Open Access. Powered by Scholars. Published by Universities.®

Education Commons™

Open Access. Powered by Scholars. Published by Universities.®

Australian Journal of Teacher Education

Discipline
Keyword
Publication Year

Articles 91 - 120 of 1655

Full-Text Articles in Education

Relations Between Australian Primary Teachers’ Reported Professional Development Engagement And Their Science Teaching Practices And Efficacy Beliefs, James Deehan, Amy Macdonald Jan 2023

Relations Between Australian Primary Teachers’ Reported Professional Development Engagement And Their Science Teaching Practices And Efficacy Beliefs, James Deehan, Amy Macdonald

Australian Journal of Teacher Education

: Professional development has long been viewed as crucial to sustained improvement in the quality of primary science education. This paper considers professional development beyond the context of a specific program by examining how the science teaching efficacy beliefs and practices vary between teachers who both have and have not engaged with science professional development. This paper reports on a primarily quantitative study wherein a sample of 206 Australian public primary educators responded to an online survey capturing demographic, science teaching efficacy and science teaching practice data. Quantitative data were analysed via descriptive, ANOVA and Chi Square analyses. The supplementary …

Go to article

“To Be Or Not To Be Neglected”: Latent Profile Analysis Of Null Curriculum Concerning 21st-Century Skills In Teacher Education, Güler Çetin, Altay Eren Jan 2023

“To Be Or Not To Be Neglected”: Latent Profile Analysis Of Null Curriculum Concerning 21st-Century Skills In Teacher Education, Güler Çetin, Altay Eren

Australian Journal of Teacher Education

Using a cross-sectional survey research design, this study explored the latent profiles of 247 in-service and 459 pre-service teachers’ perceptions of the omitted or neglected parts of teacher education programs in Türkiye regarding 21st-century skills, with the intention of examining whether these profiles substantially differed between the in-service and pre-service teacher samples. Both groups were asked to respond to a null curriculum questionnaire for 21st-century skills. Preliminary analyses revealed that the factor structure of the questionnaire had a good fit for both in-service and pre-service teachers’ data and was invariant across samples and gender. Based on the results of the …

Go to article

‘We All Went In With An Open Mind’: Possibilities Of Professional Experience As A Catalyst For Engaging With Graduate Standards 1.4 & 2.4., Peta Salter Jan 2023

‘We All Went In With An Open Mind’: Possibilities Of Professional Experience As A Catalyst For Engaging With Graduate Standards 1.4 & 2.4., Peta Salter

Australian Journal of Teacher Education

: Evolving discourses in Australia have resulted in an increasing focus on teachers’ abilities to engage with Aboriginal and Torres Strait Islander students. Political concerns with achievement gaps and national education policy that require teachers to engage with curriculum priorities and professional standards that focus on strategies for teaching and understanding of Aboriginal and Torres Strait Islander students have contributed to this move. This paper reports on efforts to develop preservice teachers’ engagement with the Australian Professional Standards for Teachers during professional experience in an Aboriginal and Torres Strait Islander school community. These findings highlight the complexity of challenging pre-existing …

Go to article

“I Love The Way We Do It In Early Childhood”: Influence Of An Enhanced Kindergarten Placement On Preservice Teachers’ Career Choices, Deborah Moore, Anne-Marie Morrissey, Katherine A. Bussey Jan 2023

“I Love The Way We Do It In Early Childhood”: Influence Of An Enhanced Kindergarten Placement On Preservice Teachers’ Career Choices, Deborah Moore, Anne-Marie Morrissey, Katherine A. Bussey

Australian Journal of Teacher Education

Encouraging pre-service teachers to perceive early childhood teaching as an inherently attractive career option remains an issue in the early childhood profession in Australia. Following a Research by Design methodology with iterative modifications, this paper uses a professional identity theoretical lens to analyse survey and interview data from 37 pre-service teachers involved in an enhanced early childhood professional placement program used to foster professional relationships through workshops, intentional mentoring and time for professional conversations. Four themes identified factors in pre-service teacher decision making: an emotional connection to early childhood education; a positive attitude to early childhood pedagogy; differences in working …

Go to article

Student Teachers As Readers: The Reading Experiences And Reading Pedagogy Of Finnish And British Student Teachers, Juli-Anna Aerila, Merja Kauppinen, Teresa Cremin, Mari Siipola, Sarah Jane Mukherjee, Johanna Lähteelä Jan 2023

Student Teachers As Readers: The Reading Experiences And Reading Pedagogy Of Finnish And British Student Teachers, Juli-Anna Aerila, Merja Kauppinen, Teresa Cremin, Mari Siipola, Sarah Jane Mukherjee, Johanna Lähteelä

Australian Journal of Teacher Education

As the pedagogy of teachers depends partly on their earlier life experiences, investigating the prior reading practices of student teachers is crucial. This study investigated Finnish and English student teachers’ (N = 353) own reading, the importance of their own reading to their reading pedagogy, and the relationship of these to teachers’ content knowledge of reading pedagogy. The data were collected via an online questionnaire and analysed via quantitative methods. According to the findings, nearly all the student teachers enjoy reading, have a positive attitude towards reading, and consider the teachers’ own reading important for the pedagogy they implement. However, …

Go to article

Does Individual Innovativeness Influence Tpack Development?: The Case Of Pre-Service Efl Teachers In Türkiye, Taibe Kulaksız Jan 2023

Does Individual Innovativeness Influence Tpack Development?: The Case Of Pre-Service Efl Teachers In Türkiye, Taibe Kulaksız

Australian Journal of Teacher Education

: This study aims to investigate how pre-service EFL teachers’ individual innovativeness levels affect their TPACK development during an educational technology course. Employing a quasi-experimental research design, the participants were 59 pre-service EFL teachers. The course followed the Diffusion of Innovation Theory steps. Analyzing the data, TPACK and individual innovativeness scales were implemented as pre- and post-tests. The results showed a significant increase in participants' TPACK, while their individual innovativeness did not exhibit a significant change during the course. Although there was a notable difference in pre-service teachers' initial TPACK levels based on their innovativeness, this difference was no longer …

Go to article

The Criticality Of Teacher Educator Wellbeing: Reflecting Through Arts-Based Methods, Kristina Turner, Georgina M. Barton Dr, Susanne Garvis, Ellen Larsen Jan 2023

The Criticality Of Teacher Educator Wellbeing: Reflecting Through Arts-Based Methods, Kristina Turner, Georgina M. Barton Dr, Susanne Garvis, Ellen Larsen

Australian Journal of Teacher Education

Teacher educators face many challenges related to workload and government-mandated reforms in Initial Teacher Education programs. Evidence suggests that COVID-19 has exacerbated these challenges as universities must become more cost-effective and improve research outcomes and impact, often resulting in heavier workloads. While these challenges may be faced in other disciplines, teacher educator wellbeing, stress and burnout is an under-researched field, and little is known about if and how teacher educators maintain their wellbeing during times of uncertainty. This collaborative autoethnographic study applied an arts-based research method to explore the wellbeing challenges faced by four Australian teacher educators through the lens …

Go to article

How Are Preservice Teachers Discursively Positioned During Microteaching? The Views Of Student Teachers In Hong Kong, John Trent Jan 2023

How Are Preservice Teachers Discursively Positioned During Microteaching? The Views Of Student Teachers In Hong Kong, John Trent

Australian Journal of Teacher Education

This paper reports the results of a qualitative study that used in-depth interviews to understand the experiences and perceptions of six pre-service teachers as they engaged in microteaching at a tertiary institution in Hong Kong. Using a framework grounded in dialogism and positioning theory, the study describes the ways in which different discourses offer, as well as deny, positions to the pre-service teachers as they planned and implemented microlessons. The results suggest that competition between these discourses to position pre-service teachers can result in microteaching being associated with negative emotional experiences, such as disappointment, isolation, and frustration. This emotional dissonance …

Go to article

Exploring Challenges Faced By Early Career Primary School Teachers: A Qualitative Study, Deborah Black, Gregory Hine, Shane Lavery Jan 2023

Exploring Challenges Faced By Early Career Primary School Teachers: A Qualitative Study, Deborah Black, Gregory Hine, Shane Lavery

Australian Journal of Teacher Education

This study explored the challenges faced by 23 primary early career teachers (ECTs) in their second, third or fourth years of teaching. Qualitative data were collected through an online semi-structured interview. Three themes were evident: parents, workload and behaviour management. These results were also reflected in the review of the literature. All three themes have been linked to increased ECT stress and have been found to undermine ECTs’ self-confidence. The results suggest that some challenges are potentially aligned to the stage of ECTs’ career development and that ECTs face different challenges as their teaching experience levels increase. A range of …

Go to article

"Sky-High Motivation": Intradisciplinary Integrative- Courses For Excelling Teachers' Training, Yael Kimhi Jan 2023

"Sky-High Motivation": Intradisciplinary Integrative- Courses For Excelling Teachers' Training, Yael Kimhi

Australian Journal of Teacher Education

In many teacher education programs, curricula are comprised of fragmented courses within an academic discipline. This longitudinal study followed one cohort of teacher trainees in a fast-track B.Ed. program in Israel and explored an integrative approach to intradisciplinary courses. These courses were organized around significant themes and issues. A mixed-method methodology was implemented. The data included 81 teacher trainee responses, 16 mentor responses, and 11 college staff responses. Data were gathered during three years at four different time points: 1) online questionnaire for trainees and mentors (end of 1st and 3rd year); 2) trainee focus groups and steering …

Go to article

Supporting Learners Through Effective Communication: Student Teachers’ Communication Strategies To Address Learner Behaviour, Jirina Karasova, Gabriela Kleckova Jan 2023

Supporting Learners Through Effective Communication: Student Teachers’ Communication Strategies To Address Learner Behaviour, Jirina Karasova, Gabriela Kleckova

Australian Journal of Teacher Education

Teachers’ communication skills are integral to classroom management skills. If teachers implement effective communication skills and appropriate communication strategies, they are more likely to support learner autonomy, engagement, self-concept, well-being, or responsibility and succeed in behaviour management. This study examines student teachers’ awareness and use of communication strategies to address common disruptive learner behaviours. Although the participants showed limited ability to support learners through communication, they were more likely to identify effective communication responses than to produce them themselves. The study unveils that student teachers in the last year of a graduate program cannot respond to disruptive behaviour without communication …

Go to article

The Impact Of Theatre Pedagogy On Student Teachers’ Development Of Beliefs About Good Teaching And Their Pedagogical Ethos: An Exploratory Case Study, Angela Hadjipanteli Jan 2023

The Impact Of Theatre Pedagogy On Student Teachers’ Development Of Beliefs About Good Teaching And Their Pedagogical Ethos: An Exploratory Case Study, Angela Hadjipanteli

Australian Journal of Teacher Education

The development of student teachers’ beliefs about good teaching needs to be integral to their education programmes. This study attempts to scrutinise the contribution of a theatre education course to the conceptualisation of a group of eight student primary teachers’ notion of good teaching and a teacher’s ethos. The findings reveal that, within the coursework, student teachers’ learning experiences are interwoven with the ethics of the beautiful, the ethics of the dialogue and the ethics of the will. This nexus of learning experiences enabled them to identify three internal goods of good teaching: the awakening of learners’ positive emotions; …

Go to article

Transformative Learning Experiences Of The Vocationally Interested And Vocationally Disinterested Pre-Service Teachers In Teacher Training Colleges In Zimbabwe, Esnati Macharaga, Tabitha Grace Mukeredzi Jan 2023

Transformative Learning Experiences Of The Vocationally Interested And Vocationally Disinterested Pre-Service Teachers In Teacher Training Colleges In Zimbabwe, Esnati Macharaga, Tabitha Grace Mukeredzi

Australian Journal of Teacher Education

This article reports on some of the findings from a doctoral research project that explored how the vocationally interested and vocationally disinterested pre-service teachers in selected teacher training colleges in Zimbabwe experienced transformative learning. Through multiple-site case study and qualitative approach within an interpretive paradigm, guided by Mezirow’s ten-phase Transformative Learning Theory, the study sought to understand the pre-service teacher transformative learning experiences. The study employed a multi-modal approach which involved focus group discussions, individual face to face interviews and continuum drawing and discussions to generate data from a purposive sample of 40 participants. Findings suggest that, both vocationally interested …

Go to article

Participants’ Experiences In Heutagogy Teacher Professional Education In Indonesia, Silvia Handayani, Lewes Peddell, Tony Yeigh Jan 2023

Participants’ Experiences In Heutagogy Teacher Professional Education In Indonesia, Silvia Handayani, Lewes Peddell, Tony Yeigh

Australian Journal of Teacher Education

This study investigated a heutagogy-informed teacher professional education model designed to assist Indonesian teachers in achieving the competencies established by the Indonesian government to address teacher quality issues. The critical concepts of the model include self-determined learning, metacognitive reflection, collaborative learning, and capability development. An embedded design methodology, grounded in pragmatism as the overarching research paradigm, was employed for this investigation. The findings of this study provide significant insights for enhancing teachers’ professional education in Indonesia, particularly in terms of the effectiveness of heutagogy-informed approaches compared to traditional approaches of teacher training, with additional benefits stemming from heutagogy-informed, technology-facilitated learning …

Go to article

Teachers’ Experiences That Challenge Their Decision To Continue: What Teachers Really Need, Elizabeth Allotta Jan 2023

Teachers’ Experiences That Challenge Their Decision To Continue: What Teachers Really Need, Elizabeth Allotta

Australian Journal of Teacher Education

Increasing global teacher attrition rates and the difficulty of filling teacher positions in Australian schools have led to rising concerns about teacher supply and demand. While attrition factors and rates have been known for over thirty years, little has changed or improved. This raises the question, ‘how and why do some teachers continue while others leave?’ A postqualitative ethnographic study into the experiences that have challenged teachers’ decision to continue highlights the complexity of the issues underlying teacher attrition with known attrition factors, in particular workplace and time, being compounded by unspoken and silenced challenges that contribute to teachers leaving. …

Go to article

Student Teachers’ Initial Professional Identity: A Case In An Efl Teacher Education Program, Uun Muhaji, Didi Sukyadi, Ahmad Bukhori Muslim Jan 2023

Student Teachers’ Initial Professional Identity: A Case In An Efl Teacher Education Program, Uun Muhaji, Didi Sukyadi, Ahmad Bukhori Muslim

Australian Journal of Teacher Education

Student teachers enter teacher education programs with existing values, beliefs, and knowledge about teaching. However, little is known about the significant resources that shape this initial professional identity. Additionally, there is a lack of understanding regarding how first-year student teachers depict their initial professional identity in the context of Indonesia. This case study examines the initial professional identity of 23 first-year Indonesian student teachers in an English as a Foreign Language Teacher Education Program (EFLTEP) in Indonesia. Utilizing Esteban-Guitart's Funds of Identity theory, data were collected through participants' narratives via significant circles, self-portrait drawings and interviews. Data were …

Go to article

Scaffolding Methods And The Long Shadow Of Ramist Formalism: A Call For Correction In Teacher Education, Brian R. Moon Jan 2023

Scaffolding Methods And The Long Shadow Of Ramist Formalism: A Call For Correction In Teacher Education, Brian R. Moon

Australian Journal of Teacher Education

Modern Anglophone pedagogy is characterised by some distinctive approaches to teaching and learning that set it apart from earlier instructional traditions. Among these are certain forms of scaffolding that emphasise students’ construction of knowledge. Such methods are consistent with a trend toward visible activity and display in pedagogical practice, in place of dialogue and inner contemplation. In ITE courses, scaffolding strategies are promoted to beginning teachers as novel and effective products of modern cognitive psychology and constructivist theories of learning. Here I offer a historical correction to that view, demonstrating that today’s popular scaffolding strategies have a much longer history, …

Go to article

Mapping Assessment Tasks And Lecturer Considerations: A Case Study Of A Nz Primary Teacher Education Programme, Wendy Carss, Bronwen Cowie, Sheralyn Cook Jan 2023

Mapping Assessment Tasks And Lecturer Considerations: A Case Study Of A Nz Primary Teacher Education Programme, Wendy Carss, Bronwen Cowie, Sheralyn Cook

Australian Journal of Teacher Education

Initial teacher education programme and paper assessments need to encompass university degree requirements and attest to student mastery of teacher professional competencies. This article reports one aspect of an investigation of the nature and principles employed in the design of assessments for a three-year Bachelor of Teaching (Primary) programme. The assessment tasks included in the 2022 academic papers were mapped and paper leaders interviewed; practicum and placement papers were not included because these were being redeveloped at the time. Findings are consistent with assessment design principles associated with authenticity and equity of access to the demonstration of understanding through tasks …

Go to article

Iraqi Kurdish Pre-Service Teachers And Teacher Educators’ Perceptions On Technological Pedagogical Knowledge And Professional Identity Development, Ebrahim Mohammadkarimi Jan 2023

Iraqi Kurdish Pre-Service Teachers And Teacher Educators’ Perceptions On Technological Pedagogical Knowledge And Professional Identity Development, Ebrahim Mohammadkarimi

Australian Journal of Teacher Education

This study intended to investigate pre-service teachers' and teacher educators' perceptions of technological pedagogical knowledge and professional identity development. The research was conducted with 152 English Language Teaching (ELT) pre-service teachers and 73 teacher educators from various universities in Iraqi Kurdistan. Using a mixed-method, the data for this study was collected through semi-structured interviews as well as a Technology, Pedagogy, and Content Knowledge survey questionnaire. Thematic analysis and SPSS 24 were employed for analyzing the interview responses and survey data, respectively. From this data, both pre-service teachers and teacher educators perceived a high rate of proficiency in their pedagogical content …

Go to article

Experiential Learning Projects As Assessment In Initial Teacher Education, Renee Crawford, Louise E. Jenkins, Lydia Wan Jan 2023

Experiential Learning Projects As Assessment In Initial Teacher Education, Renee Crawford, Louise E. Jenkins, Lydia Wan

Australian Journal of Teacher Education

In a rapidly changing global environment, Initial Teacher Educators (ITE) have a responsibility to role-model contemporary teaching approaches, which develop graduates who think creatively and flexibly in educational workplaces. An important aspect of this work is supporting pre-service teachers (PSTs) to understand how to design assessments which facilitate a deep understanding of student learning. This learning can be achieved through the implementation of assessments which model contemporary practices and enrich student learning in ITE courses. This paper discusses new ways to consider the purpose of assessment by focusing on Experiential Learning (EL) as a form of assessment in ITE. This …

Go to article

Towards Pre-Service Teachers’ Theory-Praxis Nexus In Early Years English And Literacy Education: A Pilot Study, Maryanne Pale, Sarah Ohi, Lyn Kee Jan 2023

Towards Pre-Service Teachers’ Theory-Praxis Nexus In Early Years English And Literacy Education: A Pilot Study, Maryanne Pale, Sarah Ohi, Lyn Kee

Australian Journal of Teacher Education

International literature highlights that a perennial challenge for initial teacher educators is to guide Pre-Service Teachers (PSTs) to develop a comprehensive understanding of the relationship between theory and practice. Whilst there is a growing body of research that examines the relationship and/or the gap between theory and practice in teacher education, there remains a paucity of research that examines this phenomenon in the teaching of English and literacy units in higher education. This pilot study examined how PSTs from two Australian universities made connections and/or links (nexus) between their academic knowledge (theory) and professional experience (praxis) for the teaching of …

Go to article

Nature Of Science: Examining Science Teachers’ Knowledge And Their Instructional Practices, Sharon Bramwell-Lalor Jan 2023

Nature Of Science: Examining Science Teachers’ Knowledge And Their Instructional Practices, Sharon Bramwell-Lalor

Australian Journal of Teacher Education

This case study focused on a university teacher-education course that included NOS content. An adapted questionnaire was used to collect quantitative data on 83 secondary science teachers’ views about three NOS themes before and after completing the course. Qualitative data were collected from eight of the teachers who were observed teaching during their field experience after completing the course. The teachers’ post-course mean NOS scores were statistically significantly higher than their pre-course scores (t (65) =-10.08, p<.001; Cohen’s d = 1.4). Despite the favourable NOS knowledge among the science teachers, low levels of NOS portrayal were observed in their instructional practices. These findings point to some success in explicitly addressing NOS in science education content courses. However, they raise questions about the transferability of teachers’ NOS knowledge into their classrooms. The findings have implications for teacher-preparation programmes regarding durability of NOS knowledge.


Go to article

Six Modes Of Giving Pedagogy For Engagement And Wellbeing – For Teachers And Students, Thomas W. Nielsen, Jennifer S. Ma Jan 2023

Six Modes Of Giving Pedagogy For Engagement And Wellbeing – For Teachers And Students, Thomas W. Nielsen, Jennifer S. Ma

Australian Journal of Teacher Education

The present study took place across two outdoor education trips to the Great Barrier Reef with two groups of college students (N = 36; 16-19 years), five staff, and one of the authors (TWN). The aim was to explore how an explicit understanding and implementation of the wellbeing research around cultivating generous behaviour for meaningful happiness could be ‘experienced’ by staff and students and articulated as an educational framework, or ‘pedagogy’. Hermeneutic phenomenology was used to record and interpret pedagogical transactions of giving. Six repeated themes were identified: (1) exploration, (2) modelling, (3) explicit instruction, (4) incidental learning, (5) crisis …

Go to article

Building Research Capacity Of Future Teachers: A Canadian Case Study, Dragana Martinovic, Ziad F. Dabaja Jan 2023

Building Research Capacity Of Future Teachers: A Canadian Case Study, Dragana Martinovic, Ziad F. Dabaja

Australian Journal of Teacher Education

Since their first day in school, in-service teachers are expected to act professionally, make good judgments, think critically, and problem-solve effectively. The literature suggests that engaging pre-service teachers in research can help them to develop several key skills. In this paper, we present the outcomes from a year and a half long mixed-methods case study that was conducted in two phases (i.e., a pilot and a follow-up study) with two groups of pre-service teachers enrolled in a teacher education programme in a Canadian mid-size university. The purpose of this research was to examine how an in-course research component might have …

Go to article

Four Esol Graduate Students’ Hybrid Learning Through A Reflective Project: A Qualitative Case Study, Ho-Ryong Park Jan 2023

Four Esol Graduate Students’ Hybrid Learning Through A Reflective Project: A Qualitative Case Study, Ho-Ryong Park

Australian Journal of Teacher Education

This is a qualitative case study to investigate English for Speakers of Other Languages (ESOL) graduate students’ learning experiences when completing a reflective project. Four graduate students in the United States participated in this study and completed the project to share their linguistic and cultural stories in a traditional paper-based essay format and in a multimedia format. The data consisted of a reflection paper, digital storytelling (DST), a project report, an oral presentation, and an interview, which were analysed through content analysis. The findings included participants’ learning of (a) language and culture, (b) language teaching, (c) language teachers’ responsibilities, and …

Go to article

'Half Of It's Out The Window': Exploring Tensions, Hierarchies And Positionalities Amidst The Changing Knowledge Base Of Early Childhood Teacher Education Discourses, Lauren Armstrong Jan 2023

'Half Of It's Out The Window': Exploring Tensions, Hierarchies And Positionalities Amidst The Changing Knowledge Base Of Early Childhood Teacher Education Discourses, Lauren Armstrong

Australian Journal of Teacher Education

Early childhood education is foregrounded in change. In Australia, this has encompassed the introduction, review and updates of national quality and curriculum frameworks from 2009, and changes to qualification requirements. Within the state of Victoria, further impacts have occurred due to the simultaneous introduction of a parallel curriculum framework. This paper draws on a qualitative study to examine how diverse teacher education discourses available to Victorian long day care educators have shaped their subject positions, discursive practices and reform engagement. Utilising Foucault’s concepts of discourse, knowledge and power, and Foucauldian Discourse Analysis [FDA], findings offer insight into how diverse teacher …

Go to article

Meaningful Application Of The Australian Professional Standards For Teachers: The Role Of The University Appointed Supervisor, Madlen Griffiths, Mandie B. Shean, Denise Jackson Jan 2023

Meaningful Application Of The Australian Professional Standards For Teachers: The Role Of The University Appointed Supervisor, Madlen Griffiths, Mandie B. Shean, Denise Jackson

Australian Journal of Teacher Education

: Preservice teachers undertake mandatory professional experience as part of their journey towards classroom readiness and in-service teaching. Supporting them in this process are supervisors who both guide and assess these novices. Central to this assessment are the Australian Professional Standards for Teachers, which need to be rigorously applied to ensure quality teaching graduates. This article investigates the application of these Standards by the supervisors in both their formative and summative assessment. Data are derived from interviews with final year preservice teachers and supervisors in a primary teaching degree course at one Western Australian university. Findings suggest that there is …

Go to article

A Q-Methodology Of Preservice Teachers’ Cognition Of Digital Literacy: A Philippine Case Study In Resource-Rich And Resource-Limited Settings, Camilla Vizconde, Rowena Sto. Tomas Jan 2023

A Q-Methodology Of Preservice Teachers’ Cognition Of Digital Literacy: A Philippine Case Study In Resource-Rich And Resource-Limited Settings, Camilla Vizconde, Rowena Sto. Tomas

Australian Journal of Teacher Education

This study aims to determine the existing digital literacy notions of Filipino preservice in two universities: one is a resource-rich context while the other is a resource-limited context. Contexts were determined based on the observed availability of digital tools. Twenty (20) preservice teachers each from two universities were invited for interviews after which they were again requested to arrange statements culled from the interviews. Utilizing the Q-sort methodology, a method that determines the standpoints of participants by their ranking of statements, three dimensions were identified: the portrait of balance, portrait of responsibility and portrait of support. The portraits represent the …

Go to article

‘We Were All Green And Brand New’: Mentoring In Theories Of Child Development For Australian Early Career Preschool Teachers, Emma Ellis, Andrea Reupert, Marie Hammer Jan 2023

‘We Were All Green And Brand New’: Mentoring In Theories Of Child Development For Australian Early Career Preschool Teachers, Emma Ellis, Andrea Reupert, Marie Hammer

Australian Journal of Teacher Education

Three Australian Government commissioned reports from 2011-2017 convey a longstanding child development theory-practice gap in early childhood education. This study explores what informs mentors’ discussions of theories of child development with early career preschool teachers. Grounded in Interpretative Phenomenological Analysis, themes relate to the wide role of the early childhood teacher, variation in initial teacher education, developing teacher identity, emotional connections, and consolidation and extension of university learning of child development theories. Critical discussion of themes from a Freirean perspective illustrates how mentors conveyed experiences of oppression, marginalisation, and liberation. We offer that though the child development theory-practice gap is …

Go to article

Integrating Tpack In Pre-Service Teachers’ Efl Course: Impacts On Perception, Knowledge, And Practices, Amira Ali, Hanan Waer Jan 2023

Integrating Tpack In Pre-Service Teachers’ Efl Course: Impacts On Perception, Knowledge, And Practices, Amira Ali, Hanan Waer

Australian Journal of Teacher Education

Most research that has explored integrating the Technological Pedagogical Content Knowledge (TPACK) framework into teacher education programs primarily utilized context-unspecific self-report instruments. This mixed-methods study explored the efficacy of integrating four domains of the TPACK framework in an EFL course on the perception and knowledge of (30) pre-service teachers in an Egyptian university. The study also investigated the effect of the TPACK-based course on participants’ lesson plans and teaching practices. Data collection instruments included a test, a questionnaire, observation checklists, lesson plans, and semi-structured interviews. Quantitative analysis showed that pre-service teachers’ knowledge and perception of PCK, TCK, TPK, and TPCK …

Go to article

First Prev Next Last