methods approach to investigate non-Aboriginal teacher perceptions and self-efficacy with teaching Aboriginal and Torres Strait Islander content specified in the Australian Curriculum. A Bush Tucker Garden was established as a ‘Pathway of Knowledge’ acting as a vehicle for collaboration between Aboriginal and non-Aboriginal stakeholders. Through their participation in this project the …

Emotional Development And Construction Of Teacher Identity: Narrative Interactions About The Pre-Service Teachers’ Practicum Experiences, (Mark) Feng Teng

Australian Journal of Teacher Education

Pre-service teacher identity research has directed limited attention to the construction and development of professional teacher identity through narrative interaction. An analysis of narrative interactions among pre-service teachers in the present study explored the ways in which they negotiated emotional flux in the process of training to become a teacher. Overall, findings show that emotional flux and identity change are connected, and hidden ‘emotional rules’ are embedded in the teaching practicum. The pre-service teachers’ negative emotions gradually escalated due to contextual constraints, hierarchical structures, and lack of support from their mentors. This escalation diminished the development of their teacher identity. …

Perceptions On The Role Of A Pre-Service Primary Teacher Education Program To Prepare Beginning Teachers To Teach Mathematics In Far North Queensland, Philemon Chigeza, Cliff Jackson, Aaron Neilson

Australian Journal of Teacher Education

This paper employs a collaborative auto-ethnographic method to reflect on perceptions and design of a pre-service primary teacher mathematics education program in a regional university and the role of that program to prepare beginning teachers for classroom mathematics practice in Far North Queensland. A four-phase analysis that reflected on: a primary teacher education program at a regional university, literature on primary mathematics education, reflections of two teacher educators and a pre-service teacher on Explicit Teaching, and the possible modifications to the practice of teaching and learning in the mathematics education subjects was conducted. Three challenges that emerged from the thematic …

Active Learning And Self-Regulation Enhance Student Teachers’ Professional Competences, Päivi Virtanen, Hannele M. Niemi, Anne Nevgi

Australian Journal of Teacher Education

The study identifies the relationships between active learning, student teachers’ self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey were analysed using statistical methods. It was found that the use of active learning methods, such as goal-oriented and intentional learning as well as autonomous and responsible group work, are strongly and positively related to the achievement of professional competences. To develop the best competences, student teachers need high learning motivation and excellent self-regulation strategies. The mean …

Digital Story-Based Problem Solving Applications: Preservice Primary Teachers’ Experiences And Future Integration Plans, Çiğdem Kilic, Hatice Sancar-Tokmak

Australian Journal of Teacher Education

This case study investigates how preservice primary school teachers describe their experiences with digital story-based problem solving applications and their plans for the future integration of this technology into their teaching. Totally 113 preservice primary school teachers participated in the study. Data collection tools included a questionnaire with three open-ended questions and focus group interviews. The data were analyzed using content analysis by combining manifest and latent techniques. Most of the preservice primary teachers described positive experiences about digital story-based problem solving applications by emphasizing on that they contribute to both their own and their students’ learning, development, and attitudes. …

Validation Of The Malaysian Version Of The Teacher Education Program Coherence Questionnaire, Pauline Swee Choo Goh, Qismullah Yusuf

Australian Journal of Teacher Education

The main purpose of this study was to validate a Malay Language version of a 30-item teacher education program coherence questionnaire. Two different samples of preservice teachers completed the Malay translation of the questionnaire. Exploratory factor analysis (N=220) showed four types of perceived program coherence which had good internal consistency ranging from 0.79 to 0.86: ‘Opportunity to enact practice’, ‘Opportunity to analyze practice’, ‘Opportunity to connect ideas across courses’ and ‘Coherence between courses and practical experience’. The confirmatory factor analysis (N= 234) provided support for a four-factor model. In addition, an analysis of criterion validity of the four types of …

Developing An Understanding Of What Constitutes Mathematics Teacher Educator Pck: A Case Study Of A Collaboration Between Two Teacher Educators, Tracey Muir, Jill Wells, Helen Chick

Australian Journal of Teacher Education

Previous research into the knowledge required for teaching has focused primarily on pre-service and in-service teachers’ knowledge. What is less researched, however, is the role of the teacher educator in helping pre-service teachers (PSTs) develop the knowledge needed in order to teach mathematics to students. The focus thus shifts from examining school teachers’ knowledge for teaching mathematics to school students, to studying teacher educators’ knowledge for teaching teachers. This raises the question of what is the nature of this knowledge as required by teacher educators, and how evident is it in their practice? This paper documents the interactions among two …

Quality Teaching Practices As Reported By Aboriginal Parents, Students And Their Teachers: Comparisons And Contrasts, Brian Ellis Lewthwaite, Helen Boon, Tammi Webber, Gail Laffin

Australian Journal of Teacher Education

This paper summarizes the findings from the first phase of a three-part project which, overall, investigates what Aboriginal¹ students perceive as the qualities and actions of effective teachers and subsequently seeks to determine the impact of the enactment of these identified qualities on educational outcomes. This first phase of the research was centered on gathering accounts of quality teachers and teaching practice from students, parents and their teachers from phenomenologically aligned interviews. Similar and contrasting themes among these three groups are presented, with the intention of exposing potential mismatch in perception of the construct of ‘quality’ teaching. Finally, we …

Enhancing Phonological Awareness And Orthographic Knowledge Of Preservice Teachers: An Intervention Through Online Coursework, Marleen F. Westerveld, Georgina M. Barton

Australian Journal of Teacher Education

The teaching of reading is a core priority across the education sector. In an attempt to better prepare our next generation of professional teachers of reading, academic staff at an Australian university implemented coursework changes that were designed to enhance the phonological awareness and orthographic knowledge of first-year preservice teacher education students. All students were asked to complete written surveys measuring phonological awareness and orthographic knowledge during class-time at the start and end of their first semester of study. During the semester, students were expected to complete two online modules on phonological awareness and orthographic conventions and pass an online …

Reforming Initial Teacher Education: A Call For Innovation, Tony Yeigh, David Lynch

Australian Journal of Teacher Education

A variety of public critiques, reports and government reviews into Initial Teacher Education (ITE) in Australia and globally have called for a rethink on teacher education. Similarly, key researchers such as Hattie (2011), Smith and Lynch (2010) and Ingvarson et al. (2014) have argued for new, innovative approaches to ITE that are able to provide alternative pathways to the training of teachers. From this perspective the current article examines several models and features of ITE in terms of innovation. This examination provides clarification concerning the nature and role of ITE reform, as well as a series of arguments highlighting the …

Exploring Models Of Team Teaching In Initial Foreign/Second Language Teacher Education: A Study In Situated Collaboration, Malba Barahona

Australian Journal of Teacher Education

The demonstrable potential of team teaching as a productive mechanism for developing collaborative teacher learning is now broadly understood in the field of teacher education. However, there is less evidence of the use of such collaborative teaching as a means of strengthening initial foreign/second language teacher education. This paper reports on the findings of a multiple case study in Chile that explored team teaching in a foreign language teacher education program. The study is illuminated through the lens of cultural historical activity theory framework (CHAT) and draws on the analysis of semi-structured interviews, work shadowing observations and reflections. The outcomes …

Emotions And Casual Teachers: Implications Of The Precariat For Initial Teacher Education., Kathryn A. Jenkins, Jennifer Charteris, Michelle Bannister-Tyrrell, Marguerite Jones

Australian Journal of Teacher Education

It is the norm for the casual teaching precariat to experience insecure labour conditions requiring an additional skill set to teachers with stable employment. As more beginning teachers than ever before commence work in casual employment – often a tenuous and unsupported transition into the profession - it is beholden on teacher educators to re-think aspects of their preparation. Four teacher educators undertook ‘memory work’ based on their previous experiences as casual teachers. Content analysis of follow up focus group discussions stressed the emotional and challenging nature of casual teaching, for both novice and experienced teachers. Findings from this small …

Raising The Curtain: Investigating The Practicum Experiences Of Pre-Service Drama Teachers, Christina C. Gray, Peter R. Wright, Robin Pascoe

Australian Journal of Teacher Education

The practicum is internationally recognised as a valuable component of teacher education. It is an opportunity for pre-service teachers to develop teaching skills in authentic ways and pursue professional inquiry into practice. While extensive research has been conducted into the practicum generally, little research focuses on the practicum experience for pre-service drama teachers. This article, investigates the preparation of drama teachers for the profession with a particular focus on the practicum component of pre-service education. Drawing on the experiences of 19 pre-service drama teachers from a Western Australian university, focus-groups were conducted in order to scope the key components of …

Teachers’ Perceptions Of Financial Literacy And The Implications For Professional Learning, Carly M. Sawatzki, Peter A. Sullivan

Australian Journal of Teacher Education

Consumer, economic and financial literacy education at school is central to active and informed citizenship. Over the past decade, the Australian Securities and Investments Commission has led various policy initiatives and influenced curriculum and resource development in this area. However, there remains a paucity of research exploring how Australian teachers make sense of and approach their work as financial literacy educators or their professional learning needs and interests in this interdisciplinary field. This article reports research exploring practising teachers’ perceptions of the opportunities for financial literacy teaching and learning. Data were collected from 35 teachers in 16 Victorian primary schools. …