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Articles 1 - 30 of 37
Full-Text Articles in Scholarship of Teaching and Learning
Preservice Teachers’ Perceptions About Out-Of-Field Teaching: Implications For Students, Teachers And Schools, Elizabeth Wheeley, Helen Klieve, Eunjae Park, Anna Du Plessis
Preservice Teachers’ Perceptions About Out-Of-Field Teaching: Implications For Students, Teachers And Schools, Elizabeth Wheeley, Helen Klieve, Eunjae Park, Anna Du Plessis
Australian Journal of Teacher Education
Out-of-field teaching occurs in schools and education systems worldwide. Early career teachers are more likely to be required to teach out-of-field and also to experience adverse effects from this experience, potentially contributing to workforce issues and teacher attrition. This mixed data Australian study reports on the perceptions of preservice teachers—emerging professionals—regarding issues associated with out-of-field teaching. Survey data were collected from 133 preservice teachers. Data were analysed with an initial layer of sentiment analysis followed by a thematic analysis of their perceptions of consequences for teachers, students, and schools/communities. Findings reveal that preservice teachers are very aware of the mostly …
University English Teachers’ Professional Development Through Academic Visits: Using Identity As A Theoretical Lens, Feng Ding, Rui Eric Yuan, Fiona Curtis
University English Teachers’ Professional Development Through Academic Visits: Using Identity As A Theoretical Lens, Feng Ding, Rui Eric Yuan, Fiona Curtis
Australian Journal of Teacher Education
Academic visitor programs aim to enhance university teachers’ teaching and research capacity and intercultural competence. Its impact, however, has remained under-researched. Using the data collected from two rounds of in-depth interviews with 13 Chinese university English teachers over a year and a half, this study explored their experiences as academic visitors in the UK through the lens of professional identity. Findings revealed that the participants came with various expectations and negotiated and constructed different identities during their academic visits. The participants’ developing identities in turn affected their investment in their professional development in their situated contexts. The study provides important …
Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna
Addressing The Social Loafing Problem In Assessment Practices From The Perspectives Of Tanzania’S Pre-Service Teachers, Joseph Reginard Milinga, Ezelina Angetile Kibonde, Venance Paul Mallya, Monica Asagwile Mwakifuna
Australian Journal of Teacher Education
Recent developments of higher teacher education in Tanzania have witnessed high student enrolments necessitating change of an emphasis from individual assessment to group-based assessment practices. In this context, informed by the constructivist philosophical perspective, this article reports on the pre-service teachers’ voices regarding the prevalence, impacts and counteractive strategies of social loafing. The pre-service teachers are drawn from one higher education institution in Tanzania that serves as a case study. It draws on qualitative data collected from a sample of purposively selected undergraduate pre-service teachers. The study found social loafing tendencies to be commonplace and with far-reaching consequences amongst students …
Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin
Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin
Australian Journal of Teacher Education
In a direct effort to build a greater understanding of higher education teaching and learning opportunities, this study shares the journey of three university lecturers working to ensure best practice outcomes from criterion-referenced assessment [CRA]. The work was built on a belief that our respective higher education undergraduate students did not fully value the design structure or feedback outcomes inherent in CRA. Using a collaborative autoethnographic lens we pooled experiences, outcomes, challenges, assumptions, and accounts of unconscious biases from across our different tertiary education schools and subjects. Our examination enriched our understanding, our teaching, and our student outcomes. In sharing …
Integrated Curriculum Approaches To Teaching In Initial Teacher Education For Secondary Schooling: A Systematic Review, Terri Bourke, Lyra L’Estrange, Jill Willis, Jennifer Alford, James Davis, Deborah Henderson, Mallihai Tambyah, Senka Henderson, Tricia Clark-Fookes
Integrated Curriculum Approaches To Teaching In Initial Teacher Education For Secondary Schooling: A Systematic Review, Terri Bourke, Lyra L’Estrange, Jill Willis, Jennifer Alford, James Davis, Deborah Henderson, Mallihai Tambyah, Senka Henderson, Tricia Clark-Fookes
Australian Journal of Teacher Education
Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated …
Investigating The Assessment Practices Within An Initial Teacher Education Program In An Australian University: Staff Perceptions And Practices, Georgina M. Barton, Margaret Baguley, Martin Kerby, Abbey Macdonald
Investigating The Assessment Practices Within An Initial Teacher Education Program In An Australian University: Staff Perceptions And Practices, Georgina M. Barton, Margaret Baguley, Martin Kerby, Abbey Macdonald
Australian Journal of Teacher Education
Effective assessment design and subsequent assessment practices are essential for student success in the higher education sector. A plethora of research on assessment in higher education exists which tends to focus primarily on the student experience. This paper shares results from a 3 phased study that explored staff perceptions related to assessment practices in an undergraduate Initial Teacher Education program within an Australian metropolitan university. First, course learning objectives, activities and assessment items were mapped to identify the presence of constructive alignment. Second, staff were invited to complete a survey and a follow-up interview in relation to understanding of assessment …
Making A Difference To The Student Experience Through Purposeful Course Design, Lucia Zundans-Fraser, Alan Bain
Making A Difference To The Student Experience Through Purposeful Course Design, Lucia Zundans-Fraser, Alan Bain
Australian Journal of Teacher Education
The study described examines the student experience in a graduate inclusive education course purposefully designed to address areas of need identified. These include the need for theory to underpin course design, the need for collaborative practice, and the need to reduce the theory-to-practice gap. Throughout their enrolment and after course completion, feedback from students is presented and examined in order to determine whether these needs have been met through the design of the course. Findings suggest that the organisation of learning materials, embedded capacity-building skills, and the practical applicability of course content was highly regarded by students and contributed to …
Lessons In Persistence: Investigating The Challenges Faced By Preservice Teachers In Teaching Coding And Computational Thinking In An Unfamiliar Context, Vinesh Chandra, Margaret Lloyd
Lessons In Persistence: Investigating The Challenges Faced By Preservice Teachers In Teaching Coding And Computational Thinking In An Unfamiliar Context, Vinesh Chandra, Margaret Lloyd
Australian Journal of Teacher Education
An ongoing problem for teacher education institutions is bridging the gap between theory and practice and offering authentic experiences to challenge preservice teachers’ pedagogical decision-making. Preservice practicums simulate teaching and can, at best, offer controlled experiences in familiar settings. This restricts the opportunities for preservice teachers to develop confidence in their own pedagogical decision-making and to adapt curriculum to meet unknown or unforeseen conditions. This paper describes, through a small-scale qualitative case study, a teaching experience in an unfamiliar setting, the persistent actions taken to respond to a specific context and the impact this had on preservice teacher knowledge and …
Asian Students' Perceptions Of How They Are Seen In 'The West': A Case Study At An Australian University, Toni J. Dobinson
Asian Students' Perceptions Of How They Are Seen In 'The West': A Case Study At An Australian University, Toni J. Dobinson
Australian Journal of Teacher Education
Australian universities attract increasing numbers of students from the Asia-Pacific region. It is important, therefore, that academics have meaningful understandings of these students in order to provide them with a supportive learning environment. This article suggests that part of this understanding is being aware of the ways in which some of these students perceive they are seen by those in the receiving countries and the discourses which may feed these perceptions. The qualitative study reported here outlines the perceptions of 10 Vietnamese offshore postgraduates (VOPs) and nine Asian onshore postgraduates (AOPs) from different Asian countries at an Australian university. All …
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 …
Entangling Our Thinking And Practice: A Model For Collaboration In Teacher Education, Peta White, Jo Raphael, Shelley Hannigan, John Cripps Clark
Entangling Our Thinking And Practice: A Model For Collaboration In Teacher Education, Peta White, Jo Raphael, Shelley Hannigan, John Cripps Clark
Australian Journal of Teacher Education
Collaboration is a key component of our practice as teachers and teacher educators and there is a need to develop generative models for collaboration among teacher educators. We have created and tested a model of collaboration. Data were drawn from: recordings of monthly group meetings; discussion threads and documents on our leaning management site; individual interviews with all members of the group conducted three times across the project; and reflections on these interview transcripts by individual annotation and group discussions. The model includes a collaborative overarching research project and, nested under this mantle, a series of focused research projects conducted …
Collaborative Coteaching (Cct): Practitioner Learning Through Shared Praxis, Joanne Yoo, Keith Heggart, Nina Burridge
Collaborative Coteaching (Cct): Practitioner Learning Through Shared Praxis, Joanne Yoo, Keith Heggart, Nina Burridge
Australian Journal of Teacher Education
This paper explores the benefits of coteaching a philosophy and ethics subject for final year Australian primary preservice education students. It depicts the learning experiences of two early career academics, who were the coresearchers and coauthors of this article. A third author acted as a critical friend who facilitated reflective discussion around their coteaching practices. The coteachers adopt the living theory methodology to investigate collaborative coteaching as an effective model of instruction in higher education through a case study of their own practice. The primary data sources include both coteachers’ weekly journals, an interview discussion with a critical friend, informal …
“Learning The Ropes”: Pre-Service Arts Teachers Navigating The Extracurricular Terrain, Christina C. Gray, Geoffrey M. Lowe
“Learning The Ropes”: Pre-Service Arts Teachers Navigating The Extracurricular Terrain, Christina C. Gray, Geoffrey M. Lowe
Australian Journal of Teacher Education
Arts teachers undertake a multitude of extracurricular activities. Yet, while these activities consume considerable time and require specific expertise, little attention is afforded to developing these skills and expertise during pre-service training. This article presents findings from a study into the value of a pre-service teacher production as a form of professional development, from both the technical and personal development perspectives. Thirty pre-service secondary Arts teachers participated in the production. Through focus-group interviews, participants indicated the benefits of building technical understanding as well as personal benefits of engaging in an ensemble experience. All spoke of the potential transferability of what …
Introducing An Eportfolio Into Practicum-Based Units: Pre-Service Teachers’ Perceptions Of Effective Support, Pauline Roberts, Gillian Kirk
Introducing An Eportfolio Into Practicum-Based Units: Pre-Service Teachers’ Perceptions Of Effective Support, Pauline Roberts, Gillian Kirk
Australian Journal of Teacher Education
ePortfolios are gaining momentum as a preferred way for graduates to demonstrate current and developing capabilities against industry standards. Effective training is essential for new graduates to produce quality and competitive ePortfolios. This research focused on the perspective of pre-service teachers on the effectiveness of learning opportunities provided to increase confidence and skills in developing an ePortfolio in an Australian four-year undergraduate degree. The initial phase of this research employed a survey to examine the perspective of 132 second-year and 105 third-year pre-service teachers. Results indicated that for the second-year cohort there was a minimal increase in the levels of …
Professional Knowledge Landscapes In Online Pre-Service Teacher Education: An Exploration Through Metaphor, Frances Quinn, Jennifer Charteris, Peter Fletcher, Mitchell Parkes, Vicente Reyes
Professional Knowledge Landscapes In Online Pre-Service Teacher Education: An Exploration Through Metaphor, Frances Quinn, Jennifer Charteris, Peter Fletcher, Mitchell Parkes, Vicente Reyes
Australian Journal of Teacher Education
This paper explores metaphors as a process of professional learning, and as a research method to interrogate professional knowledge landscapes (PKLs) within the flexible space and time of online pre-service teacher education. The methodology comprised five pre-service teacher educators with different disciplinary areas of responsibility engaging in metaphorical analysis of our teaching work. We found that the metaphors that frame our e-pedagogy are multiple, reflecting a range of theoretical positions and objects of our teaching work, sometimes internally contradictory notions of education and e-learning, and the complexities of our individual and collective PKLs. We argue that it is crucial in …
In-Service Teachers’ Training: The Case Of University Teachers In Yangon, Myanmar, Mark B. Ulla
In-Service Teachers’ Training: The Case Of University Teachers In Yangon, Myanmar, Mark B. Ulla
Australian Journal of Teacher Education
Research studies show a number of significant contributions of professional development programs towards teachers’ teaching skills. This paper explores the views of eight (8) university lecturers in a university in Yangon, Myanmar with regards to the teacher capacity building and language enhancement training program they attended from 2014-2016. The interview data, which were subjected to qualitative content analysis were taken from the participants’ personal knowledge and experience of the teacher training program. The data were read many times, coded, and assigned to different themes. Findings revealed two themes; appreciation and hardships. Although teacher participants were glad to be part of …
Building Critically Reflective Practice In Higher Education Students: Employing Auto-Ethnography And Educational Connoisseurship In Assessment, Jane Southcott, Renee Crawford
Building Critically Reflective Practice In Higher Education Students: Employing Auto-Ethnography And Educational Connoisseurship In Assessment, Jane Southcott, Renee Crawford
Australian Journal of Teacher Education
This study posed the question: Does using an educational connoisseurship framework applied to auto-ethnography assist in the development of reflective practice in teacher education? The design of authentic assessments that assist students in making meaningful links between theory and practice is a complex process. We created an assessment task that was directly linked to the lived experience of the students and specifically focused on their educational practice. Students were required to write an auto-ethnography that was shaped by educational connoisseurship and criticism. With ethical permission we retained the auto-ethnographic assignments by nineteen students. After independent thematic analysis we built a …
Student And Staff Perceptions Of A Learning Management System For Blended Learning In Teacher Education, Kathryn A. Holmes, Elena Prieto-Rodriguez
Student And Staff Perceptions Of A Learning Management System For Blended Learning In Teacher Education, Kathryn A. Holmes, Elena Prieto-Rodriguez
Australian Journal of Teacher Education
Higher education institutions routinely use Learning Management Systems (LMS) for multiple purposes; to organise coursework and assessment, to facilitate staff and student interactions, and to act as repositories of learning objects. The analysis reported here involves staff (n=46) and student (n=470) responses to surveys as well as data collected in interviews and focus groups. The research focuses on participants’ perceptions of two broad affordances of the LMS: accessibility and interactivity. Differences were found between student and staff views in relation to accessibility of online materials, with students rating its contribution to their learning more highly than staff. However, the two …
Improving Preservice Teachers’ Phonemic Awareness, Morphological Awareness And Orthographic Knowledge, Brigid Mcneill
Improving Preservice Teachers’ Phonemic Awareness, Morphological Awareness And Orthographic Knowledge, Brigid Mcneill
Australian Journal of Teacher Education
Few studies have examined the effectiveness of methods to develop preservice teachers’ phonemic, morphological and orthographic awareness for spelling instruction. Preservice teachers (n=86) participated in 10 hours of metalinguistic coursework. The coursework focused on: phonological awareness, orthographic awareness, morphological awareness and utilising such information in spelling assessment. Measures from previous research were utilised to compare participants’ performance with other preservice and inservice teachers of varying experience and expertise. The research cohort outperformed the preservice comparison group and their scores approximated that achieved by inservice teachers who had participated in 30 hours of professional development focused on building metalinguistic knowledge for …
Creating Multicultural Music Opportunities In Teacher Education: Sharing Diversity Through Songs, Dawn Joseph, Rohan Nethsinghe, Alberto Cabedo Mas
Creating Multicultural Music Opportunities In Teacher Education: Sharing Diversity Through Songs, Dawn Joseph, Rohan Nethsinghe, Alberto Cabedo Mas
Australian Journal of Teacher Education
This paper contributes to the knowledge base for preparing pre-service teachers (PSTs) for contemporary multicultural classrooms. To do so, we refer to our ongoing project “See, Listen and Share: Exploring intercultural music education in a transnational experience” across three Higher Education sites (Australia and Spain). Drawing on our narrative, and PSTs’ questionnaire data, using Interpretative Phenomenological Analysis to analyze and code the PST data, we report on our initial experience and findings across the three sites and cultural contexts. Generalisations to other institutions cannot be made. We discuss what was taught and how it was taught in our three settings, …
Australian Teacher Education Policy In Action: The Case Of Pre-Service Internships., Susan Ledger, Lesley Vidovich
Australian Teacher Education Policy In Action: The Case Of Pre-Service Internships., Susan Ledger, Lesley Vidovich
Australian Journal of Teacher Education
Studies on internships within initial teacher education have existed in literature since the early 1900s, they have espoused the benefits of experiential learning or critiqued the variance available in terms of structure, length of time and purpose. However, little research on teacher internships has been reported within a policy context. This study employs a modified ‘policy trajectory’ framework to capture the impact of teacher internship models emerging from policy reform in Australia driven by the National Partnership Agreement on Improving Teacher Quality Program (NPTQ). It highlights how policy contexts and practices are inextricably interconnected and influenced by key policy ‘threads’ …
A Simulation Pedagogical Approach To Engaging Generalist Pre-Service Teachers In Physical Education Online: The Gopro Trial 1.0, Brendon P. Hyndman
A Simulation Pedagogical Approach To Engaging Generalist Pre-Service Teachers In Physical Education Online: The Gopro Trial 1.0, Brendon P. Hyndman
Australian Journal of Teacher Education
There has been a continuous increase in enrolments within teacher education programs in recent years delivered via online and external modes. Such levels of enrolment have raised discussion around the theory-practice nexus and whether pre-service teachers (PSTs) can optimally engage with practical learning components via online platforms. This paper provides insight into the potential and feasibility of using GoPro video technology as an innovation in online teacher education delivery of practical physical education (PE) classes. Upon completion of the university semester, qualitative data was collected detailing the generalist PSTs’ perceptions relating to the potential of using GoPro video footage to …
Evaluating The Effectiveness Of Using Peer-Dialogue Assessment (Pda) For Improving Pre-Service Teachers' Perceived Confidence And Competence To Teach Physical Education, Narelle Eather, Nick Riley, Drew Miller, Bradley Jones
Evaluating The Effectiveness Of Using Peer-Dialogue Assessment (Pda) For Improving Pre-Service Teachers' Perceived Confidence And Competence To Teach Physical Education, Narelle Eather, Nick Riley, Drew Miller, Bradley Jones
Australian Journal of Teacher Education
Developing effective methods for improving student learning in higher education is a priority. Recent findings have shown that feedback on student work can effectively facilitate learning if students are engaged as active participants in the feedback cycle; where they seek, generate and use feedback in the form of dialogue. This novel study investigates the use of peer dialogue assessment as an assessment for learning tool used in an existing undergraduate physical education course. Our findings demonstrate that when thirty six undergraduate physical education students were provided with instruction and practice using peer dialogue assessment after consecutive teaching performances, they exhibit …
Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning In A Teacher Education Programme, Jocelyn M. Howard, Adèle Scott
Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning In A Teacher Education Programme, Jocelyn M. Howard, Adèle Scott
Australian Journal of Teacher Education
Ongoing developments in e-learning, improved internet accessibility and increased digital citizenry provide exciting opportunities to integrate effective classroom pedagogies with online educational technologies, creating mixed-mode courses to enhance student engagement and facilitate greater autonomous learning. This research examines pre-service teacher education students’ perceptions of the effectiveness of experiential and digitally-mediated tools which take them beyond the constraints of traditional lecture-type delivery. Quantitative and qualitative results from distance and face-to-face cohorts show the value the students ascribe to tools employed in a modified language course. These are discussed in relation to reported changes in students’ proficiency in the target language and …
Purpose-Built, Web-Based Professional Portfolios: Reflective, Developmental And Showcase, Susan Blackley, Dawn Bennett, Rachel Sheffield
Purpose-Built, Web-Based Professional Portfolios: Reflective, Developmental And Showcase, Susan Blackley, Dawn Bennett, Rachel Sheffield
Australian Journal of Teacher Education
This pilot study examined student engagement with a web-based digital professional portfolio through the 3C process of collect-critique-curate. To overcome common problems associated with electronic portfolios, including cost; specificity; lifelong access; and ease of use, the study used Weebly as its portfolio platform. The creation and use of the portfolio was embedded into the first professional studies unit in the second year of an undergraduate initial teacher education degree, and technical seminars ensured that the base portfolio was created. As students reflected on possible sources of evidence to demonstrate achievement of the Australian Professional Standards for Teachers (AITSL, 2011) and …
Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris
Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris
Australian Journal of Teacher Education
This study investigates and compares elements of creativity in secondary schools and classrooms in Australia and Singapore. Statistical analysis and qualitative investigation of teacher, student and leadership perceptions of the emergence, fostering and absence of creativity in school learning environments is explored. This large-scale international study (n=717) reveals the impact of teacher behaviours, teaching environments and school leadership approaches that promote and impede the enhancement of creative, critical, and innovative thinking, organisation, and curriculum structures. Implications for Australian schools and teaching urge for secondary education to challenge current, practices, pedagogies and environments, arguing for school-based strategies and considerations that enhance …
International Students Experience In Teacher Education: Creating Context Through Play Workshops, Dawn Joseph, Elizabeth Rouse
International Students Experience In Teacher Education: Creating Context Through Play Workshops, Dawn Joseph, Elizabeth Rouse
Australian Journal of Teacher Education
Higher education in Australia attracts many international students. Universities are challenged to prepare them with the necessary understandings, knowledge and skills to effectively participate in their study. For international students, understanding Early Childhood contexts in Australia is a new way of viewing teaching and learning from their own cultural perspective. This paper situates itself as part of a wider study “Improving work placement for international students, their mentors and other stakeholders”. A pilot program was run at Deakin University for the Master of Teaching Early Childhood students to undertake play workshops before commencing placement. Questionnaires were analysed using Interpretative Phenomenological …
Using Assessment To Develop Social Responsibility As A Graduate Attribute In Teacher Education, Kerry Howells, Noleine Fitzallen, Christine Adams
Using Assessment To Develop Social Responsibility As A Graduate Attribute In Teacher Education, Kerry Howells, Noleine Fitzallen, Christine Adams
Australian Journal of Teacher Education
Australian higher education institutions have struggled to develop clear strategies for developing and assessing graduate attributes within their specific disciplinary contexts. Using the example of the graduate attribute of social responsibility, this paper explores the outcomes of using assessment tasks to raise the awareness of development of graduate attributes, while at the same time contextualising their meaning and relevance within pre-service teachers’ immediate lived experiences within the study situation. The data collected were pre- and post-surveys as well as written reflections. The findings indicate that if embedded in an explicit way in assessment tasks that require reflection on the development …
‘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 …
Role Perception Among Faculty Members At Teacher Education Colleges, Esther Grobgeld, Ariela Teichman-Weinberg, Egoza Wasserman, Mercedes Barchilon Ben-Av
Role Perception Among Faculty Members At Teacher Education Colleges, Esther Grobgeld, Ariela Teichman-Weinberg, Egoza Wasserman, Mercedes Barchilon Ben-Av
Australian Journal of Teacher Education
The goal of this study was to examine how faculty members at academic colleges of education perceive their role and to consider elements of their work that need to be included in a professional profile definition. All faculty of one college of education were asked: "What are the tasks/obligations of a faculty member at a college of education? Please list the ones important to you." Content analysis yielded eight themes which were used for construction of a closed questionnaire containing 61 items describing teacher educator tasks. This questionnaire was distributed to all teacher-training colleges nationwide. The faculty members were found …