Teacher Education and Professional Development Commons^™

Emotional Literacy And Pedagogical Confidence In Pre-Service Science And Mathematics Teachers, Tony Yeigh, Geoff Woolcott, Jim Donnelly, Rob Whannell, Matthew Snow, Amanda Scott

Australian Journal of Teacher Education

This report details the findings from initial research seeking to improve the pedagogical confidence of pre-service STEM teachers by encouraging emotional literacy in the form of affect awareness. The report discusses how affect was measured for the study, what the affect outcomes were and how these measures are conceptually related to improving confidence for the pre-service teachers (PSTs). Findings indicate enhanced emotional feedback enabled the PSTs to analyse, understand and make use of affect information to reflect on their teaching confidence overall. Ongoing research will need to address the issue of negative affect awareness in teacher training, and strategies for …

Classroom Management And National Professional Standards For Teachers: A Review Of The Literature On Theory And Practice, Helen M. Egeberg, Andrew Mcconney, Anne Price

Australian Journal of Teacher Education

This article reviews the conceptual and empirical research on classroom management to ascertain the extent to which there is consistency between the “advice” found in the research literature and the professional standards for teachers and initial teacher education, in regards to knowledge and perspectives about effective classroom management. Focusing on the evolution of beliefs, knowledge and perspectives about classroom management the article will clarify effective classroom management and place this within the frameworks on effective teaching, in particular the AITSL standards, and consequently consider some implications for best practice.

Exploring Efl Learners’ Perceived Self-Efficacy And Beliefs On English Language Learning, Gülten Genç, Emine Kuluşaklı, Savaş Aydın

Australian Journal of Teacher Education

Abstract

Learners’ perceived self-efficacy and beliefs on English language learning are important in education. Taking into consideration the important impact of individual variables on language learning, this study seeks to highlight the relationship between Turkish EFL learners’ beliefs about language learning and their sense of self-efficacy. The participants are 210 Turkish EFL undergraduate students whose major is English. The subjects were questioned about their beliefs and self-efficacy as English language learners. The data gathered were analysed quantitatively. The findings demonstrated that EFL students have medium scores in their English self-efficacy and hold the strong belief that motivation factors have a …