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Full-Text Articles in Education
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 …
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 …
Rumination, Realignment And Reflection: Who Is Really Teaching Health Education In Secondary Schools?, Donna Barwood
Rumination, Realignment And Reflection: Who Is Really Teaching Health Education In Secondary Schools?, Donna Barwood
Research outputs 2014 to 2021
In Western Australia (WA), health education (HE) is timetabled as a separate, disciplinebased subject belonging to the health and physical education (HPE) learning area. Globally, this subject is identified as a key site to support and strengthen the health and wellbeing of children and young people. In WA, teachers from outside-of-the-field of HPE are commonly used to deliver HE. This situation is not exclusive to HE nor to WA, and in some circles is referred to as education’s dirty little secret. This mixed-methods study critically examined the role of the teacher in the delivery of HE with the purpose of …
Pre-Service Teachers Linking Their Metalinguistic Knowledge To Their Practice: A Functional Approach, Anne Thwaite
Pre-Service Teachers Linking Their Metalinguistic Knowledge To Their Practice: A Functional Approach, Anne Thwaite
Research outputs 2014 to 2021
Existing work in Anglophone countries has raised concerns regarding teachers’ knowledge about language (KAL); this may well be an issue in other countries also, with notable exceptions such as Finland. In Australia, with the introduction of the new Australian Curriculum, the question of teacher KAL has become crucial. Teachers, both practising and pre-service, generally have some knowledge about language as an object, usually including the text structures of particular school genres and information about sentence structure and word classes. This knowledge may be based on traditional grammar and may not be well applied above the sentence level. Teachers may also …
The Importance Of Positive Arts Experiences And Self-Efficacy In Pre-Service Primary Teacher Education, Geoffrey W. Lummis, Julia Morris
The Importance Of Positive Arts Experiences And Self-Efficacy In Pre-Service Primary Teacher Education, Geoffrey W. Lummis, Julia Morris
Research outputs 2014 to 2021
With the impending introduction of the Australian Curriculum in the arts, there is cause to reflect on primary pre-service teacher education courses, and how effectively they prepare graduates to facilitate the curriculum. Reflecting on pre-service teachers’ experiences in the arts, at both entry and graduation of their degree, may afford insight into improving arts instruction in Bachelor of Education. A two-year mixed methods study (2013-2014) was conducted with first and fourth-year Bachelor of Education primary students at a Western Australian university, to determine students’ arts experiences and their self-efficacy to teach the arts at graduation. This paper reports specifically on …
An Eportfolio Environment To Enhance Reflection In Pre-Service Teachers: What Worked, What Didn't And Why?, Pauline K. Roberts
An Eportfolio Environment To Enhance Reflection In Pre-Service Teachers: What Worked, What Didn't And Why?, Pauline K. Roberts
Research outputs 2014 to 2021
This research paper details some results of a doctoral study that was designed to enhance reflection in pre-service teachers by scaffolding an action research project within the eportfolio-based learning environment. It reports on a unit level implementation of the PebblePad eportfolio platform in a Western Australian university, and focuses specifically on the levels of student engagement when guided by prompts placed within PebblePad as part of a scaffolded learning environment. The paper also examines the barriers to engagement that were identified through the data collection. The key findings indicate that the students were most engaged with the prompts that had …