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Full-Text Articles in Education
“I Think That’S My Job”: What Motivates Teachers To Partner With Teacher Educators In Ite?, Corinne Green, Michelle J. Eady, Sharon K. Tindall-Ford
“I Think That’S My Job”: What Motivates Teachers To Partner With Teacher Educators In Ite?, Corinne Green, Michelle J. Eady, Sharon K. Tindall-Ford
Faculty of Social Sciences - Papers (Archive)
Policymakers and researchers internationally have advocated school–university partnerships as an innovative means of strengthening initial teacher education (ITE) through the integration of theory and practice. These partnerships provide valuable learning opportunities for the pre-service teachers, in-service teachers, university teacher educators, and school students involved. While there has been ample literature discussing the implementation and benefits of school–university partnerships, there is currently a paucity of research investigating what motivates teachers’ involvement in these collaborations. This chapter provides a local response to this research gap by presenting an Australian-based case study. Informed by the Reasoned Action Approach (Fishbein & Ajzen, 2010), this …
"A Passion And Enthusiasm To Bring Out The Best In All": Regional Candidate Teacher Motivations, Lynn D. Sheridan
"A Passion And Enthusiasm To Bring Out The Best In All": Regional Candidate Teacher Motivations, Lynn D. Sheridan
Faculty of Social Sciences - Papers (Archive)
In this study the career motivations and values of regional candidate teachers are investigated using a mixed methodology. Expectancy-value theory (Wigfield & Eccles, 2000) supports the understanding of motivations through the use of four key value categories: interest, utility, attainment and cost. A total of 135 pre-service teachers were surveyed using a modified survey instrument. This study addresses a gap in career motivational literature by exploring the motivations of regional teacher candidates. Current research indicates that quality staffing in Australian regional schools remains a significant concern. Findings indicated that candidates' motivations tended to be aspirational, yet there also exist strong …
The Value Of Movement Content Knowledge In The Training Of Australian Pe Teachers: Perceptions Of Teacher Educators, Erik R. Backman, Philip J. Pearson, Gregory J. Forrest
The Value Of Movement Content Knowledge In The Training Of Australian Pe Teachers: Perceptions Of Teacher Educators, Erik R. Backman, Philip J. Pearson, Gregory J. Forrest
Faculty of Social Sciences - Papers (Archive)
The purpose of this paper is to describe, analyse and discuss the statements made by Australian physical education teacher educators (PETE) in terms of how they perceive and value movement content knowledge (CK) in their assessment of movement courses. Drawing on Shulman's perspective of CK, this paper builds on qualitative analysis of in-depth interviews with nine teacher educators from a total of seven PETE universities in New South Wales as well as written unit outlines including assignments from these PETE universities. The main results from the study show that among the participants, movement CK is conceptualised as physical movement performance. …
Understanding Collaborative Teacher Teams As Open Systems For Professional Development, Kylie Lipscombe, Kellie A. Buckley-Walker, Peter Mcnamara
Understanding Collaborative Teacher Teams As Open Systems For Professional Development, Kylie Lipscombe, Kellie A. Buckley-Walker, Peter Mcnamara
Faculty of Social Sciences - Papers (Archive)
Teacher collaboration continues to be deeply grounded within effective professional development. Teacher teams, where small groups of teachers work together in teaching and learning, have become progressively more popular and are considered one of the most effective approaches to improvement and growth. However, teacher teams are situated within a school system where interrelated sets of elements, such as resources and priorities, interact and impact on their work. These interactions can both enable and constrain the necessary conditions of members working effectively together but also their capabilities in producing a meaningful impact on the school organization. As such, paying attention to …
Building Conceptual Knowledge Of Fraction Operations Among Pre-Service Teachers: Effect Of A Representation-Based Teaching Approach Within A Teacher Education Program, Elise J. Thurtell, Patricia A. Forrester, Mohan Chinnappan
Building Conceptual Knowledge Of Fraction Operations Among Pre-Service Teachers: Effect Of A Representation-Based Teaching Approach Within A Teacher Education Program, Elise J. Thurtell, Patricia A. Forrester, Mohan Chinnappan
Faculty of Social Sciences - Papers (Archive)
A deep understanding of fraction concepts and operations is necessary if pre-service teachers (PSTs) are to present the concepts in multiple forms to learners. Such an understanding needs to be grounded in rich conceptual knowledge. In the present study, we explore the development of this understanding by supporting a cohort of 103 PSTs, who had previously demonstrated poor conceptual understanding of fraction concepts and operations, with a Representational Reasoning in Teaching and Learning (RRTL) approach aimed at strengthening their conceptual knowledge. A comparison of pre- and post-test results indicated that participants showed a significant improvement in shifting the balance of …
Towards Sustainable Technology-Enhanced Innovation In Higher Education: Advancing Learning Design By Understanding And Supporting Teacher Design Practice, Sue Bennett, Lori Lockyer, Shirley Agostinho
Towards Sustainable Technology-Enhanced Innovation In Higher Education: Advancing Learning Design By Understanding And Supporting Teacher Design Practice, Sue Bennett, Lori Lockyer, Shirley Agostinho
Faculty of Social Sciences - Papers (Archive)
Improving teacher design promises to be a scalable, sustainable approach to building capacity amongst a workforce faced with complex and evolving drivers of change in higher education worldwide. While design has long been recognised as a routine part of teaching, there has been renewed interest in supporting and understanding the design work that teachers do to foster innovation, particularly in technology-enhanced learning, at institutional scale by influencing teachers' practices. Re-framing teaching as design usefully emphasises the creative problem-solving needed to balance pedagogical, logistical and technical considerations within specific educational contexts, tailored to learners' needs. There is potential for this re-framing …
Teacher Disposition Scale (Tds): Construction And Psychometric Validation, Conor West, Amanda Ann Baker, John F. Ehrich, Stuart Woodcock, Sahar Bokosmaty, Steven J. Howard, Michelle J. Eady
Teacher Disposition Scale (Tds): Construction And Psychometric Validation, Conor West, Amanda Ann Baker, John F. Ehrich, Stuart Woodcock, Sahar Bokosmaty, Steven J. Howard, Michelle J. Eady
Faculty of Social Sciences - Papers (Archive)
Despite the growing prominence and importance of the field of teacher dispositions for addressing selection criteria and assessment in educational research, there is an absence of psychometrically evaluated instruments to facilitate investigations. Furthermore, research thus far has not explored the relationship between teacher dispositions and better student outcomes. To address this paucity, key dispositional factors conducive to successful teaching and learning were identified through interviewing high performing teachers. Based on the interview, data a 24-item Teacher Disposition Scale (TDS) was constructed consisting of five dimensions: Motivation to teach; Teacher efficacy; Willingness to learn; Conscientiousness; and Interpersonal and communication skill. The …
Research On Teacher Cognition And Pronunciation Instruction: Implications For Teachers, Amanda Ann Baker
Research On Teacher Cognition And Pronunciation Instruction: Implications For Teachers, Amanda Ann Baker
Faculty of Social Sciences - Papers (Archive)
No abstract provided.
Joint Development Of Teacher Cognition And Identity Through Learning To Teach L2 Pronunciation, Michael S. Burri, Honglin Chen, Amanda Ann Baker
Joint Development Of Teacher Cognition And Identity Through Learning To Teach L2 Pronunciation, Michael S. Burri, Honglin Chen, Amanda Ann Baker
Faculty of Social Sciences - Papers (Archive)
The constructs of teacher cognition and teacher identity have recently gained considerable attention in second language teacher education research for their crucial roles in understanding teacher learning. While a number of current studies have examined the contributions of both constructs, the connections between cognition and identity are yet to be fully conceptualized. This article addresses this gap by drawing on the notion of identification to examine the identity construction and cognition development of 15 student teachers in the context of a postgraduate course on pronunciation pedagogy. Questionnaires, focus group interviews, observations, and semi-structured interviews were triangulated to obtain an in-depth …
Diagnosing Resources For Effective Learning Via Teacher And Parent Checklists, Bettina Harder, Susanna Trottler, Wilma Vialle, Albert Ziegler
Diagnosing Resources For Effective Learning Via Teacher And Parent Checklists, Bettina Harder, Susanna Trottler, Wilma Vialle, Albert Ziegler
Faculty of Social Sciences - Papers (Archive)
Checklists are an economical form of diagnostic instruments and are therefore well suited to support decision making on individual fostering of students in every day school life. We developed a teacher and a parent checklist based on the theory of educational and learning capital (Ziegler & Baker, 2013), that is, assessing the students' resources for learning. A study with 5th to 8th graders demonstrated the checklists' diagnostic properties. Overall, the teacher ratings of students' capitals proved to be reliable, objective and highly valid while parent ratings turned out to be less valid. Implications and possibilities of practical usage are discussed.
"Teachers Are Not Empty Vessels": A Reception Study Of Freeman And Johnson's (1998) Reconceptualization Of The Knowledge Base Of Second Language Teacher Education, Joseph J. Lee, John Murphy, Amanda Ann Baker
"Teachers Are Not Empty Vessels": A Reception Study Of Freeman And Johnson's (1998) Reconceptualization Of The Knowledge Base Of Second Language Teacher Education, Joseph J. Lee, John Murphy, Amanda Ann Baker
Faculty of Social Sciences - Papers (Archive)
This study traces the reception history of Freeman and Johnson's (1998) widely cited article dedicated to theory and practices of second language teacher education (SLTE). It illuminates the degree to which that article has impacted SLTE theory, research, and potentially instructional practices. The reception study analysis is based on a data set of 413 journal articles, books, book chapters, master's theses, and doctoral dissertations that cited Freeman and Johnson (F&J) between 1999 and 2014. Using an innovative analytical approach combining both Hyland's (1999, 2004) citation categories and Coffin's (2009) stance framework, we investigate the citation analytics of F&J within this …
The Teacher Care Project: Enhancing Motivation, Engagement And Effort Of A-Motivated Students, Dana J. Perlman
The Teacher Care Project: Enhancing Motivation, Engagement And Effort Of A-Motivated Students, Dana J. Perlman
Faculty of Social Sciences - Papers (Archive)
The purpose of this study was to examine the influence of different relatedness supportive settings on the motivation, engagement and effort of a-motivated students in secondary physical education. 147 a-motivated students from 5 schools were taught in a setting that was either high or low in support for their need of relatedness. Data were collected using a pretest and posttest design to examine a-motivated student's level of motivation, engagement and effort. Repeated measures ANOVA's with follow-up comparisons were utilized to analyze the data. Results indicated that students engaged in the high supportive setting significantly increased their levels of motivation, engagement …
Cooperating Teacher Participation In Teacher Education: A Review Of The Literature, Anthony Clarke, Valerie Triggs, Wendy S. Nielsen
Cooperating Teacher Participation In Teacher Education: A Review Of The Literature, Anthony Clarke, Valerie Triggs, Wendy S. Nielsen
Faculty of Social Sciences - Papers (Archive)
Student teachers consider cooperating teachers to be one of the most important contributors to their teacher preparation program. Therefore, the ways in which cooperating teachers participate in teacher education are significant. This review seeks to move conceptions of that participation beyond commonly held beliefs to empirically supported claims. The analysis draws on Brodie, Cowling, and Nissen's notion of categories of participation to generate 11 different ways that cooperating teachers participate in teacher education: as Providers of Feedback, Gatekeepers of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization, Advocates …
Self-Determination Theory And Teacher Instruction: A Positive Partnership For Student Performance And Involvement, Dana Perlman
Self-Determination Theory And Teacher Instruction: A Positive Partnership For Student Performance And Involvement, Dana Perlman
Faculty of Social Sciences - Papers (Archive)
The purpose of this study was to examine the influence of distinct motivationally-based instructional approaches on student's game performance and involvement. 78 secondary physical education students were taught a unit of volleyball using one in either an autonomy-supportive, controlling or balanced instructional style. Using a pretest and posttest design, students were measured on their game performance and involvement during 20-minute game of volleyball. Data analysis indicated that students engaged in the autonomy-supportive context illustrated significantly higher levels of performance and involvement when compared with the other groups.
Transcending Teacher Professional Development: From Determinism To Complexity, Abdul Rahman, Garry F. Hoban, Wendy S. Nielsen
Transcending Teacher Professional Development: From Determinism To Complexity, Abdul Rahman, Garry F. Hoban, Wendy S. Nielsen
Faculty of Social Sciences - Papers (Archive)
There is a multiplicity of factors and actors that come into play to make teacher professional development (TPD) a strategic and powerful scheme for improving teacher practices. This multiplicity is evident in educational practices and theories. Consequently, traditional perspectives that take a simple view of TPD as a single, independent entity in teacher learning in isolation from other factors and actors are problematic. To better understand how TPD can bring about change in teacher practices-transforming teacher learning, there is a need to transcend the linear, causal, deterministic assumption about TPD. Here, in this discussion paper, I argue that powerful TPD …
Authentic Education: Lessons From An Online Finnish Teacher Development Program For 21st Century Faculty, Mark Curcher, Hanna M. Teras
Authentic Education: Lessons From An Online Finnish Teacher Development Program For 21st Century Faculty, Mark Curcher, Hanna M. Teras
Faculty of Social Sciences - Papers (Archive)
The Finnish education system has received a lot of media attention due the results of PISA examinations. Many countries have considered ways to implement the 'Finnish model' into their own context. This paper examines the experience gained from the first graduating cohort of a fully online Finnish teacher development program in a Middle Eastern country with diverse, multicultural faculty participants. It examines the challenges of implementation and reflects upon the successes and participant experience. The paper describes how the principles of authentic e-learning (Herrington, Reeves and Oliver, 2010) were used to design the program and whether it was possible to …
Jointly Constructing Semantic Waves: Implications For Teacher Training, Lucy Macnaught, Karl A. Maton, James Martin, Erika S. Matruglio
Jointly Constructing Semantic Waves: Implications For Teacher Training, Lucy Macnaught, Karl A. Maton, James Martin, Erika S. Matruglio
Faculty of Social Sciences - Papers (Archive)
This paper addresses how teachers can be trained to enable cumulative knowledge-building. It focuses on the final intervention stage of the Disciplinarity, Knowledge and Schooling (DISKS) project at the University of Sydney. In this special issue, Maton identifies ‘semantic waves’ as a crucial characteristic of teaching for cumulative knowledge-building; and Martin explores a ‘power trio’ of intertwining linguistic resources which contribute to the creation of these waves. This paper draws on these complementary theoretical frameworks from Legitimation Code Theory and Systemic Functional Linguistics to explore their implications for teacher training. Specifically, it links one Year 11 Biology teacher's experience of …
What Counts As Comprehension In Teacher Practice?, Susan Byers, Pauline T. Jones, Lisa K. Kervin
What Counts As Comprehension In Teacher Practice?, Susan Byers, Pauline T. Jones, Lisa K. Kervin
Faculty of Social Sciences - Papers (Archive)
Comprehension is generally considered to be an essential skill required in all learning areas. The Australian Curriculum argues that much of the explicit teaching of literacy occurs in the English learning area, and is strengthened, made specific and extended in other learning areas as students engage in a range of learning activities with significant literacy demands (ACARA, 2012, p. 9). This has important ramifications for all teachers because they are charged with the responsibility of ensuring their students acquire the literacy skills necessary for success in the discipline areas. Despite this, comprehension means different things to different people. This paper …
Changes In Physical Activity Levels, Lesson Context, And Teacher Interaction During Physical Education In Culturally And Linguistically Diverse Australian Schools, Dean A. Dudley, Anthony D. Okely, Philip Pearson, Wayne G. Cotton, Peter Caputi
Changes In Physical Activity Levels, Lesson Context, And Teacher Interaction During Physical Education In Culturally And Linguistically Diverse Australian Schools, Dean A. Dudley, Anthony D. Okely, Philip Pearson, Wayne G. Cotton, Peter Caputi
Faculty of Social Sciences - Papers (Archive)
Background: Recent data show that only 15% of Australian adolescents participate in adequate amounts of physical activity (PA) and those students from Asian and Middle-Eastern backgrounds in Grades 6-12 are significantly less active than their English-speaking background peers. Schools have recently been recognised as the most widely used and cost-effective setting for promoting PA among youth and one domain within schools where PA can occur regularly for all youth, regardless of cultural background or socio-economic status, is during physical education (PE). Methods: This study describes changes in physical activity (PA), lesson context and teacher interaction in physical education over the …
Teacher Knowledge Activated In The Context Of Designing Problems, Barbara Butterfield, Mohan Chinnappan
Teacher Knowledge Activated In The Context Of Designing Problems, Barbara Butterfield, Mohan Chinnappan
Faculty of Social Sciences - Papers (Archive)
The investigation of teachers' knowledge that informs practice in the mathematics classroom is an important area for research. This issue is addressed in our larger research program which is aimed at characterising the complexity and multi-dimensionality of this knowledge. A report on an earlier phase of this program (Butterfield & Chinnappan, 2010) showed that pre-service teachers tended to activate more common content knowledge than content that is required for teaching. We build on this previous work by examining the kinds of knowledge that a cohort of pre-service teachers activated in the context of designing a learning task.
Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11): Variations In Teacher And Pupil Behaviours In Year 5 Classes, Pam Sammons, Brenda Taggart, Iram Siraj-Blatchford, Kathy Sylva, Edward Melhuish, Sofka Barreau
Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11): Variations In Teacher And Pupil Behaviours In Year 5 Classes, Pam Sammons, Brenda Taggart, Iram Siraj-Blatchford, Kathy Sylva, Edward Melhuish, Sofka Barreau
Faculty of Social Sciences - Papers (Archive)
The EPPE 3-11 Project builds on the work of the earlier Effective Provision of Pre-School Education (EPPE) project, which was the first major longitudinal study in Europe to investigate the impact of pre-school provision on a national sample of young children, tracing their development between the ages of 3 and 7 years. EPPE 3-11 follows the same sample of 2500 plus children to age 11 years, the end of Key Stage 2 (KS2). This research brief reports the results of detailed observations of practice conducted in 125 Year 5 classes attended by EPPE children, and measures the variation in teachers' …
Variations In Teacher And Pupil Behaviours In Year 5 Classes, Pam Sammons, Brenda Taggart, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Sofka Barreau, Laura Manni
Variations In Teacher And Pupil Behaviours In Year 5 Classes, Pam Sammons, Brenda Taggart, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Sofka Barreau, Laura Manni
Faculty of Social Sciences - Papers (Archive)
The Effective Pre-school and Primary Education Project 3-11 (EPPE 3-11) involves a number of components of "Tiers" of research. Tier 1 involves the analysis of primary school effectiveness across all primary schools in England using value added approaches (Melhuish et al, 2006). Tier 2 focuses on following up the academic and social/behavioural progress of children in the original pre-school sample across Key Stage 2 of primary education (age 7 to 11 years). In the original EPPE research children were tracked from age 3 years to the end of Key Stage 1, at aged 7 years plus (see Appendix O for …
Replacing Traditional Lectures, Tutorials And Exams With A Knowledge Building Community (Kbc): A Constructivist, Problem-Based Approach To Pre-Service Primary Teacher Education, Brian L. Cambourne, Julie Kiggins, Brian Ferry
Replacing Traditional Lectures, Tutorials And Exams With A Knowledge Building Community (Kbc): A Constructivist, Problem-Based Approach To Pre-Service Primary Teacher Education, Brian L. Cambourne, Julie Kiggins, Brian Ferry
Faculty of Social Sciences - Papers (Archive)
This paper reports on a journey that begun in 1997 when a small group in the Faculty of Education at the University of Wollongong agreed to trial an alternative model of teacher education known as the Knowledge Building Community (KBC) Project. This alternative model of teacher education was based upon three learning principles, community learning, school-based learning and problem-based learning. Since the first students began in 1999 the original model has undergone several revisions and is now best described as a ?negotiated-evaluation-of-a-non-negotiable-curriculum-based-on-a-constructivist-model-of-learning-and-knowledge-building?. The aim of the KBC Program has been to deal with the perennial problem of contextualising students' professional …
Professional Learning In Different Contexts Of Mathematics Teacher Education, Ian Putt, Elizabeth Warren, Anthony Herrington
Professional Learning In Different Contexts Of Mathematics Teacher Education, Ian Putt, Elizabeth Warren, Anthony Herrington
Faculty of Social Sciences - Papers (Archive)
Editorial
"Is The Story On My Face?": Intertextural Conflicts During Teacher-Class Interactions Around Texts In Early Grade Classrooms, Pauline Harris, Jillian Trezise, W N. Winser
"Is The Story On My Face?": Intertextural Conflicts During Teacher-Class Interactions Around Texts In Early Grade Classrooms, Pauline Harris, Jillian Trezise, W N. Winser
Faculty of Social Sciences - Papers (Archive)
This paper reports on a three-year naturalistic inquiry into intertextuality in early grade classrooms. Specifically, the paper focuses on intertextual conflicts during teacher-class interactions where teachers are reading and modeling texts as well as guiding children to read and talk about text content, purposes, genres, and structures. These conflicts are identified and examined within a conceptual framework that accounts for intertextuality in terms of written texts, lived experiences, lessons, and processes in individuals. In exploring these conflicts, the study reveals that intertextuality in classrooms is not a systematic business. Rather, intertextuality can take on many guises in classroom interactions around …
International Patterns Of Teacher Discontent, Catherine Scott, Barbara Stone, Stephen Dinham
International Patterns Of Teacher Discontent, Catherine Scott, Barbara Stone, Stephen Dinham
Faculty of Social Sciences - Papers (Archive)
This article reports the results of research into the career motivation and satisfaction of a sample of over 3,000 teachers and school administrators in four countries: Australia, New Zealand, England, and the USA. Using the participants' own words, we explore the effects on educators of recent international educational change, understood here as a subcategory of more general social trends. Bourdieu's concepts of the Right and Left Hands of the state are used to interpret the experience of teaching in a climate where, while more is expected and demanded of schools, and schools and teachers are scrutinised as never before, educational …
Technology In Teacher Education: Using Multimedia To Enhance The Design And Make Process, Brian Ferry, Christine A. Brown
Technology In Teacher Education: Using Multimedia To Enhance The Design And Make Process, Brian Ferry, Christine A. Brown
Faculty of Social Sciences - Papers (Archive)
This paper reports on the use of a multimedia journal to enhance a subject in technology education. The subject was delivered to preservice teachers studying to be primary school teachers. The multimedia journal was used to assist in the delivery of the subject and to record the progress made by students. It is argued that multimedia used in this manner complements and extends upon the teaching program and becomes an integral part of the learning process.
The Ideal Teacher: A Curriculum Framework For Teachers Of Primary Mathematics, Anthony Herrington, Barbara Pence, Bill Cockcroft
The Ideal Teacher: A Curriculum Framework For Teachers Of Primary Mathematics, Anthony Herrington, Barbara Pence, Bill Cockcroft
Faculty of Social Sciences - Papers (Archive)
This paper suggests a curriculum framework for training prospective primary teachers of mathematics. Such a framework needs to be viewed in the context of the skills and understandings that are reflected in successful mathematics teachers.