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Teacher Education and Professional Development Commons™
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- Pre-service teachers (3)
- Professional development (2)
- Reflection (2)
- Teacher education (2)
- [RSTDPub] (2)
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- Action research (1)
- Beginning reading (1)
- Challenges (1)
- Coaching (1)
- Community involvement (1)
- Curriculum in the Arts (1)
- Digital portfolios (1)
- Disability (1)
- EFL (1)
- ELearning (1)
- EPortfolio (1)
- Education (1)
- Effective instruction (1)
- Eportfolio based learning (1)
- Equity (1)
- First Year (1)
- Hearing-impaired (1)
- Identity (1)
- Initial teacher education (1)
- Inservice education (1)
- Large scale marking (1)
- Legislation (1)
- Literacy/reading teacher education (1)
- Motivation (1)
- Numeracy (1)
Articles 1 - 15 of 15
Full-Text Articles in Teacher Education and Professional Development
Professional Teaching Standards And Inclusion In Teacher Education: Insights From A Hearing-Impaired Health And Physical Education Pre-Service Teacher’S Professional Experience, Donna Barwood, John O'Rourke, Dawn Penney, Andrew Jones, Jordan Thomas
Professional Teaching Standards And Inclusion In Teacher Education: Insights From A Hearing-Impaired Health And Physical Education Pre-Service Teacher’S Professional Experience, Donna Barwood, John O'Rourke, Dawn Penney, Andrew Jones, Jordan Thomas
Research outputs 2014 to 2021
Initial Teacher Education (ITE) is a critical arena for advancing inclusion in Health and Physical Education (HPE). This paper reports research that is engaging with the diversity of the HPE profession and practitioners. It centres on a unique case study that critically explored the school-based professional experience of an Australian secondary HPE Pre-service Teacher (PsT) who has a hearing impairment. Specifically, to enable PST success in HPE professional experiences as defined by the professional standards for teachers in Australia and to which, PSTs’ must evidence to graduate and attain teacher registration. Drawing on documentary and interview data the paper focuses …
Online Continuous Professional Learning: A Model For Improving Reading Outcomes In Regional And Remote Schools?, Susan Main, Eileen Slater
Online Continuous Professional Learning: A Model For Improving Reading Outcomes In Regional And Remote Schools?, Susan Main, Eileen Slater
Research outputs 2014 to 2021
Professional learning provides the opportunity to improve teacher practice and student outcomes; however, challenges exist in ensuring that teachers can access quality professional learning. Teachers in regional and remote schools may have even more limited access to the expertise required to support changes in practice than their peers in metropolitan centers. This article reports on a continuing professional learning program designed to support teachers in two regional schools to implement a new approach to teaching reading in their schools. The findings from this research suggest that existing online learning platforms can be used to deliver targeted instructional coaching for teachers …
‘A Validation Of My Pedagogy’: How Subject Discipline Practice Supports Early Career Teachers’ Identities And Perceptions Of Retention, Julia E. Morris, Wesley Imms
‘A Validation Of My Pedagogy’: How Subject Discipline Practice Supports Early Career Teachers’ Identities And Perceptions Of Retention, Julia E. Morris, Wesley Imms
Research outputs 2014 to 2021
For secondary school teachers, developing a teacher identity is complicated by spoken or implied expectations of the need to be an expert in the skills and knowledge of one’s subject discipline. Since 2009, the Teacher as Practitioner study (N = 764) has explored the effect of continued subject discipline practice on teachers’ identity and retention using a longitudinal mixed-method design. Within the population are 305 responses from initial teacher education graduates classified as early career teachers, those within their first five years of teaching. This sub-sample was used to explore relationships between discipline practice, identity and perceptions of retention in …
Revitalising Reflective Practice In Pre-Service Teacher Education: Developing And Practicing An Effective Framework, Pauline Roberts, Lennie Barblett, Fiona Boylan, Marianne Knaus
Revitalising Reflective Practice In Pre-Service Teacher Education: Developing And Practicing An Effective Framework, Pauline Roberts, Lennie Barblett, Fiona Boylan, Marianne Knaus
Research outputs 2014 to 2021
Reflective practice plays a significant role in effective teaching. However, for pre-service teachers (PSTs), it can be a difficult process to not only think reflectively but to understand its importance in their teaching practice. This research focused on the development of a framework for written reflective practice embedded within professional experience (PEx) units. In tutorials, PSTs were provided with video technology to film themselves performing teaching tasks. A reflective framework provided a structure to assist in reflecting on the teaching task. Dialogical teaching and coaching by tutors as well as peer discussion scaffolded the reflective process. At the end of …
The Validity Of The Science Teacher Efficacy Belief Instrument (Stebi-B) For Postgraduate, Pre-Service, Primary Teachers, Eileen V. Slater, Christina M. Norris, Julia E. Morris
The Validity Of The Science Teacher Efficacy Belief Instrument (Stebi-B) For Postgraduate, Pre-Service, Primary Teachers, Eileen V. Slater, Christina M. Norris, Julia E. Morris
Research outputs 2014 to 2021
The STEBI-B (Enoch and Riggs, 1990) has been widely used as a measure of undergraduate primary pre-service teacher self-efficacy since its creation. However, the publication of its use within postgraduate teaching courses has been limited. The postgraduate pre-service teachers (Graduate Diploma and Master of Education students) are a very different population, presenting with more life experience and importantly, more experience in Science. This brings the generalizability of the STEBI-B to this population into question. The validity of the STEBI-B for use with a postgraduate, pre-service teacher population was investigated using a Rasch model analysis. Results support the two-factor structure presented …
Teachers’ Perspectives On The Use Of Digital Portfolios In Efl Teaching Context, Diem Thi Ngoc Hoang
Teachers’ Perspectives On The Use Of Digital Portfolios In Efl Teaching Context, Diem Thi Ngoc Hoang
Research outputs 2014 to 2021
Teacher education in Vietnam has undergone radical reform in the last decade. This is partially the result ofthe determination of the Vietnamese government to improve education quality nationwide at all levels. In particular, the training of teachers of English as a Foreign Language (EFL) has received significant consideration. This is shown in many policy documents issued by the government that focus on increasing both quantity and quality of EFL teachers (Government of Vietnam, 2008; Ministry of Education and Training, 2014). Among the quality standards of EFL teachers, ICT competence has recently received considerable attention and investment (Government of Vietnam, 2017; …
The Potential Of Involving Communities To Enhance Stem Education, Paula Mildenhall, Bronwen Cowie
The Potential Of Involving Communities To Enhance Stem Education, Paula Mildenhall, Bronwen Cowie
Research outputs 2014 to 2021
By engaging students in everyday issues and events, STEM education can contribute to the development of citizens who are equipped to make the world a better place. However, students’ STEM learning with this focus requires teachers to identify age and context appropriate issues. Student investigation of local issues and events can be motivating for students. Their learning can benefit from involvement with community members who input their knowledge and ideas. Students can contribute ideas and actions to the community, especially when there is a two-way exchange of information from the community to students and students to the community. In this …
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 …
“The Pay Is Not Worth It But It Is Excellent Pd”: Australian Teachers’ Perspectives On Doing Large-Scale Marking, Nathanael Reinertsen
“The Pay Is Not Worth It But It Is Excellent Pd”: Australian Teachers’ Perspectives On Doing Large-Scale Marking, Nathanael Reinertsen
Research outputs 2014 to 2021
Anecdotally, teachers take up opportunities to mark large-scale assessments because they are told by colleagues that it is 'good PD'. Assertions about the value of marking are passed along with little question. However, research into the benefits of participating as a marker in large-scale marking has not been conducted in the Australian context. This paper reports the results of an online survey of Australian teachers (N=43) about their participation in large-scale marking in order to examine whether the research that has been conducted internationally is likely to be generalisable to Australia. The responses to the survey are described and then …
Developing Reflection Through An Eportfolio-Based Learning Environment: Design Principles For Further Implementation, Pauline Roberts
Developing Reflection Through An Eportfolio-Based Learning Environment: Design Principles For Further Implementation, Pauline Roberts
Research outputs 2014 to 2021
This article discusses the implementation of an ePortfolio-based learning environment with Bachelor of Education students. The intention was for the platform to be an agency for the development of reflection. The environment scaffolded reflection through (1) exemplars of good practice, (2) the opportunity for discussions and (3) activities to support the development of reflection. There were issues within the research around the introduction of the platform at the particular stage of the students’ degrees but the environment was successful in the provision of a teaching and learning platform. The findings provided design principles for a model to guide the development …
A Brief Overview Of Robotic Telescopes, Student Research And Education Research In The English Literature, Michael Fitzgerald, Ross Cutts, Saeed Salimpour, Stephanie Slater
A Brief Overview Of Robotic Telescopes, Student Research And Education Research In The English Literature, Michael Fitzgerald, Ross Cutts, Saeed Salimpour, Stephanie Slater
Research outputs 2014 to 2021
In this paper, a brief overview of the 250 known academic publications that can be considered Robotic Telescopes, Student Research and Education related articles is provided. Their method of selection is described as well as their availability on the istardb.org database. The typical types of articles are described and their major locations of publications are outlined. From this a rough impact analysis using a blunt citation metric is used to get a broad feel for the field as a whole. These explorations lead to some fairly compelling conclusions about broadly how to write an article in the field with some …
The Effect Of A Professional Development Model On Early Childhood Educators’ Direct Teaching Of Beginning Reading, Gemma E. Scarparolo, Lorraine S. Hammond
The Effect Of A Professional Development Model On Early Childhood Educators’ Direct Teaching Of Beginning Reading, Gemma E. Scarparolo, Lorraine S. Hammond
Research outputs 2014 to 2021
Research over the last 15 years has reported that for professional development to be effective, in terms of changing teachers’ knowledge and/or instructional strategies, it needs to be conducted taking into consideration the following factors: teachers’ existing knowledge, experience and attitudes towards the professional development, school administrative factors, opportunities for classroom-based follow-up and gathering data concerning student achievement to measure the impact or effectiveness of the professional development. These factors were all carefully considered when creating, planning and implementing the professional development model for this study. The results indicate that an evidence-based professional development model which included a workshop, classroom …
Identifying And Supporting Numeracy Needs Of First Year Undergraduate Education Students, Fiona Budgen, John West
Identifying And Supporting Numeracy Needs Of First Year Undergraduate Education Students, Fiona Budgen, John West
Research outputs 2014 to 2021
Currently Australian pre-service teachers’ levels of personal numeracy are under a great deal of scrutiny. There are calls for universities to raise entry standards into teaching degrees and counter-calls that the output of universities should be gauged rather than inputs. In 2015, doubts about the ability of graduate teachers to convey the desired skills, knowledge and attitudes in mathematics led the Australian Government to mandate the introduction of the Literacy and Numeracy Test for Initial Teacher Education Students. From 2017, all pre-service teachers in Australia will be required to pass prior to graduation. The present research sought to identify specific …
The Importance Of Positive Arts Experiences And Self-Efficacy In Pre-Service Primary Teacher Education, Geoffrey W. Lummis, Julia Morris
The Importance Of Positive Arts Experiences And Self-Efficacy In Pre-Service Primary Teacher Education, Geoffrey W. Lummis, Julia Morris
Research outputs 2014 to 2021
With the impending introduction of the Australian Curriculum in the arts, there is cause to reflect on primary pre-service teacher education courses, and how effectively they prepare graduates to facilitate the curriculum. Reflecting on pre-service teachers’ experiences in the arts, at both entry and graduation of their degree, may afford insight into improving arts instruction in Bachelor of Education. A two-year mixed methods study (2013-2014) was conducted with first and fourth-year Bachelor of Education primary students at a Western Australian university, to determine students’ arts experiences and their self-efficacy to teach the arts at graduation. This paper reports specifically on …
An Eportfolio Environment To Enhance Reflection In Pre-Service Teachers: What Worked, What Didn't And Why?, Pauline K. Roberts
An Eportfolio Environment To Enhance Reflection In Pre-Service Teachers: What Worked, What Didn't And Why?, Pauline K. Roberts
Research outputs 2014 to 2021
This research paper details some results of a doctoral study that was designed to enhance reflection in pre-service teachers by scaffolding an action research project within the eportfolio-based learning environment. It reports on a unit level implementation of the PebblePad eportfolio platform in a Western Australian university, and focuses specifically on the levels of student engagement when guided by prompts placed within PebblePad as part of a scaffolded learning environment. The paper also examines the barriers to engagement that were identified through the data collection. The key findings indicate that the students were most engaged with the prompts that had …