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Teacher Education and Professional Development Commons™
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Articles 91 - 113 of 113
Full-Text Articles in Teacher Education and Professional Development
Rethinking The Literacy Capabilities Of Pre-Service Primary Teachers In Testing Times, Eileen Honan, Beryl Exley, Lisa Kervin, Alyson Simpson, Muriel Wells
Rethinking The Literacy Capabilities Of Pre-Service Primary Teachers In Testing Times, Eileen Honan, Beryl Exley, Lisa Kervin, Alyson Simpson, Muriel Wells
Australian Journal of Teacher Education
This paper demonstrates how teacher accreditation requirements can be responsibly aligned with a scholarly impetus to incorporate digital literacies to prepare pre-service teachers to meet changing educational needs and practices. The assessment initiatives introduced in the newly constructed four year undergraduate Bachelor of Education program at one Australian university are described and analysed in light of the debates surrounding pre-service primary teachers’ literacy capabilities. The findings and subsequent discussion have implications for all literacy teacher educators concerned about the impact of standardised assessment practices on the professional future of teachers.
Classroom Profiling Training: Increasing Preservice Teachers’ Confidence And Knowledge Of Classroom Management Skills, Cliff Jackson, Kym Simoncini, Mark Davidson
Classroom Profiling Training: Increasing Preservice Teachers’ Confidence And Knowledge Of Classroom Management Skills, Cliff Jackson, Kym Simoncini, Mark Davidson
Australian Journal of Teacher Education
Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the DETE offers Classroom Profiling, a data driven, non-judgmental process to allow teachers to reflect on the classroom management strategies they employ. This qualitative study investigated whether Classroom Profiling training could increase preservice teachers’ knowledge and confidence in using ESCM. Fifteen preservice teachers in their final year of a Bachelor of Education degree in Far North …
Creative Arts: An Essential Element In The Teacher’S Toolkit When Developing Critical Thinking In Children, Caroline Nilson, Catherine M. Fetherston, Anne Mcmurray, Tony Fetherston
Creative Arts: An Essential Element In The Teacher’S Toolkit When Developing Critical Thinking In Children, Caroline Nilson, Catherine M. Fetherston, Anne Mcmurray, Tony Fetherston
Australian Journal of Teacher Education
This paper is a position paper, which argues the position that critical thinking is a crucial skill, which needs to be developed in the school curriculum and that the creative arts can do this. The paper explores the states of the Arts in the present curriculum and goes on to argue that knowing how to develop critical thinking is an important pedagogical skill that needs to be developed in our pre-service teachers. This position is supported through data gathered from an innovative project that explored teachers’ and mothers’ perceptions of children’s critical thinking.
Enriching The Professional Learning Of Early Years Teachers In Disadvantaged Contexts: The Impact Of Quality Resources And Quality Professional Learning, Elizabeth A. Warren, Jodie Miller
Enriching The Professional Learning Of Early Years Teachers In Disadvantaged Contexts: The Impact Of Quality Resources And Quality Professional Learning, Elizabeth A. Warren, Jodie Miller
Australian Journal of Teacher Education
Studies indicate that very few teachers entering disadvantaged contexts feel prepared academically or professionally to teach effectively. This study focuses on the impact of a model for professional learning, the RoleM Professional Learning model (RPL), situated in a disadvantaged context over a three-year period. The participating teachers (n = 12) in this study taught in the first three years of school (Foundation to Year 2). To ascertain the effectiveness of RPL, teachers were interviewed three times a year and students’ pre and post-test scores were also considered. The results indicate that quality teaching is related to the establishment of quality …
Effectiveness Of Teacher Professional Learning : Enhancing The Teaching Of Fractions In Primary Schools, Derek Hurrell
Effectiveness Of Teacher Professional Learning : Enhancing The Teaching Of Fractions In Primary Schools, Derek Hurrell
Theses: Doctorates and Masters
This study was motivated by the need to develop professional learning for primary school teachers that would support them to more effectively teach the mathematics topic of fractions. What seemed evident, was that previous professional learning attended by teachers had not adequately met their needs.
The aim of this study was to investigate whether professional learning, with a focus on subject content knowledge, pedagogical knowledge and reflective practice could enhance primary school teachers’ PCK for teaching fractions and make them more confident teachers of fractions. Demonstrating this to be the case would have wide implications for the development of professional …
“There’S No Big Book On How To Care”: Primary Pre-Service Teachers’ Experiences Of Caring, Hellen Kemp, Andrea Reupert
“There’S No Big Book On How To Care”: Primary Pre-Service Teachers’ Experiences Of Caring, Hellen Kemp, Andrea Reupert
Australian Journal of Teacher Education
This study investigated primary, pre-service teachers' experiences regarding their caring role, and the barriers they face when caring for students. Thirteen Australian primary pre-service teachers were individually interviewed. Within a qualitative framework, transcripts were thematically analysed, alongside member checks. While results indicated highly individualised notions of care, common themes included difficulties in navigating the caring teacher role, the caring student-teacher relationship and gaps in training around notions of care. A continuum of care was identified, mediated by student and teacher factors as well as school location. This continuum provides a framework within which pre-service teachers might explore boundary issues.
Turkish Pre-Service Teachers` Perceived Self-Efficacy Beliefs And Knowledge About Using Expository Text As An Instructional Tool In Their Future Classroom Settings, Kasim Yildirim, Seyit Ates
Turkish Pre-Service Teachers` Perceived Self-Efficacy Beliefs And Knowledge About Using Expository Text As An Instructional Tool In Their Future Classroom Settings, Kasim Yildirim, Seyit Ates
Australian Journal of Teacher Education
The aim of this research was to examine Turkish pre-service teachers` knowledge and perceived self-efficacy beliefs toward using expository text as an instructional tool in their future classroom settings. The research sample were 346 pre-service teachers who studied in different teacher preparation programs which included elementary classroom and middle content classrooms (for example, science, social studies and Turkish language arts) teaching professions. A teacher efficacy inventory and a knowledge test about using expository text were developed and administered to the pre-service teachers in a public university in Turkey. The research findings showed that there was a small but positive correlation …
Early Career Teachers’ Self-Efficacy For Balanced Reading Instruction, Petra Hastings
Early Career Teachers’ Self-Efficacy For Balanced Reading Instruction, Petra Hastings
Australian Journal of Teacher Education
According to Bandura (1986; 1997), perceptions of efficacy are based on four sources: enactive attainment; vicarious experience; physiological and emotional states; and verbal persuasion. The factors affecting Early Career Teachers' self-efficacy for reading instruction are closely related to these four sources. It is not difficult to imagine an Early Career Teacher practicing within a ‘source vacuum’ as he or she attempts to grapple with the methodologies and strategies necessary for a balanced reading program. How, then, do they rate their teaching efficacy for this area of the curriculum? And which types of professional learning opportunities do they believe have heightened …
Teacher Professional Development: Who Is The Learner?, Kirsten Petrie, Clive Mcgee
Teacher Professional Development: Who Is The Learner?, Kirsten Petrie, Clive Mcgee
Australian Journal of Teacher Education
One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a plethora of curriculum policy and reform initiatives. This paper explores how the design and delivery of one PD programme, the Physical Activity Initiative (PAI), positioned and supported teachers as learners. An evaluation of the programme sought data from 25 teachers and 14 advisers to schools. The focus was the …
Investigative Primary Science: A Problem-Based Learning Approach, Matthew B. Etherington
Investigative Primary Science: A Problem-Based Learning Approach, Matthew B. Etherington
Australian Journal of Teacher Education
This study reports on the success of using a problem-based learning approach (PBL) as a pedagogical mode of learning open inquiry science within a traditional four-year undergraduate elementary teacher education program. In 2010, a problem-based learning approach to teaching primary science replaced the traditional content driven syllabus. During the 13 week semester, a cohort of 150 elementary pre-service teachers embarked on a Design and Make project to solve an individually chosen real world problem. Over one week, the pre-service teachers used a problem based mode of learning in conjunction with an open scientific inquiry to showcase individual working models (prototypes) …
Fostering Professional Learning Communities Beyond School Boundaries, Anne Scott, Philip Clarkson, Andrea Mcdonough
Fostering Professional Learning Communities Beyond School Boundaries, Anne Scott, Philip Clarkson, Andrea Mcdonough
Australian Journal of Teacher Education
During 2008-2009 while participating in a mathematics professional learning study, fifteen teachers, from seven different Australian primary schools, met as a group on five occasions to share their experiences and reflections on their teaching of mathematics. At each meeting, they discussed their goals, action plans and progress. To contextualise their experiences, each shared one or two 60-second snippets of digitally recorded video of their own classroom practice with the group. Audio-recordings of these five focus group meetings were analysed through a process of content analysis using a list of elements derived from the literature on professional learning communities. In essence, …
The Impact Of Student Created Slowmation On The Teaching And Learning Of Primary Science, Jeffrey Brown
The Impact Of Student Created Slowmation On The Teaching And Learning Of Primary Science, Jeffrey Brown
Theses: Doctorates and Masters
Current research indicates that although innovations in science teaching are having a positive impact on science education in many Australian schools, national and international assessments show that student achievement is not improving (Hackling & Prain, 2008; Thomson, Wernet, Underwood, & Nicholas, 2008). Furthermore, there is little or no increase in the number of students choosing science as a post-compulsory study option or as a career path. There remains a need to further develop innovative teaching methods that promote the development of students‟ scientific literacy, engenders a joy of science learning through student engagement and encourages a desire to pursue further …
E-Learning Pedagogy In The Primary School Classroom: The Mcdonaldization Of Education, Matthew Etherington
E-Learning Pedagogy In The Primary School Classroom: The Mcdonaldization Of Education, Matthew Etherington
Australian Journal of Teacher Education
This paper begins as an initial rejoinder to the ideas expressed by Ross (2000) in The Promise and Perils of E-Learning: A critical look at the new technology. In his article, Ross supports the traditional practices of pedagogy at the primary school level—face-to-face pedagogy— and then critiques what he describes as a ‘fetishisation’ of technological pedagogy—a fetishisation seen in the increase of E-learning pedagogy at the primary school level. The ideas expressed in this article gain their structure and momentum from Ross’s (2000) arguments against E-learning and extends a more cautious approach to the widespread belief in the success of …
Collaborative Partnerships : A Model For Science Teacher Education And Professional Development, Mellita M. Jones
Collaborative Partnerships : A Model For Science Teacher Education And Professional Development, Mellita M. Jones
Australian Journal of Teacher Education
This paper proposes a collaborative partnership between practicing and pre-service teachers as a model for implementing science teacher education and professional development. This model provides a structure within which partnerships will work collaboratively to plan, implement and reflect on a series of Science lessons in cycles of action-reflection adapted from Korthagen’s (2001) ALACT model. Issues within Science education, teacher professional development and teacher education are considered in the development of the model which attempts to deepen constructivist approaches to teachers’ professional learning. It attempts to address issues with teacher professional development in the science area and improve professional experience practice …
Externalising Behaviour Problems And The Influence Of Classroom Environments In The Early School Years ; Student-Teacher Relationships And Teacher Discipline: Their Relation To The Externalising Behaviours Of Kindergarten To Year 1 Students, Emma Spencer
Theses : Honours
Some of the most influential people in a child's life are the teachers who aid them in their transition into the education system and the complex social environment that it brings (Blancher & Eisenhower, 2006). Children who display externalising behaviours early in childhood often experience greater difficulties than other children when entering school and throughout their education experience (Hinshaw, Lahey & Hart, 1993; Liu, 2004). The student-teacher relationship established within the classroom and the disciplinary measures utilized by the teachers can have a profound impact on the child's development both academically and socially (Galen & Underwood, 1997; Hamre & Pianta, …
What Counts As Accountability? : Towards An Accountability Framework For The Pre-Primary, Lennie Barblett
What Counts As Accountability? : Towards An Accountability Framework For The Pre-Primary, Lennie Barblett
Theses: Doctorates and Masters
Accountability in the pre-primary year has become a focus for attention as schools develop corporate school plans. Pre-primary teachers can no longer work in isolation and are required to implement the school development plan in order to account for their portion of the school's work. This study aimed to find out how pre-primary teachers accounted for their educational programs and what factors influenced their accountability notions and practices. The study conducted in Western Australia used an ecological theoretical framework. Data was collected using multi-modal techniques and analysed using an interpretive-constructivist approach. Three case studies, a questionnaire and focus groups of …
The Feasibility Of A Flexibly Delivered Professional Development Program For Teachers In Road Safety Education, Vanessa Hille
The Feasibility Of A Flexibly Delivered Professional Development Program For Teachers In Road Safety Education, Vanessa Hille
Theses : Honours
School-based prevention education programs can contribute to a reduction in childhood road trauma by increasing students' knowledge, attitudes and skills. Professional development (PO) for teachers is needed to ensure effective implementation of health curricula. Access to conventional workshop PD is restricted by obstacles such as time, cost and lack of resources. A flexibly delivered PD program would allow teachers to study when, where and how they prefer. The purpose of this study was to examine the feasibility of a flexibly delivered PD program for teachers in road safety education. The target population was teachers from Western Australian primary schools. A …
The Professional Development Of Beginning Teachers Of Primary Mathematics, Robert Leonard Sparrow
The Professional Development Of Beginning Teachers Of Primary Mathematics, Robert Leonard Sparrow
Theses: Doctorates and Masters
Recent documents have recommended a style of teaching for primary classrooms that favours a constructivist viewpoint of learning. The actuality of mathematics classrooms is different from this vision. Newly trained teachers while exposed to, and expounding, a constructivist philosophy are, in many cases, implementing a more traditional, teacher-centred approach to classroom practice. The purpose of this study was twofold: to investigate factors which influence the pedagogical practices and beliefs of beginning teachers of mathematics in primary classrooms and secondly to evaluate a professional development support model for beginning primary mathematics teachers. A model for professional development and support of beginning …
Assessing Content-Related Validity And Internal-Consistency Reliability Of Tests Constructed By Seychellois Teachers, Justin Davis Valentin
Assessing Content-Related Validity And Internal-Consistency Reliability Of Tests Constructed By Seychellois Teachers, Justin Davis Valentin
Theses : Honours
Teachers are seldom trained to construct tests (Boothroyd, McMorris, & Pruzck, 1992; Wise, Lukin, & Roos, 1991). Yet, the use of teacher-made tests for assessing students is a common occurrence in schools. This study challenges the quality of tests constructed by teachers without measurement and testing training. A sample of tests (n = 15) constructed by Primary 5A mathematics teachers in the Seychelles was analysed. The teachers who submitted the tests have not completed a course in measurement and testing. However, results of these tests will be used to make important decisions about their students. The purpose of the study …
Creating A Collaborative Culture In A National Schools Project School., John Rooney, Alastair Drew
Creating A Collaborative Culture In A National Schools Project School., John Rooney, Alastair Drew
Australian Journal of Teacher Education
The school's desire to be a part of the National Schools Project arose from its local circumstances. Situated in the northern suburbs of AdelaIde, Salisbury North Primary School caters to a highly disadvantaged community. Over 80 per cent of students are from households whose income is low enough to qualify for government assistance. This figure has been steadily rising over the last few years. The student population is also remarkably diverse. Of an enrolment of 280 children in year levels 3-7, thirty percent are of non-English speaking background, twenty five percent are part of a new arrivals program, and over …
Do Early Field Experiences Make A Difference In Perceived Professional Development And Commitment To Teaching Of University Students Preparing To Become Elementary School Teachers?, F. W. Sesow
Australian Journal of Teacher Education
Although the concept of early field experiences in teacher/preparation programs is not unique, the attempts to measure the effectiveness of directed experiences in elementary schools for freshmen and sophomores is limited. These experiences have been included in preparation programs as a response to students and faculty feeling a need for direct concrete experiences during the early phases of the preparation program. This need is based on the theory that students should have concrete professional field experiences prior to enrolment in professional courses which should allow for greater understanding of the abstract theories and concepts of teaching and learning presented by …
Implentation Of A School-Based Science Programme : A Case Study, Adrianne Kinnear
Implentation Of A School-Based Science Programme : A Case Study, Adrianne Kinnear
Australian Journal of Teacher Education
This paper tells the story of the first two years of a science programme which was planned and implemented by the staff of a local primary school. The programme formed the core of a submission for government funding as a school-based innovation. The study describes the degree to which the submission's aims were achieved and attempts to analyse the factors contributing to the project's outcomes.
Training Teachers To Plan, Philip Deschamp, David Tripp
Training Teachers To Plan, Philip Deschamp, David Tripp
Australian Journal of Teacher Education
As part of an attempt to understand why teachers use particular approaches to planning, this study addressed the question of how primary teachers are taught to plan by training institutions in Western Australia. The main reason for conducting this survey was the assumption that, although teachers' planning is influenced by other factors (such as the particular requirements ofthe schools in which they teach, what they believe to be their role as teachers, and the characteristics of the particular students) a major influence, especially if they are new to teaching, is how they were taught to plan during their initial training.