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Articles 1 - 30 of 86
Full-Text Articles in Education
Iraqi Kurdish Pre-Service Teachers And Teacher Educators’ Perceptions On Technological Pedagogical Knowledge And Professional Identity Development, Ebrahim Mohammadkarimi
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 …
Transformative Learning Experiences Of The Vocationally Interested And Vocationally Disinterested Pre-Service Teachers In Teacher Training Colleges In Zimbabwe, Esnati Macharaga, Tabitha Grace Mukeredzi
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 …
Building Research Capacity Of Future Teachers: A Canadian Case Study, Dragana Martinovic, Ziad F. Dabaja
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 …
Lesbian, Anorexic, Disabled, And Big: Other Ways Of Being A Female Physical Education Teacher, Gustavo González-Calvo, Valeria Varea
Lesbian, Anorexic, Disabled, And Big: Other Ways Of Being A Female Physical Education Teacher, Gustavo González-Calvo, Valeria Varea
Research outputs 2022 to 2026
Research has shown that Physical Education (PE) is a white, male, and able body-dominated profession, particularly in Spain. When some female pre-service PE teachers, who had a difficult relationship with their bodies and sports abilities, enrol in such a degree, some of these problematic relations come to light. Participants for this study were four female pre-service teachers who self-identified as lesbian, anorexic, visually impaired, and big respectively. Data were collected through participant-produced texts, graphical representations, and interviews. The authors then reconstructed the participants’ stories which are presented in the form of narratives. The conceptual tool of embodying norm-criticality helped us …
Pre-Service Teachers’ Perceptions Of Problem-Based Learning For Developing Their Mathematics Teaching Pedagogy, David A. Martin, Romina Jamieson-Proctor
Pre-Service Teachers’ Perceptions Of Problem-Based Learning For Developing Their Mathematics Teaching Pedagogy, David A. Martin, Romina Jamieson-Proctor
Research outputs 2022 to 2026
The study reported in this paper was part of a larger study that explored pre-service teachers’ perceptions of the effectiveness of a problem-based learning (PBL) teaching approach for developing their mathematics pedagogical content knowledge (PCK) and their ability to enact their PCK in a tertiary mathematics education subject. This paper reports the qualitative semi-structured interviews used to capture the student voice with respect to the impact of the PBL approach used on the development of their mathematics PCK in comparison to their previous experiences with teacher-directed instruction. Overall, responses from the interviews revealed the pre-service teachers considered the PBL method …
Generating Reflections Through Professional Collaborative Storytelling, Anne Keary, Narelle Wood, Karina Barley, Kelly Carabott
Generating Reflections Through Professional Collaborative Storytelling, Anne Keary, Narelle Wood, Karina Barley, Kelly Carabott
Australian Journal of Teacher Education
For teachers, storytelling is a way of making sense of everyday pedagogical practices and connecting with colleagues. In this paper, we explore how storytelling contributed to a collaborative culture indicative of our professional journey as four teacher educators. We examine six online weekly Zoom conversations we participated in as a teaching group to share our pedagogical ideas for enhancing an English education unit of work. During this storytelling, we discussed how we engaged with the teaching of, teaching about and teaching through the teaching and learning curriculum cycle to a first-year cohort of preservice teachers (PSTs). Importantly, we deliberated on …
Pre-Service Teachers’ Beliefs About Motivating Students To Learn Science, Davis Jean-Baptiste, Damian Maher
Pre-Service Teachers’ Beliefs About Motivating Students To Learn Science, Davis Jean-Baptiste, Damian Maher
Australian Journal of Teacher Education
Motivation in science learning is important, given increasing necessity for scientific and critical literacy. The purpose of this article is to examine secondary science pre-service teachers’ (PSTs) beliefs about motivating students to learn science. A mixed method study was conducted with 73 secondary science PSTs across Australia. A web-based survey and interviews were used to gather data. Turner et al.’s motivation theory (2011) is used as a framework to analyse the data. The findings indicate that the PSTs believed that competence, belongingness, and meaningful learning were factors involved in motivating students. These findings are critical as they are relevant to …
Celebrating The Work Of Pre-Service Teachers, Keyan Robertson
Celebrating The Work Of Pre-Service Teachers, Keyan Robertson
Research outputs 2022 to 2026
'Books can be both mirrors and windows', by investigating this statement, acknowledgment can be given to the vital importance of engaging students in a diverse range of children's literature within the classroom. The purpose is to develop children into accepting, empathetic, compassionate and prosocial members of the community, who strive to achieve self-actualisation (Maslow, 1943; McMillan and Chavis, 1986). Literature is constructed on the foundations of historical, social and cultural contexts, traditionally, biased and persuaded by the political and social views of its time (McDonald, 2018).
Pre-Service Teachers' Use Of Ict To Collaborate To Complete Assessment Tasks, Eileen V. Slater, Donna Barwood, Zina Cordery
Pre-Service Teachers' Use Of Ict To Collaborate To Complete Assessment Tasks, Eileen V. Slater, Donna Barwood, Zina Cordery
Research outputs 2022 to 2026
This research explored the use of ICT products by n = 123 pre-service teachers to complete collaborative assessments. Students responded to a questionnaire relating to the use, benefits and limitations, and what would better enable the use of ICT for collaborative assessment purposes. The ICT products favoured by students did not support some key elements necessary for online collaboration, through either student use or product functionality. Poor Internet access was a commonly cited limitation with the effect of reducing access to available ICT skills training. Suggestions for changes to course structure and content and further research are made.
Integrating Indigenous Perspectives In The Drama Class: Pre-Service Teachers' Perceptions And Attitudes, Elisa M. Williams, Julia Morris
Integrating Indigenous Perspectives In The Drama Class: Pre-Service Teachers' Perceptions And Attitudes, Elisa M. Williams, Julia Morris
Research outputs 2022 to 2026
Currently, educational bodies are recognising the importance of integrating Australian Indigenous cultures in education to promote intercultural understanding and improve outcomes for Indigenous students. In drama, learning about Indigenous perspectives can be integrated through sharing cultural stories, with this integration mandated by the Australian curriculum. However, teachers are struggling to achieve this directive due to a lack of knowledge in Indigenous content and concerns surrounding permission and cultural appropriation. This qualitative study used a focus group interview to determine non-Indigenous pre-service drama teachers' perceptions about integrating Indigenous perspectives in their praxis. Inductive analysis of the data revealed participants strongly believed …
Revitalising Reflective Practice In Pre-Service Teacher Education: Developing And Practicing An Effective Framework, Pauline Roberts, Lennie Barblett, Fiona Boylan, Marianne Knaus
Revitalising Reflective Practice In Pre-Service Teacher Education: Developing And Practicing An Effective Framework, Pauline Roberts, Lennie Barblett, Fiona Boylan, Marianne Knaus
Research outputs 2014 to 2021
Reflective practice plays a significant role in effective teaching. However, for pre-service teachers (PSTs), it can be a difficult process to not only think reflectively but to understand its importance in their teaching practice. This research focused on the development of a framework for written reflective practice embedded within professional experience (PEx) units. In tutorials, PSTs were provided with video technology to film themselves performing teaching tasks. A reflective framework provided a structure to assist in reflecting on the teaching task. Dialogical teaching and coaching by tutors as well as peer discussion scaffolded the reflective process. At the end of …
Learning To Teach In Place: Transforming Pre-Service Teacher Perceptions Of Science Teaching Through Place Pedagogies, Hongming Ma, Monica M. Green
Learning To Teach In Place: Transforming Pre-Service Teacher Perceptions Of Science Teaching Through Place Pedagogies, Hongming Ma, Monica M. Green
Australian Journal of Teacher Education
Although teaching science outdoors is well established in global circles, its pedagogical value in Australia is less understood. This paper addresses this gap through its investigation of outdoor science teaching in a science method course in a teacher education program at an Australian regional university. As part of their coursework, pre-service teachers designed and delivered science lessons to primary school-aged children in small teaching groups in a wetland setting and wrote reflective essays about the experience. Data collection methods included document analysis of the essays as well as follow-up semi-structured interviews with pre-service teachers. Findings suggest that the outdoor science …
Reflective Thinking Practices Among Pre-Service Teachers: Comparison Between Malaysia And Australia, Siew Chee Choy, Judith Dinham, Joanne Sau-Ching Yim, Paul Williams
Reflective Thinking Practices Among Pre-Service Teachers: Comparison Between Malaysia And Australia, Siew Chee Choy, Judith Dinham, Joanne Sau-Ching Yim, Paul Williams
Australian Journal of Teacher Education
Reflective practices are considered an important part of a pre-service teachers’ (PSTs) professional learning experiences. However, there has been much criticisms on its efficacy as a learning tool for teacher professional development. This paper will relate a study that was designed to compare reflective teaching practices in two culturally different countries, namely Malaysia and Australia. These two countries were chosen as they offered an opportunity to study differences in reflective thinking practices from an Asian and a Western cultural perspective among PSTs. The study used a framework using five constructs: lifelong learning skills, self-assessment, self-belief, teaching awareness, and reflective thinking. …
Supporting Pre-Service Secondary Mathematics Teachers’ Professional Noticing Of Student Thinking, Gregory Hine, Kristin Lesseig
Supporting Pre-Service Secondary Mathematics Teachers’ Professional Noticing Of Student Thinking, Gregory Hine, Kristin Lesseig
Australian Journal of Teacher Education
A growing body of evidence suggests developing the attention of preservice, secondary mathematics (PSMTs) teachers towards professional noticing of student thinking should feature in teacher education programs. There were two aims for this qualitative study: first, to explore the extent to which an Interview Module (IM) supported the development of PSMTs’ ability to notice and make pedagogical decisions based on student thinking evidenced in video- and paper-based work samples. A secondary aim was to establish the viability of the IM in an Australian context. Overall, PSMTs regarded their involvement in the IM as beneficial to their development as teachers. Specifically, …
The Implementation Of The Coaching Approach To Professional Experience (Cape) Model In Indonesian Initial Teacher Education: The Participants’ Perspectives, Urip Sulistiyo, Muhammad Rusdi, Jennifer Clifton, Heather Fehring, Kathy Jordan
The Implementation Of The Coaching Approach To Professional Experience (Cape) Model In Indonesian Initial Teacher Education: The Participants’ Perspectives, Urip Sulistiyo, Muhammad Rusdi, Jennifer Clifton, Heather Fehring, Kathy Jordan
Australian Journal of Teacher Education
Professional experience is considered essential to enable pre-service teachers (PSTs) to implement what they have learned during their initial teacher education (ITE) program to school environments. There are multiple models of professional experience that address the issue of integrating theory and practice. This article reports on findings of the implementation of the Coaching Approach to Professional Experience (CAPE) model in an ITE program in Jambi University, Indonesia. Using qualitative focus groups, this research focuses on the perceptions of PSTs, a school principal, mentor teachers, teacher educators (lecturer) and a coach regarding the implementation of the CAPE model. The research findings …
Students' Transitions Into Initial Teacher Education: Understanding Barriers And Enablers Through An Ecological Lens, Diana L. Amundsen, Nadine Ballam, Katrina Mcchesney
Students' Transitions Into Initial Teacher Education: Understanding Barriers And Enablers Through An Ecological Lens, Diana L. Amundsen, Nadine Ballam, Katrina Mcchesney
Australian Journal of Teacher Education
This paper presents a small-scale qualitative investigation which explored early first-year transition experiences of pre-service teacher students. The study took place in one university in Aotearoa New Zealand, involving 24 students and three co-researchers from a Faculty of Education. Perceptions of students’ transition experiences were gathered through an essay task six weeks into the first semester; data were analysed using Bronfenbrenner’s (1979) ecological theory to identify barriers and enablers related to students’ transition experiences in various contexts. Diverse transitions accounts of ‘becoming a pre-service teacher student’ were analysed as being complex and intertwined with historical, social, cultural and political elements. …
Exploring Change And Continuities In Internationally Mobile Pre-Service Teachers’ Conceptualisations Of Effective Teaching, Rhonda Di Biase, Elizabeth King, Jeana Kriewaldt, Catherine Reid, Mahtab Janfada
Exploring Change And Continuities In Internationally Mobile Pre-Service Teachers’ Conceptualisations Of Effective Teaching, Rhonda Di Biase, Elizabeth King, Jeana Kriewaldt, Catherine Reid, Mahtab Janfada
Australian Journal of Teacher Education
: This qualitative study investigates the changes and continuities in conceptions of teaching and learning from course commencement to course completion for a group of international pre-service teachers undertaking a two-year Masters-level degree in Initial Teacher Education (ITE). Data were collected through a series of graphic elicitation activities and ranking tasks at baseline and endpoint. Findings indicate that there was: a growing emphasis on student engagement and its linkages to student learning; a shift from viewing teaching as the transfer of knowledge to learning as an active process; and a more developed repertoire of professional language to explain what is …
Pre-Service Teachers’ Perceptions Of Professional Standards And Their Integration Into Pre-Service Training: A Comparative Study Of Australia And Pakistan, Sadia Shaukat, Raqib Chowdhury
Pre-Service Teachers’ Perceptions Of Professional Standards And Their Integration Into Pre-Service Training: A Comparative Study Of Australia And Pakistan, Sadia Shaukat, Raqib Chowdhury
Australian Journal of Teacher Education
This paper critically analyses 52 Australian and 68 Pakistani pre-service teachers’ (PST) perceptions of professional standards for teachers enabling the comparison of teacher preparation in the two countries. A multivariate analysis of variance tested the hypothesis that an integrated standards-based teacher preparation program was more effective for professional skills and competencies development than a non-integrated one. While the Australian PSTs undertaking a standards-integrated curriculum reported significantly higher levels of professional preparation in ten areas of professional Standards, their Pakistani counterparts - who were not exposed to such curriculum - reported inadequate preparation. The findings have implications for teacher educators and …
Problem-Seeking In Teacher Education: Empowering Students To Grapple With The Complexities Of The Profession, Julie Ballantyne, Libby Flynn, Tammie Olm-Madden
Problem-Seeking In Teacher Education: Empowering Students To Grapple With The Complexities Of The Profession, Julie Ballantyne, Libby Flynn, Tammie Olm-Madden
Australian Journal of Teacher Education
Preparing teachers for the realities of the profession is an ongoing concern for teacher education providers. In a climate where the future of teaching is largely unknown and the issues to be faced by teachers throughout their career largely imagined, the ability to identify and solve problems becomes increasingly important. This paper documents an evaluation of a pilot approach to preparing pre-service teachers for the realities of their profession. This approach, which centred on students utilising mobile technologies to problem-seek, was evaluated in terms of students’ perceived preparedness for the profession and their development of problem-solving skills and strategies. Results …
Prevalence, Predictors And Sources Of Information Regarding Neuromyths In An Australian Cohort Of Preservice Teachers, Mark Carter, Penny Van Bergen, Jennifer Stephenson, Carol Newall, Naomi Sweller
Prevalence, Predictors And Sources Of Information Regarding Neuromyths In An Australian Cohort Of Preservice Teachers, Mark Carter, Penny Van Bergen, Jennifer Stephenson, Carol Newall, Naomi Sweller
Australian Journal of Teacher Education
The term neuromyths refers to misconceptions about learning and the brain. Educator neuromyths may result in inappropriate instruction, labelling of learners, and wasted resources. To date, little research has considered the sources of these beliefs. We surveyed 1359 Australian preservice educators (M = 22.7, SD = 5.7 years) about their sources of information for 15 neuromyth and 17 general brain knowledge statements. Consistent with previous studies, neuromyth beliefs were prevalent. Predictors of neuromyth accuracy included general brain knowledge and completion of university classes addressing neuromyths, although effects were modest. Depending on the belief, participants relied on general knowledge, academic staff, …
Supporting Pre-Service Teachers In Becoming Reflective Practitioners Using Conversation And Professional Standards, Ondine J. Bradbury, Angela Fitzgerald, Justen P. O'Connor
Supporting Pre-Service Teachers In Becoming Reflective Practitioners Using Conversation And Professional Standards, Ondine J. Bradbury, Angela Fitzgerald, Justen P. O'Connor
Australian Journal of Teacher Education
A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the APSTs and designed to enhance reflective conversations. Focus group interview discussions unveiled the …
“Maths Outside Of Maths”: Pre-Service Teachers’ Awareness Of Mathematical And Statistical Thinking Across Teachers’ Professional Work, Judy Bailey, Bronwen Cowie, Beverley Cooper
“Maths Outside Of Maths”: Pre-Service Teachers’ Awareness Of Mathematical And Statistical Thinking Across Teachers’ Professional Work, Judy Bailey, Bronwen Cowie, Beverley Cooper
Australian Journal of Teacher Education
Mathematical and statistical thinking is involved across the breadth of people’s home and work life and leisure activities. This paper reports on an aspect of a project that aimed to develop pre-service teacher awareness of the mathematical and statistical thinking required across the breadth of primary teachers’ professional role. This thinking is conceptualised as the mathematics and statistics embedded in each of the curriculum learning areas, in data literacy, and administration and management tasks. Mentor meetings indicated pre-service teachers who were completing a one-year graduate diploma initially had a limited awareness of the extent of this thinking. Through focus group …
Pre-Service Science And Mathematics Teachers’ Teaching Efficacy Beliefs And Attitudes Toward Teaching: A Partial Correlation Research, Büşra Kartal
Australian Journal of Teacher Education
Teachers with a high level of self-efficacy and positive attitudes are more likely to use new and constructivist approaches and to create a learning environment in which students may develop 21st-century skills. Examining pre-service teachers’ attitudes and beliefs related to teaching allow teacher preparation programs to evaluate their effectiveness on beliefs and attitudes. This correlational research investigated pre-service elementary science and mathematics teachers’ beliefs and attitudes due to gender, grade level, and department, and revealed the reliable correlation between beliefs and attitudes performing partial correlation. Results show that females feel more efficacious in teaching and have more positive attitudes than …
A Measure Of Classroom Management: Validation Of A Pre-Service Teacher Self-Efficacy Scale, Eileen Slater, Susan Main
A Measure Of Classroom Management: Validation Of A Pre-Service Teacher Self-Efficacy Scale, Eileen Slater, Susan Main
Research outputs 2014 to 2021
Classroom management skills are essential for effective teaching and consequently form an integral part of undergraduate teaching degrees. Self-efficacy in classroom management influences an individual’s willingness to undertake specific actions and their perseverance in the face of difficulties in executing these actions. In order to track the progress of pre-service teachers’ self-efficacy in classroom management, an easy to administer Classroom Management Self Efficacy Instrument (CMSEI) was developed and piloted with a third year cohort of pre-service teachers. This article reports on the psychometric properties of the CMSEI as determined through a Rasch analysis. The analysis supports the Classroom Management Self …
Pre-Service Teachers’ Mobilising Health Literacy In Sun Safety Education, Donna Barwood, Andrew C. Jones, Eibhlish O'Hara
Pre-Service Teachers’ Mobilising Health Literacy In Sun Safety Education, Donna Barwood, Andrew C. Jones, Eibhlish O'Hara
Australian Journal of Teacher Education
School-based educational programs are identified as an effective means to increase awareness and promote sun protective behaviours in young people. Regardless, the adolescent age group are difficult to influence, somewhat resistant to sun protection and esteem tanned skin. The ability of Pre-Service Teachers (PSTs) to develop sun safety education for adolescents was tested at a teacher education institution in Western Australia. More particularly, to create understandings of their ability to mobilise health literacy in sun safety education. Thirty PSTs studying secondary education developed three consecutive lesson plans for use with adolescent students of Year 7. The three lesson plans comprised …
Assessment Of Literacy Pedagogy Using Gratitude, Glenn Auld, Andrew Eyers, Joanne O'Mara
Assessment Of Literacy Pedagogy Using Gratitude, Glenn Auld, Andrew Eyers, Joanne O'Mara
Australian Journal of Teacher Education
This paper considers aspects of a course redesign that focuses on motivating Pre-service Teachers to engage in negotiating relevant literacy teaching pedagogies in their discipline. The purpose of this article is to describe how we approached the teaching of literacy with Pre-service Teachers, in ways that valued the Pre-service Teachers’ relationships with secondary students using notes of gratitude. These notes provided the Pre-service Teachers with an opportunity to communicate in plain language to the students what they learnt from them about literacy pedagogy. The shift from the focus on the subject matter of literacy to the enactment of literacy teaching …
Pre-Service Teachers’ Impact On Student Learning: Planning, Teaching, And Assessing During Professional Practice, Michael Cavanagh, Jennifer Barr, Robyn Moloney, Rod Lane, Iain Hay, Hye-Eun Chu
Pre-Service Teachers’ Impact On Student Learning: Planning, Teaching, And Assessing During Professional Practice, Michael Cavanagh, Jennifer Barr, Robyn Moloney, Rod Lane, Iain Hay, Hye-Eun Chu
Australian Journal of Teacher Education
This paper reports a pilot study to investigate four pre-service teachers’ reports of their impact on student learning while they completed a four-week professional experience block. We used Hiebert, Morris, Berk, and Jansen’s (2007) framework for teacher preparation to analyse the how the participants planned, assessed and reflected on a lesson sequence. Data collected were the pre-service teachers’ learning diary entries completed during the four-week block and an online questionnaire and interview completed at the end of the teaching block. Results indicate that the pre-service teachers struggled to identify clear learning goals for students which adversely impacted their ability to …
Designing University Courses To Improve Pre-Service Teachers' Pedagogical Content Knowledge Of Evidence-Based Inclusive Practice., Julie Lancaster, Alan Bain
Designing University Courses To Improve Pre-Service Teachers' Pedagogical Content Knowledge Of Evidence-Based Inclusive Practice., Julie Lancaster, Alan Bain
Australian Journal of Teacher Education
: The study described here is part of a program of research investigating the application of a theoretical course design approach to pre-service teacher education. In this study the focus was to establish the effects of the design approach on pre-service teachers' mastery of pedagogical content knowledge about inclusive education. A quasi-experimental comparison group design was employed to establish the differential effects of two course designs, one based on the theoretical principle of embedded design derived from self-organization and the other based on classroom instruction and practicum-type experience. The results indicated statistically significant findings in favour of the embedded design …
The Use Of Blog Activities To Promote Reflection In An Elt Practicum, Esra Bener, Senem Yıldız
The Use Of Blog Activities To Promote Reflection In An Elt Practicum, Esra Bener, Senem Yıldız
Australian Journal of Teacher Education
Informed by the theories of critical reflection and community of practice, this study aimed to explore the integration of blogs to promote reflection among eighteen pre-service English language teachers registered in a practicum course at a public university in Turkey. Fourteen blog activities were designed and implemented to guide the reflective process of student teachers. Data were collected through archival documents of participants’ blog entries, two focus group interviews and two surveys. A total of 457 entries were analysed in terms of depth of reflection and the analysis revealed evidence of medium or high level reflection in most (61%) of …
Social Media Use In Initial Teacher Education: Lessons On Knowing Where Your Students Are, Narelle Lemon, Siobhan O'Brien
Social Media Use In Initial Teacher Education: Lessons On Knowing Where Your Students Are, Narelle Lemon, Siobhan O'Brien
Australian Journal of Teacher Education
The use of social media in initial teacher education offers connection to a community of learners. As teacher educators we planned to use Twitter with pre-service teachers (PSTs). But at the end of the semester it was revealed that PSTs insisted on using a different platform; offering valuable perspectives and insights into the boundaries that are set by PSTs when moving from personal to professional use of social media. Through this paper we share our voices as initial teacher educators who valued the voices of PSTs in navigating the integration of Twitter into a semester of study. Revealed are insights …