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Full-Text Articles in Teacher Education and Professional Development
Preservice Teachers’ Encounters With Dual Language Picturebooks, Nicola Daly, Kathy G. Short
Preservice Teachers’ Encounters With Dual Language Picturebooks, Nicola Daly, Kathy G. Short
Australian Journal of Teacher Education
Our action research explored the potentialities of dual language picturebooks related to language inquiries with preservice teachers. For six weeks, preservice teachers browsed picturebooks featuring English and another language, starting with a familiar language and moving to unfamiliar languages. After browsing, we shared our responses to the books, made connections across books, and engaged in experiences to think about language. Initial comments indicated that readers were not familiar with dual language picturebooks and connected to their own complex personal relationships with language. The preservice teachers engaged in inquiries around audience and book design, including issues such as Indigenous books signalling …
The Exclusive White World Of Preservice Teachers’ Book Selection For The Classroom: Influences And Implications For Practice, Helen Adam, Anne-Maree Hays, Yvonne Urquhart
The Exclusive White World Of Preservice Teachers’ Book Selection For The Classroom: Influences And Implications For Practice, Helen Adam, Anne-Maree Hays, Yvonne Urquhart
Australian Journal of Teacher Education
This paper reports on a study of the children’s book preferences of 82 Preservice teachers (PSTs) at one Western Australian University. The study found PSTs preferred older books published during their own childhood or earlier. Further, representation of people of colour was limited to only 8 of 177 titles listed by PSTs. Key influences on their preferences were their personal favourite books and those used by mentor teachers during practicum experience. The outcomes of this study have implications for curriculum development and implementation of Initial Teacher Education courses, and in turn, for equitable outcomes of the future students of PSTs.
Exploring Models Of Team Teaching In Initial Foreign/Second Language Teacher Education: A Study In Situated Collaboration, Malba Barahona
Exploring Models Of Team Teaching In Initial Foreign/Second Language Teacher Education: A Study In Situated Collaboration, Malba Barahona
Australian Journal of Teacher Education
The demonstrable potential of team teaching as a productive mechanism for developing collaborative teacher learning is now broadly understood in the field of teacher education. However, there is less evidence of the use of such collaborative teaching as a means of strengthening initial foreign/second language teacher education. This paper reports on the findings of a multiple case study in Chile that explored team teaching in a foreign language teacher education program. The study is illuminated through the lens of cultural historical activity theory framework (CHAT) and draws on the analysis of semi-structured interviews, work shadowing observations and reflections. The outcomes …