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Articles 1 - 10 of 10
Full-Text Articles in Education
Preservice Generalist Teachers Enlightened Approach To Teaching Physical Education Through Teacher Biography., John E. Haynes, Judith A. Miller, Valeria Varea
Preservice Generalist Teachers Enlightened Approach To Teaching Physical Education Through Teacher Biography., John E. Haynes, Judith A. Miller, Valeria Varea
Australian Journal of Teacher Education
This paper describes a new learning experience, which was introduced following an examination of the literature regarding preservice primary school teachers’ (PPST) notions of their past experience in Physical Education (PE) (Elliott 2013). PPSTs were given the opportunity to recognise, reflect, interrogate and reframe a critical incident from their schooling in PE or Sport. This exercise was designed to enlighten students about their own schooling and the potential impact this event may have on pre-conceived ideas and opinions about teaching PE. Students (N=214) enrolled in off and on campus mode, of a preservice teacher education program in a …
Technology Integration In Elementary Classrooms: Teaching Practices Of Student Teachers, Ping Liu
Technology Integration In Elementary Classrooms: Teaching Practices Of Student Teachers, Ping Liu
Australian Journal of Teacher Education
This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that the primary technological means used to enhance teaching was to provide visuals for attention, engagement and interaction. All participants chose to integrate technology but varied substantially in their teaching practices. They applied technology for a number of reasons: student engagement, time management, motivation and meeting individual students’ needs. Variables such …
Comparing Stress Levels Of Graduate And Undergraduate Pre-Service Teachers Following Their Teaching Practicums, Gretchen Geng, Richard Midford, Jenny Buckworth
Comparing Stress Levels Of Graduate And Undergraduate Pre-Service Teachers Following Their Teaching Practicums, Gretchen Geng, Richard Midford, Jenny Buckworth
Australian Journal of Teacher Education
In comparison to undergraduate pre-service teachers (PSTs), graduate PSTs have previously completed a three-year bachelor degree and are enrolled in initial teacher education (ITE) programs to become a teacher. Following a review of literature on teachers’ sense of stress, reflection and identity development, this study compared the stress levels and concerns of graduate PSTs with those of undergraduate PSTs. One hundred and fifty-one graduate and one hundred and fifty-nine undergraduate PSTs participated in this study. The graduate PSTs had significantly higher stress levels than undergraduate PSTs (p < .01). Contributing stressors from both groups’ own demographic background and teaching practicum perspectives were investigated and compared. These findings provide an empirical basis from which to develop appropriate strategies to support both groups of PSTs to manage their stress, develop their identity and personal beliefs and increase their retention in teacher education programs.
‘Knowing Your Students’ In The Culturally And Linguistically Diverse Classroom, Robyn Moloney, David Saltmarsh
‘Knowing Your Students’ In The Culturally And Linguistically Diverse Classroom, Robyn Moloney, David Saltmarsh
Australian Journal of Teacher Education
The population movement of globalization brings greater cultural and linguistic diversity (CALD) to communities and education systems. To address the growing diversity in school classrooms, beginning teachers need an expanded set of skills and attitudes to support effective learning. It is an expectation today that teachers know their students and how the students learn. It follows that lecturers and tutors should also know something of the cultural and linguistic profile of their pre-service teacher education students. This article reports a study in a university which examined its teacher education practice in this light. It assessed the curriculum provision of material …
Perceptions And Competence Of Turkish Pre-Service Science Teachers With Regard To Entrepreneurship, Isa Deveci
Perceptions And Competence Of Turkish Pre-Service Science Teachers With Regard To Entrepreneurship, Isa Deveci
Australian Journal of Teacher Education
The aim of this study is both to determine the perceptions of pre-service science teachers towards the concepts of entrepreneurship and entrepreneurial characteristics and to investigate the perceptions of pre-service science teachers regarding transferring the entrepreneurial characteristics to students. This study is designed as a qualitative study and a phenomenological research approach is used. A total of 12 pre-service science teachers from grades 5 to 8 participated in the study. Data were gathered through the use of semi-structured interviews. The data were evaluated through both descriptive and content analysis. The results show that the perceptions of the 12 …
Video-Mediated Microteaching – A Stimulus For Reflection And Teacher Growth, Stella Kourieos
Video-Mediated Microteaching – A Stimulus For Reflection And Teacher Growth, Stella Kourieos
Australian Journal of Teacher Education
Numerous studies have been conducted on the effectiveness of video as an effective means of reflective practice in pre-service Teacher Education. However, only few studies have explored pre-service teachers’ own perceptions in this regard in the field of ELT and none of these was related to primary level. To address this gap, multiple forms of qualitative data were triangulated. Participants were found to consider the use of video combined with guided reflection and peer dialogue to have a great potential in helping them form links between theory and practice and bring a heightened awareness of their teaching practices, especially in …
Developing Primary Pre-Service Teachers' Mathematical Content Knowledge During Practicum Teaching, Sharyn L. Livy, Colleen Vale, Sandra Herbert
Developing Primary Pre-Service Teachers' Mathematical Content Knowledge During Practicum Teaching, Sharyn L. Livy, Colleen Vale, Sandra Herbert
Australian Journal of Teacher Education
While it is recognised that a teachers’ mathematical content knowledge (MCK) is crucial for teaching, less is known about when different categories of MCK develop during teacher education. This paper reports on two primary pre-service teachers, whose MCK was investigated during their practicum experiences in first, second and fourth years of a four-year Bachelor of Education program. The results identify when and under what conditions pre-service teachers’ developed different categories of their MCK during practicum. Factors that assisted pre-service teachers to develop their MCK included program structure providing breadth and depth of experiences; sustained engagement for learning MCK; and …
School-Based Youth Physical Activity Promotion: Thoughts And Beliefs Of Pre-Service Physical Education Teachers, Jerome N. Rachele, Thomas F. Cuddihy, Tracy L. Washington, Steven M. Mcphail
School-Based Youth Physical Activity Promotion: Thoughts And Beliefs Of Pre-Service Physical Education Teachers, Jerome N. Rachele, Thomas F. Cuddihy, Tracy L. Washington, Steven M. Mcphail
Australian Journal of Teacher Education
Physical education teachers are central to the facilitation of school-based physical activity promotion. However, teachers have self-reported a lack of knowledge, skills, understanding, and competence to successfully implement these strategies. The aim of this investigation was to explore the beliefs and perceptions of pre-service physical education teachers, concerning their potential roles in future school-based programs designed to promote student physical activity. Fifty-seven pre-service physical education teachers (21 males and 36 females) had complete data and were included in the analysis. Participants responded positively, and did not reveal concerns about their capacity to facilitate school-based physical activity promotion during practicum, and …
The Influences On Teaching Perspectives Of Australian Physical Education Teacher Education Students: The First-Year Influences On Teaching Perspectives Exploratory (Fit-Pe) Study, Brendon P. Hyndman, Shane Pill
The Influences On Teaching Perspectives Of Australian Physical Education Teacher Education Students: The First-Year Influences On Teaching Perspectives Exploratory (Fit-Pe) Study, Brendon P. Hyndman, Shane Pill
Australian Journal of Teacher Education
There has been a paucity of literature investigating the teaching beliefs and intentions of Australian physical education teacher education (PETE) students that enter teacher training. The First-year Influences on Teaching Perspectives Exploratory (FIT-PE) study explores the teaching perspectives of first year PETE students; including teaching perspectives predicted as being dominant and important for physical education teaching. The teaching perspectives inventory (TPI) was administered to 105 Australian PETE students. Independent t-tests and one-way ANOVA statistical tests were conducted to compare average teaching perspective summary scores across demographic variables. The FIT-PE study findings revealed 18 year olds (compared to 20-25 year olds) …
Dangerous Practices: The Practicum Experiences Of Non-Indigenous Pre-Service Teachers In Remote Communities, Glenn Auld, Julie Dyer, Claire Charles
Dangerous Practices: The Practicum Experiences Of Non-Indigenous Pre-Service Teachers In Remote Communities, Glenn Auld, Julie Dyer, Claire Charles
Australian Journal of Teacher Education
This paper seeks to explore the risks of providing pre-service teachers with professional experiences in remote communities. In particular this paper focuses on the risks associated with this kind of professional experience. Twelve pre-service teachers were interviewed while on a three-week practicum around Katherine and in Maningrida in the Northern Territory during 2012. The dangers outlined in this paper relate to the way their experiences continued to be mediated by stereotypes and perpetuating colonial practices. The pre-service teachers’ limited understandings of Indigenous knowledges and languages are discussed before exploring the vexed issue of reverse culture shock that some of the …