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Full-Text Articles in Education
Scientific Theory And Teacher Education Theory, John H. Chambers
Scientific Theory And Teacher Education Theory, John H. Chambers
Australian Journal of Teacher Education
According to the empiricist tradition, science starts with observation. The observer should in an unprejudiced fashion faithfully record what he sees, hears, etc., about him. From his (admittedly) limited number of observation statements, the laws and theories of science can be established by generalization. Chalmers summaries the view when he writes, If a large number of A's have been observed under a wide variety of conditions, and all those observed A's without exception possessed the property B, then all A's have the property B. (1976,5) There are more sophisticated versions of the empirical account, but the core of them is …
Recent Classroom Research And Its Implications For Teaching, Richard Coatney
Recent Classroom Research And Its Implications For Teaching, Richard Coatney
Australian Journal of Teacher Education
In the early days of classroom research, a great number of studies were conducted but unfortunately yielded either insignificant or contradictory results. As Medley (1979) puts it, "to borrow a phrase Charles Silberman once used in a similar context, the teacher educator who examines the research is likely to conclude that there is less there than meets the eye" (p.16). But in the past twenty years, and especially the past ten years, the research on teaching has been fruitful and can be of great benefit to teachers and teacher educators.
Towards Equality : Progress By Girls In Mathematics In Australian Secondary Schools / Jillian D. Moss, Acer, 1982, E. B. Thornton
Towards Equality : Progress By Girls In Mathematics In Australian Secondary Schools / Jillian D. Moss, Acer, 1982, E. B. Thornton
Australian Journal of Teacher Education
Experts in educational measurement in Australia tend to cherish two major illusions regarding mathematics. One is to think that their testing activities give them the right to prescribe about teaching and learning mathematics, of which they appear to know relatively little. The other is to think that mathematics learning is easy to measure!
The Theme Of Teacher Development, Tony Fielding
The Theme Of Teacher Development, Tony Fielding
Australian Journal of Teacher Education
The paper by Tony Fielding, Personal Construct Theory as a Basis for a Non-deterministic Model of Teacher Development, is an attempt to analyse and provide a reconstruction of the psychosocial process of 'becoming a teacher'.
Changes In Australian Teacher Education : A Proposal For School-Based Teacher Education, B. Haynes
Changes In Australian Teacher Education : A Proposal For School-Based Teacher Education, B. Haynes
Australian Journal of Teacher Education
The structures of teacher education in Australian tertiary institutions should change to take advantage of changes in the context of teacher education. In particular, the teacher education institutions should become more involved in all aspects of school-based teacher education.
Carpenters Or Cabinet-Makers : The Developing Role Of Teachers In Urban Society, Crispin Jones
Carpenters Or Cabinet-Makers : The Developing Role Of Teachers In Urban Society, Crispin Jones
Australian Journal of Teacher Education
Fielding's article is a brave attempt to make more systematic the present inchoate organisational structures by which we train and in-service educate teachers. In England and Wales, government cuts in education have led to, amongst other depredations, many thousands of newlyqualified teachers being unable to find jobs. One of the consequences of this is that most of the teachers in British schools in the year 2000 are already in post, already initially trained. The concern of many teacher educators therefore, has partly moved away from initial teacher training (IT) towards the provision of a more efficient and comprehensive pattern of …
Teacher Development : Curricular Problems And Paradigm Possibilities, Darol Cavanagh
Teacher Development : Curricular Problems And Paradigm Possibilities, Darol Cavanagh
Australian Journal of Teacher Education
This paper attempts to analyse sections of Fielding's 'non-deterministic' model of teacher development from a curriculum perspective. The need for such an analysis is obvious, since there has been a spate of reports on teacher education in recent years; Auchmuty (1980) at the national level and Correy (1980) at the State (N.S.W.) level, to name just two. An implicit assumption of these reports is that there is a need to know what teacher development is, how it is being conducted in institutions, if it can be improved and if so, how. Such reports often suffer a similar fate; the rhetoric …
Personal Construct Theory And The Reconstruction Of Teacher Education, Colin Symes
Personal Construct Theory And The Reconstruction Of Teacher Education, Colin Symes
Australian Journal of Teacher Education
The preparation of teachers, earnest enterprise though it is, is fraught with inadequacies. Many of these stem from the ill-defined nature of the enterprise itself. The goal of getting fledgling teachers into the classroom has taken many guises over the years, as befits an enterprise somewhat uncertain of its direction and goals. Courses of teacher education have got longer and the experiences contained within them more varied and academic. The spoils of educational science, if 'science' is the right word, are ever more marshalled into the service of teacher training, with the natural expectation that teachers will be better for …
Less Idealism And More Realism : The Programme For Teacher Education, David Mcnamara
Less Idealism And More Realism : The Programme For Teacher Education, David Mcnamara
Australian Journal of Teacher Education
First, on a positive note, I wish to nominate three issues which are implicit in Fielding's paper which busy teacher trainers and educational researchers often set aside, possibly because of the disturbing consequences of thinking seriously about them. The first is that he is prepared to recognise the limitations, indeed failings, of contemporary teacher training* programmes, in so far as available evidence indicates that training effects are rapidly 'washed out' when beginning teachers enter the classroom and that, setting aside periods of school-based practice, students are disenchanted with teacher training courses (for example, see Desforges & McNamara 1977; Shaw, 1981; …
Reconceptualizing The Curriculum Development Process Through In-Service Education, Kerry J. Kennedy
Reconceptualizing The Curriculum Development Process Through In-Service Education, Kerry J. Kennedy
Australian Journal of Teacher Education
Recent studies published by the National Science Foundation and the Rand Corporation have indicated the immense difficulties that confront anyone seeking to bring about change in education (Helgeson, Blosser and Howe, 1977; Suydam and Osborne, 1977; Wiley, 1977; Berman and McLaughlin, 1978). In particular, these studies indicate the special problems posed by attempts to implement curriculum change. On the one hand, there has been strong teacher resistance to externally designed products. Perhaps the most startling result of the NSF studies was the reported lack of use of the major curriculum projects of the 1960s and 1970s. On the other hand, …
The Morality Of Moral Education, C. T. Symes, A. J. Fielding, J. D. Mackenzie
The Morality Of Moral Education, C. T. Symes, A. J. Fielding, J. D. Mackenzie
Australian Journal of Teacher Education
The Background - Moral Education as the Traditional Source of Personal Development. One of the abiding interests of moral philosophy is how some measure of competence at existence can not only be attained, but attained to an excellent degree. The idea that man is born imperfect but may so order his life that he approaches a more complete state of perfection has been echoed in the words and deeds of men through the ages. It is reflected in our willingness to revere those men and women who in their lives neared the condition of existential entelechy. Throughout the ages, for …
Personal Construct Theory As A Basis For A Non-Deterministic Model Of Teacher Development, Tony Fielding
Personal Construct Theory As A Basis For A Non-Deterministic Model Of Teacher Development, Tony Fielding
Australian Journal of Teacher Education
In an earlier paper (Fielding, Cavanagh and Widdowson, 1978), an attempt was made to portray the developmental aspects of the pre-service teacher education experience as a process of role integration. It was assumed that the student integrates several new roles into personality in dealing with the tasks of becoming a teacher. The paper's main assertion was that the tasks could not be adequately completed unless they were accompanied by role transformations and integrations. In this paper further ideas are presented which may provide additional understanding of the process of role integration. The central theme of these ideas is that role …
Pattern In Professional Formation, Ken Shaw
Pattern In Professional Formation, Ken Shaw
Australian Journal of Teacher Education
Soothed by what now seem the easy banalities of the spate of DES and HMI documents in the wake of the Great Debate, the curriculum of secondary schools in the United Kingdom seemed to be settling down. In 1982-1983 it was abruptly destabilised by unprecedented interventionist policies of the central authorities, the backwash from the activities of the Manpower Services' New Training Initiative, discontent with the traditional offering provoked by massive unemployment amongst leavers and the reemergence of pressure for vocationalism. Teacher education, both preservice and in-service had by then largely moved on from the traumas of boom and bust …
Some Implications Of A Non-Deterministic Model Of Teacher Development, Barry A. Sheehan, Ramon Lewis
Some Implications Of A Non-Deterministic Model Of Teacher Development, Barry A. Sheehan, Ramon Lewis
Australian Journal of Teacher Education
Since the 1950s, pre-service teachers and teacher educators have been caught in a quagmire of confusion as teacher education came to be held in increasingly poor repute. More recently, in Britain and Australia particularly, colleges and faculties of education took the major brunt of cuts in spending on education. Most of the old certainties - the certainty of a job at the end of one's training; the certainty of the absorption model of teacher training characterised by the 'give 'em a bit of everything and turn 'em loose' philosophy; the certainty of tenure in a college lecturing position - vanished …