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Teacher Education and Professional Development Commons™
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Articles 1 - 4 of 4
Full-Text Articles in Teacher Education and Professional Development
Why Become A Teacher? Exploring Motivations For Becoming Science And Mathematics Teachers In Australia, Chrystal Whiteford, Nick Kelly, Les Dawes
Why Become A Teacher? Exploring Motivations For Becoming Science And Mathematics Teachers In Australia, Chrystal Whiteford, Nick Kelly, Les Dawes
Australian Journal of Teacher Education
There is an identified shortage of mathematics and science teachers across Australia and many of these teachers leave the profession within 3 to 5 years of graduating. This paper provides important insights on what motivates people to become science and mathematics teachers in Australia. Data drawn from two surveys, one investigating why students might become a teacher and the other examining why teachers joined the profession, are explored to provide unique insight into an area of need. Using descriptive statistics and Spearman’s rho, results suggest contribution to society and love of subject area to be among the top motivators for …
Targeted Teacher Education To Improve Primary Preservice Teachers’ Knowledge And Understanding Of Uv And Effective Sun Protection Measures For Children, Joseph J. Scott, Robyn S. Johnston, Natasha Bear, Sonia Gregory, Sally Blane, Mark Strickland, Jill Darby, Elin S. Gray
Targeted Teacher Education To Improve Primary Preservice Teachers’ Knowledge And Understanding Of Uv And Effective Sun Protection Measures For Children, Joseph J. Scott, Robyn S. Johnston, Natasha Bear, Sonia Gregory, Sally Blane, Mark Strickland, Jill Darby, Elin S. Gray
Australian Journal of Teacher Education
Teachers are responsible for children at school during peak ultraviolet (UV) times of the day. It is paramount that teachers have knowledge and understanding of UV to effectively protect themselves and their students. The aim of this pilot study was to investigate the effect of a short intervention on preservice teachers’ sun protective behaviours, knowledge and perceived skill to teach sun safety. Participants (n =161; median age=20 years) attended a 45-minute preservice teacher sun safety intervention and completed pre- and post-test surveys. Post-intervention, most participants indicated they felt: i) more informed about the dangers of UV and risks of developing …
Students' Transitions Into Initial Teacher Education: Understanding Barriers And Enablers Through An Ecological Lens, Diana L. Amundsen, Nadine Ballam, Katrina Mcchesney
Students' Transitions Into Initial Teacher Education: Understanding Barriers And Enablers Through An Ecological Lens, Diana L. Amundsen, Nadine Ballam, Katrina Mcchesney
Australian Journal of Teacher Education
This paper presents a small-scale qualitative investigation which explored early first-year transition experiences of pre-service teacher students. The study took place in one university in Aotearoa New Zealand, involving 24 students and three co-researchers from a Faculty of Education. Perceptions of students’ transition experiences were gathered through an essay task six weeks into the first semester; data were analysed using Bronfenbrenner’s (1979) ecological theory to identify barriers and enablers related to students’ transition experiences in various contexts. Diverse transitions accounts of ‘becoming a pre-service teacher student’ were analysed as being complex and intertwined with historical, social, cultural and political elements. …
Supervision In Initial Teacher Education: A Scoping Review, Madlen Griffiths, Mandie Shean, Denise Jackson
Supervision In Initial Teacher Education: A Scoping Review, Madlen Griffiths, Mandie Shean, Denise Jackson
Research outputs 2014 to 2021
Supervision in initial teacher education is a pivotal component of professional experience, widely considered to be the most valued aspect of preservice teacher learning. Key to these experiences is the work of the university appointed supervisors who mentor the novices during their in-classroom learning. This is a dichotomous and often under-rated role, fraught with challenges, yet remains under-theorised and underresearched. Situated in a framework of readiness for teaching, this literature review provides a synopsis of the challenges facing the provision of quality teacher education programs and the supervision of preservice teachers and details the myriad of tasks undertaken by these …