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Full-Text Articles in Education
Increasing In-Service Teachers’ Willingness To Be Videoed To Support Professional Learning, Marie-Christina Edwards
Increasing In-Service Teachers’ Willingness To Be Videoed To Support Professional Learning, Marie-Christina Edwards
Australian Journal of Teacher Education
Increasing and compelling research demonstrates the affordances of personal video footage as an informative and transformational tool in teacher professional learning (PL), yet many in-service teachers avoid engaging in this practice. This Australian Research Council funded study tracked teacher willingness to use video to capture the application of PL over 12 months in a rural Australian primary school. Data from questionnaires, video-based learning conversations, and collaborative sharing sessions demonstrated a strong increasing trend in the number of teachers volunteering to be videoed across three iterations of research. Thematic analysis highlighted five key factors as catalysts for increased teacher participation in …
Elaborating A Model For Teacher Professional Learning To Sustain Improvement In Teaching Practice, Pauline W. Thompson, Jeana A. Kriewaldt, Christine Redman
Elaborating A Model For Teacher Professional Learning To Sustain Improvement In Teaching Practice, Pauline W. Thompson, Jeana A. Kriewaldt, Christine Redman
Australian Journal of Teacher Education
: Effective professional learning is acknowledged as a key lever to improve teacher practice. However, many studies report significant variation in the effectiveness of the types of programs on offer. Recently, there has been a move from the traditional single-event, passive approach to more collaborative and ongoing forms of professional learning. Interestingly, researchers have paid little attention to understanding the experience of professional learning from the teachers’ viewpoint. This research sought to develop this understanding by following the attitudes and behaviours of a group of secondary teachers as they participated in an ongoing professional learning program. This professional learning program …
Effective Teacher Professional Learning On Classroom Behaviour Management: A Review Of Literature, Pramesti P. Paramita, Angelika Anderson, Umesh Sharma
Effective Teacher Professional Learning On Classroom Behaviour Management: A Review Of Literature, Pramesti P. Paramita, Angelika Anderson, Umesh Sharma
Australian Journal of Teacher Education
Classroom behaviour management is an essential skill for teachers, yet teachers often report being inadequately prepared for addressing student behaviour effectively. Teacher professional learning on classroom behaviour management is continually needed to support teacher implementation of evidence-based classroom management practices. This article reports the findings from a systematic literature review aimed to identify the features and reported findings of recent teacher professional learning programs on classroom behaviour management. The result indicates that most of the effective programs were focused on training teachers on a specific strategy such as behaviour specific praise, or a combination of several proactive behaviour management strategies. …
Teachers’ Perceptions Of Financial Literacy And The Implications For Professional Learning, Carly M. Sawatzki, Peter A. Sullivan
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. …
More Than Standardisation: Teacher’S Professional Literacy Learning In Australia?, Veronica Gardiner, Wendy Cumming-Potvin, Christine Kay Glass
More Than Standardisation: Teacher’S Professional Literacy Learning In Australia?, Veronica Gardiner, Wendy Cumming-Potvin, Christine Kay Glass
Australian Journal of Teacher Education
Current policies guiding literacy and teacher professional learning in Australia, tend to foreground the importance of standardised practice and assessment in classrooms and schools. However, enactments of print-oriented literacy and professional learning in alignment with this emphasis stand in contradiction with contemporary approaches, which implicate consideration of diversity and contextual relevance. This paper positions teacher problematisation and negotiation of this contradiction as key for broadening literacy learning horizons. Incorporating multiliteracies, Cultural Historical Activity Theory and sociocritical perspectives on policy and professional learning, the authors propose a multidimensional framework for exploring and supporting dynamic and conflictually sensitive teacher learning processes. Such …
The Gifted Dimension Of The Australian Professional Standards For Teachers: Implications For Professional Learning., Lesley Henderson, Jane Jarvis
The Gifted Dimension Of The Australian Professional Standards For Teachers: Implications For Professional Learning., Lesley Henderson, Jane Jarvis
Australian Journal of Teacher Education
The Australian Curriculum (ACARA, 2016, v.8.2) acknowledges that gifted and talented students are diverse and require educational provisions that meet their special needs. However, without professional learning in gifted education, teachers are ill-equipped to understand, identify and provide for gifted students. This paper reviews the literature in the field to argue for consideration of a ‘gifted dimension’ as an elaboration of the Australian Professional Standards for Teachers (AITSL, 2011). As all teachers will teach gifted and talented children, it is important to define the elements of quality teaching that are inclusive of high ability students in the Australian context and …
Pathways To Professional Growth: Investigating Upper Primary School Teachers’ Perspectives On Learning To Teach Algebra, Karina J. Wilkie, Doug Clarke
Pathways To Professional Growth: Investigating Upper Primary School Teachers’ Perspectives On Learning To Teach Algebra, Karina J. Wilkie, Doug Clarke
Australian Journal of Teacher Education
This paper discusses upper primary school teachers’ perspectives on changes to their knowledge and practice through participation in a design-based research project. It analyses their experiences using Clarke & Hollingsworth’s (2002) empirically-founded model for professional growth to understand more about the mechanisms for change that might support teachers in learning to teach a challenging but important aspect of mathematics – algebra. Ten teachers were involved in cycles of collaborative planning, team-teaching, evaluating, and revising five lessons for their classes on developing functional thinking through pattern generalisation over one year. The teachers referred to observations of teaching in action, and modification …
The Curious Schools Project: Capturing Nomad Creativity In Teacher Work, Mary Ann Hunter, Sherridan Emery
The Curious Schools Project: Capturing Nomad Creativity In Teacher Work, Mary Ann Hunter, Sherridan Emery
Australian Journal of Teacher Education
The Curious Schools project is a teacher professional learning initiative that aims to provide an insight into – and resource for – creativity in Tasmanian schools. It offers an alternative to conventional models of teacher professional learning by engaging teachers in multi-modal methods of documenting and reflecting on their work as the basis for an online community of practice and public showcase for creativity in education that takes place ‘behind the scenes’. The authors, as coordinators of the project, describe the rationale behind the project and the ways it embraced discourses and practices of curiosity as a means of making …
Teacher Professional Learning In A Neoliberal Age: Audit, Professionalism And Identity, Nicole Mockler
Teacher Professional Learning In A Neoliberal Age: Audit, Professionalism And Identity, Nicole Mockler
Australian Journal of Teacher Education
This paper examines the current shape of teacher professional learning, or in-service teacher education, in Australia. Increasingly, teacher professional learning is positioned as both a sure-fire solution to some of the intransigent educational problems of our time, as well as a policy problem in and of itself. In this paper I explore some of the dominant discourses surrounding teacher learning, such as those related to professional standards, teacher professionalism and teacher quality, which regard teacher learning predominantly as about skill acquisition and competency development. I argue that the civil society aspirations of the Melbourne Declaration will better be met by …
Teacher Professional Learning: Learning To Walk And The Nsw Quality Teaching Framework, Steve Wilson, Sarah Powell
Teacher Professional Learning: Learning To Walk And The Nsw Quality Teaching Framework, Steve Wilson, Sarah Powell
Australian Journal of Teacher Education
This paper reports on a research case study, conducted in a school in Western Sydney, Australia, in which teachers worked with researchers and students to create learning experiences that reflected both intellectual quality and significance – two dimensions of the NSW Quality Teaching Framework (QTF). Findings suggest that these dimensions of the QTF were not implemented in a balanced way and this reflected a lack of support for the professional learning of teachers which the researchers could have helped to address, but did not. The paper argues that teachers should be supported by ongoing professional learning in order to sustain …
Working With Science Teachers To Transform The Opportunity Landscape For Regional And Rural Youth: A Qualitative Evaluation Of The Science In Schools Program, Grania R. Sheehan, Jennifer Mosse
Working With Science Teachers To Transform The Opportunity Landscape For Regional And Rural Youth: A Qualitative Evaluation Of The Science In Schools Program, Grania R. Sheehan, Jennifer Mosse
Australian Journal of Teacher Education
This article reports on a qualitative evaluation of the Science in Schools program; a suite of science based activities delivered by staff of a regional university campus and designed to provide professional development for science teachers working in non-metropolitan schools in a socioeconomically disadvantaged region of Australia. The research identified a range of issues including: the influence of socioeconomic disadvantage and rurality on teachers’ professional learning needs, and the importance of subject specific discourse communities and content knowledge for new and out-of-field teachers. Implications for the design and implementation of school-university partnerships are discussed.