Open Access. Powered by Scholars. Published by Universities.®
Teacher Education and Professional Development Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Teacher education (4)
- Pre-service teachers (2)
- Achievement emotions (1)
- Classroom teaching (1)
- Clinical teacher education (1)
-
- Computer competency (1)
- Computer possession (1)
- Contrastive analysis (1)
- Cook Islands cultural activity (1)
- Cultural and linguistically diverse school classroom (1)
- Culturally responsive (1)
- Culturally responsive pedagogy (1)
- Curriculum (1)
- Discipline-based pedagogy (1)
- Distance education (1)
- Diverse tertiary classroom (1)
- EFL teachers (1)
- Elementary schools (1)
- English learner (1)
- Fieldwork (1)
- Gender. (1)
- Globalisation (1)
- Graphic organizers (1)
- Health Physical Education (1)
- Inclusion (1)
- LBOTE students (1)
- Learning style (1)
- Multimodal (1)
- Partnerships (1)
- Pedagogical content knowledge (1)
Articles 1 - 12 of 12
Full-Text Articles in Teacher Education and Professional Development
Technology Integration In Elementary Classrooms: Teaching Practices Of Student Teachers, Ping Liu
Technology Integration In Elementary Classrooms: Teaching Practices Of Student Teachers, Ping Liu
Australian Journal of Teacher Education
This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that the primary technological means used to enhance teaching was to provide visuals for attention, engagement and interaction. All participants chose to integrate technology but varied substantially in their teaching practices. They applied technology for a number of reasons: student engagement, time management, motivation and meeting individual students’ needs. Variables such …
Reflective Teaching And Self-Efficacy Beliefs: Exploring Relationships In The Context Of Teaching Efl In Iran, Mehdi Babaei, Arman Abednia
Reflective Teaching And Self-Efficacy Beliefs: Exploring Relationships In The Context Of Teaching Efl In Iran, Mehdi Babaei, Arman Abednia
Australian Journal of Teacher Education
This article reports on a study that explored the relationship between reflective teaching and teachers’ self-efficacy beliefs. Two questionnaires, the English Language Teaching Reflection Inventory (Akbari, Behzadpoor, & Dadvand, 2010) and Teachers’ Efficacy Beliefs System-Self (TEBS-Self) (Dellinger, Bobbett, Olivier, & Ellett, 2008), were distributed among 225 Iranian EFL (English as a Foreign Language) teachers. Pearson product-moment correlation analysis showed a significant positive relationship between the general factors of teacher reflectiveness and self-efficacy. Standard multiple regression identified Efficacy for Learner Engagement as the only predictor of teacher reflectiveness and Meta-Cognitive Reflection as the only predictor of teacher self-efficacy. Finally, the interconnections …
Preparing Pre-Service Teachers For Professional Engagement Through Place/Community Pedagogies And Partnerships, Monica M. Green
Preparing Pre-Service Teachers For Professional Engagement Through Place/Community Pedagogies And Partnerships, Monica M. Green
Australian Journal of Teacher Education
There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers’ professional knowledge, engagement and practice in an undergraduate Bachelor of Education (primary) course. The paper reports on a study about teacher education students’ perspectives of fieldwork-based learning and its potential to inform students’ future engagement with the broader school community. Using a conceptual framework of place- and community based education, the study examined data from …
Practising Teaching Using Virtual Classroom Role Plays, Barney Dalgarno, Sue Gregory, Vicki Knox, Torsten Reiners
Practising Teaching Using Virtual Classroom Role Plays, Barney Dalgarno, Sue Gregory, Vicki Knox, Torsten Reiners
Australian Journal of Teacher Education
Practice in the role of the teacher is an essential part of teacher education, however professional experience placements are becoming increasingly difficult to find. Consequently, additional university-based teaching practice, such as classroom role play with student teacher peers is important. Classroom role plays can be effective but there are limits to the realism of the experience and such strategies are not feasible for students studying at a distance. This article reports on a study in which a classroom in the virtual world of Second Life was used to house role plays of student teachers in preparation for their first professional …
Journaling The Art Of Teaching: Multimodal Responding For Narrative Inquiry, Cynthia M. Morawski, Jennifer Rottmann, Elizabeth Afrakomah, Emili Balatti, Meg Christens, Laura Kellar
Journaling The Art Of Teaching: Multimodal Responding For Narrative Inquiry, Cynthia M. Morawski, Jennifer Rottmann, Elizabeth Afrakomah, Emili Balatti, Meg Christens, Laura Kellar
Australian Journal of Teacher Education
Research underscores the integral role that teachers’ recurring narratives play in their everyday teaching agendas. Like the students in their classrooms, teachers comprise a diverse group of individuals representing a myriad of ways to learn and teach, stemming from such factors as pedagogical approaches, prior life experiences, and familial relationships. Applying multimodal learning to response journaling expands teacher candidates’ opportunities to address the role that narratives play in developing their daily repertoires of practice in language arts. Hence, further investigation is needed to expand the range of practices available for fostering teacher narrative inquiry. Methodologically supported by action research in …
‘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 …
Navigating The Challenges Of Becoming A Culturally Responsive Teacher: Supportive Networking May Be The Key, Nina L. Nilsson Ph.D., Ailing Kong Ph.D., Shantel Hubert
Navigating The Challenges Of Becoming A Culturally Responsive Teacher: Supportive Networking May Be The Key, Nina L. Nilsson Ph.D., Ailing Kong Ph.D., Shantel Hubert
Australian Journal of Teacher Education
Research shows graduates of teacher education programs do not always transfer, or apply, the best practices they learn to instructional practice due to factors related to course features, the student, and workplace environment (e.g., Brown & Bentley, 2004; de Jong et al., 2010). This study examined the challenges a secondary-level English teacher in the United States encountered when she attempted to implement culturally responsive teaching practices she learned from a graduate course to her class with ELLs. Findings indicate she faced strategy- and language-related challenges due to student culture and school environment factors (“external challenges”), as well as her own …
Cook Islands Students' Attitudes Towards Physical Education, Aue Te Ava, Christine Rubie-Davies
Cook Islands Students' Attitudes Towards Physical Education, Aue Te Ava, Christine Rubie-Davies
Australian Journal of Teacher Education
Teacher education has the potential to bring changes within educational systems that can shape the knowledge and skills of future generations. Teaching in a culturally responsive manner is an important part of developing teachers to serve as key change agents in transforming education and society through research, from the perspectives of student learning and achievement in health and physical education. It was expected in this study that students’ recognition of cultural activities could inspire them to engage in physical education. The aim of the study was to examine student awareness of teaching that included cultural activities, with an emphasis on …
Unpacking The Clinical And Participatory Dimensions Of The Trump Math-Teacher-Residency-Program, Dalia Imanuel-Noy, Tili Wagner
Unpacking The Clinical And Participatory Dimensions Of The Trump Math-Teacher-Residency-Program, Dalia Imanuel-Noy, Tili Wagner
Australian Journal of Teacher Education
Abstract: The research presents a Residency Math teacher education program that has been developed in Israel in search of transforming initial teacher preparation on the Clinical-Participatory continuum. It is a 'multi-phase' mixed-method research aiming to present the clinical and participatory dimensions of the TMR: the way in which they are reflected in the curriculum planning program, how Student Teachers (STs) in the program perceive the program's clinical and participatory dimensions and the nature of the challenges that arise in the program. Tools include: Documents of the programs; observations of the practical school experiences; A closed clinical social-interactive Questionnaire and a …
The Power Of Graphic Organizers: Effects On Students’ Word-Learning And Achievement Emotions In Social Studies, İlhan İlter
The Power Of Graphic Organizers: Effects On Students’ Word-Learning And Achievement Emotions In Social Studies, İlhan İlter
Australian Journal of Teacher Education
The purpose of this study was to investigate the effectiveness of three graphic organizers for teaching vocabulary and the development of the emotions-related to achievement. The study focused on the effects of different types of graphic organizers on word-learning and various emotions in social studies. This study was designed as a quasi-experimental design by utilizing a nonequivalent control group pretest-posttest design. The experimental group was instructed on vocabulary by using the Concept definition map, a Word-questioning strategy and a Circle thinking map for word-learning, while the control group was taught to use the C(2)QU [(Context (2)- Questioning- Using)] as a …
Analysis Of Turkish Prospective Science Teachers’ Perceptions On Technology In Education, Mustafa Serdar Koksal, Suleyman Yaman, Yavuz Saka
Analysis Of Turkish Prospective Science Teachers’ Perceptions On Technology In Education, Mustafa Serdar Koksal, Suleyman Yaman, Yavuz Saka
Australian Journal of Teacher Education
Purpose of this study was to determine and analyze Turkish pre-service science teachers' perceptions on technology in terms of learning style, computer competency level, possession of a computer, and gender. The study involved 264 Turkish pre-service science teachers. Analyses were conducted through four-way ANOVA, t-tests, Mann Whitney U test and one-way ANOVAs and the results showed there were one main effect for gender and one interaction effect between gender and computer competency level. The interaction effect pointed out that the male pre-service science teachers who were weak in computer competency held more positive perceptions toward instructional technology than their counterparts.
The Teaching Discipline Doesn’T Matter? An Assessment Of Preservice Teachers’ Perception Of The Value Of Professional Experience In Attaining Teacher Competencies., Peter Howley, Ruth Reynolds, Erica Southgate
The Teaching Discipline Doesn’T Matter? An Assessment Of Preservice Teachers’ Perception Of The Value Of Professional Experience In Attaining Teacher Competencies., Peter Howley, Ruth Reynolds, Erica Southgate
Australian Journal of Teacher Education
This paper is one in a series of papers interrogating some of the fundamental bases of what is seen as good professional experience in initial teacher education (ITE). This paper uses the case study of Health/Physical Education (HPE) students’ perceptions of their professional experience, compared to other teaching disciplines, in one regional university to examine the seemingly taken-for–granted view that professional experience in all teaching disciplines can be assessed according to generic professional standards. In this case when HPE students were surveyed on their views of their ability to satisfy the NSW Institute of Teachers’ Professional Teaching Standards during practical …