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Full-Text Articles in Education
Mathematics Anxiety: Identity Work In A Gifted Prospective Elementary Teacher’S Mathematics-Related Personal Narratives, Kathleen Jablon Stoehr
Mathematics Anxiety: Identity Work In A Gifted Prospective Elementary Teacher’S Mathematics-Related Personal Narratives, Kathleen Jablon Stoehr
Teacher Education
Previous studies have focused on negative physiological sensations and psychological emotions of mathematics anxiety experienced in real time. Similarly, prior research has noted that prospective elementary teachers (PSTs) may experience such feelings of distress while learning to teach mathematics in their teacher-preparation programs. Mathematics teacher educators have sought to reduce elementary PSTs’ mathematics anxiety by improving their mathematical content knowledge and discipline-specific pedagogical knowledge. But why might mathematics anxiety persist even after elementary PSTs have successfully completed such teacher-preparation coursework? Our case study of a female elementary PST, identified as gifted, illustrates how mathematics anxiety, when reinforced by personal narratives …
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 …
International Service Learning: Benefits, Challenges And Experiences Of Pre-Service Teachers, Dianne Chambers, Shane Lavery
International Service Learning: Benefits, Challenges And Experiences Of Pre-Service Teachers, Dianne Chambers, Shane Lavery
Education Papers and Journal Articles
This study explores the experiences and perceptions of 13 Australian early childhood, primary and secondary pre-service teachers who undertook a two-week international service-learning immersion in an educational setting in Phnom Penh, Cambodia. Qualitative data were collected pre-immersion through an anonymous questionnaire, and post-immersion through reflective journals/reports and focus group interviews. Results suggest that benefits included academic development and cross-cultural learning. Challenges involved language difficulties and coming to terms with the poverty and history of Cambodia. The participants indicated that the immersion was extremely relevant to them, both professionally and personally. Finally, cultural experiences encouraged the participants to generate cultural knowledge …
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.
The Trajectory Of Inclusive Beliefs In Beginning Teachers, Jacqueline A. Specht, Jessica Delorey, Klajdi Puka
The Trajectory Of Inclusive Beliefs In Beginning Teachers, Jacqueline A. Specht, Jessica Delorey, Klajdi Puka
Education Publications
Inclusive education is supported by the belief that all students belong and are valued members of their neighborhood school communities. Teachers must possess beliefs that support inclusion before they are able to develop the knowledge and skills necessary to implement effective inclusive practice. Using The Beliefs About Learning and Teaching Questionnaire (BLTQ), 396 participants were followed for 4 years, from their initial year in preservice teacher education through to their second year of teaching to determine the trajectory of the development of inclusive beliefs. Distinct groups were identified. Those who began with lower inclusive beliefs that tended to decrease …
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).
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 …