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Teacher Education and Professional Development Commons™
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- Keyword
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- Teacher education (2)
- APST (1)
- Assessment (1)
- Book sharing (1)
- Children's literature (1)
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- Constructivism (1)
- Diversity (1)
- EPortfolios (1)
- Evidence-based practices (1)
- Initial teacher education (1)
- Language Teachers (1)
- Lifelong learning (1)
- Mathematical reasoning (1)
- PebblePad (1)
- Preservice teachers (1)
- Primary school (1)
- Professional growth; personalised learning; differentiation (1)
- Professional learning (1)
- Self-directed learning (1)
- Social justice (1)
- Tagging (1)
- Teacher collaboration (1)
- Teacher disposition (1)
Articles 1 - 6 of 6
Full-Text Articles in Teacher Education and Professional Development
The Mediating Role Of Self-Directed Learning Readiness In The Relationship Between Teaching-Learning Conceptions And Lifelong Learning Tendencies, Kasım Karataş, Cihad Şentürk, Aziz Teke
The Mediating Role Of Self-Directed Learning Readiness In The Relationship Between Teaching-Learning Conceptions And Lifelong Learning Tendencies, Kasım Karataş, Cihad Şentürk, Aziz Teke
Australian Journal of Teacher Education
In this study, the mediating role of readiness for self-directed learning in the relationship between pre-service teachers’ teaching-learning approach and lifelong learning skills was examined. The study group consisted of 800 pre-service teachers studying in different universities in Turkey. Data were collected with three different scales. The analysis of the data was carried out using structural equation modelling. According to the findings obtained and the results of the mediation analysis, it is clear that the readiness of self-directed learning in the relationship between constructivist teaching-learning, which is one of the learning teaching approaches, and lifelong learning tendencies has a full …
Creating Greater Awareness Of The Australian Professional Standards For Teachers In Initial Teacher Education, Melissa Cain, Chris Campbell
Creating Greater Awareness Of The Australian Professional Standards For Teachers In Initial Teacher Education, Melissa Cain, Chris Campbell
Australian Journal of Teacher Education
Throughout their initial teacher education training in Australia, students are informed about the Australian Professional Standards for Teachers (APST) and the necessity of gathering evidence to achieve these for teacher registration. Whilst the use of digital technologies as tools for reflection has become increasingly popular, there remains a paucity of research around the types of digital technologies that students use to document their ability to achieve accreditation requirements. This study presents details of how PebblePad, a specialised ePortfolio platform, can assist teacher education students to gain increased awareness about the 37 APST descriptors through the use of tagging. Results demonstrate …
Overcoming Challenges In Assessing Mathematical Reasoning, Sandra Herbert
Overcoming Challenges In Assessing Mathematical Reasoning, Sandra Herbert
Australian Journal of Teacher Education
Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, many teacher experience difficulty in assessing it. Data were collected from 34 primary teachers at 4 Victorian government schools at two post- lesson reflective sessions following lessons with a focus on reasoning. These sessions facilitated teachers’ collaborative efforts to assess their students’ reasoning from students’ work samples. The data included transcripts of all the reflective sessions; written work samples; and associated completed rubrics. Analysis of these data enabled identification of seven challenges teachers experienced in assessing reasoning: Limited guidance provided by curriculum documents; Teachers’ knowledge of reasoning; Teacher noticing …
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.
Achieving Teacher Professional Growth Through Professional Experimentation And Changes In Pedagogical Practices, Tracey Muir, Craig Deed, Damon Thomas, Sherridan Emery
Achieving Teacher Professional Growth Through Professional Experimentation And Changes In Pedagogical Practices, Tracey Muir, Craig Deed, Damon Thomas, Sherridan Emery
Australian Journal of Teacher Education
To facilitate the professional learning of teachers and bring about changes in pedagogical practices, it is necessary to understand the process by which teachers grow professionally. Professional growth can be achieved when teachers work together to engage in professional experimentation and see results in terms of salient outcomes for their students. This paper reports on a study of teachers’ pedagogical practices as they introduced adaptations to focus on personalising students’ learning in mathematics. Two cases are presented to demonstrate how teachers in two schools used student mathematics test data to determine students’ strengths and needs, in order to personalise learning …
Second Language Teachers’ Perceptions Of Their Pedagogical Practices, Collaborations, And Relationships With Other Teachers Through Professional Development, Simone Smala, Robyn M. Gillies, Katherine Mclay, Huong Ngyuen
Second Language Teachers’ Perceptions Of Their Pedagogical Practices, Collaborations, And Relationships With Other Teachers Through Professional Development, Simone Smala, Robyn M. Gillies, Katherine Mclay, Huong Ngyuen
Australian Journal of Teacher Education
This paper reports on the relationship between language teacher practices and their collaborations with other teachers through professional development. The paper argues that there is a link between the disposition to use evidence-based practices in language teaching, and ongoing reinforcement of such practices through dialogic exchange in professional practice sessions. Furthermore, the paper understands the learning and development of such disposition as a career-long endeavour, first encountered in quality teacher education programs and then continued by committing to ongoing professional development. Survey data were collected from a group of language teachers from various second languages in primary and secondary schools …