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Full-Text Articles in Teacher Education and Professional Development

Does Individual Innovativeness Influence Tpack Development?: The Case Of Pre-Service Efl Teachers In Türkiye, Taibe Kulaksız Jan 2023

Does Individual Innovativeness Influence Tpack Development?: The Case Of Pre-Service Efl Teachers In Türkiye, Taibe Kulaksız

Australian Journal of Teacher Education

: This study aims to investigate how pre-service EFL teachers’ individual innovativeness levels affect their TPACK development during an educational technology course. Employing a quasi-experimental research design, the participants were 59 pre-service EFL teachers. The course followed the Diffusion of Innovation Theory steps. Analyzing the data, TPACK and individual innovativeness scales were implemented as pre- and post-tests. The results showed a significant increase in participants' TPACK, while their individual innovativeness did not exhibit a significant change during the course. Although there was a notable difference in pre-service teachers' initial TPACK levels based on their innovativeness, this difference was no longer …

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Mentoring Pre-Service Teachers: The Thiink4 Reflective Cycle, Maya Gunawardena Jan 2023

Mentoring Pre-Service Teachers: The Thiink4 Reflective Cycle, Maya Gunawardena

Australian Journal of Teacher Education

Establishing a reciprocal relationship between mentors and pre-service teachers is critical in pre-service teacher mentoring. Highlighting self-regulation as a means for managing emotions in the pursuit of meeting long-term goals, this study examined the constructive features that help develop a reciprocal relationship between pre-service teachers and mentors. The study has captured a range of qualitative data from the dyadic process of mentoring (two-way interaction between a mentor teacher and a pre-service teacher): within the pre- and post-lesson conferences between mentors and pre-service teachers and post mentoring interviews with mentors and pre-service teachers. The study highlighted the strengths of mentor facilitated …

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Transformative Learning Experiences Of The Vocationally Interested And Vocationally Disinterested Pre-Service Teachers In Teacher Training Colleges In Zimbabwe, Esnati Macharaga, Tabitha Grace Mukeredzi Jan 2023

Transformative Learning Experiences Of The Vocationally Interested And Vocationally Disinterested Pre-Service Teachers In Teacher Training Colleges In Zimbabwe, Esnati Macharaga, Tabitha Grace Mukeredzi

Australian Journal of Teacher Education

This article reports on some of the findings from a doctoral research project that explored how the vocationally interested and vocationally disinterested pre-service teachers in selected teacher training colleges in Zimbabwe experienced transformative learning. Through multiple-site case study and qualitative approach within an interpretive paradigm, guided by Mezirow’s ten-phase Transformative Learning Theory, the study sought to understand the pre-service teacher transformative learning experiences. The study employed a multi-modal approach which involved focus group discussions, individual face to face interviews and continuum drawing and discussions to generate data from a purposive sample of 40 participants. Findings suggest that, both vocationally interested …

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The Criticality Of Teacher Educator Wellbeing: Reflecting Through Arts-Based Methods, Kristina Turner, Georgina M. Barton Dr, Susanne Garvis, Ellen Larsen Jan 2023

The Criticality Of Teacher Educator Wellbeing: Reflecting Through Arts-Based Methods, Kristina Turner, Georgina M. Barton Dr, Susanne Garvis, Ellen Larsen

Australian Journal of Teacher Education

Teacher educators face many challenges related to workload and government-mandated reforms in Initial Teacher Education programs. Evidence suggests that COVID-19 has exacerbated these challenges as universities must become more cost-effective and improve research outcomes and impact, often resulting in heavier workloads. While these challenges may be faced in other disciplines, teacher educator wellbeing, stress and burnout is an under-researched field, and little is known about if and how teacher educators maintain their wellbeing during times of uncertainty. This collaborative autoethnographic study applied an arts-based research method to explore the wellbeing challenges faced by four Australian teacher educators through the lens …

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Ecologies Of Learning For Inclusive Pedagogy In Spanish Secondary Education, Inmaculada Orozco, Anabel Moriña Jan 2023

Ecologies Of Learning For Inclusive Pedagogy In Spanish Secondary Education, Inmaculada Orozco, Anabel Moriña

Australian Journal of Teacher Education

From the theoretical basis of the ecology of learning and inclusive pedagogy, this article explores the activities, resources and interactions practised by 25 Spanish teachers in compulsory secondary education. This qualitative study involved semi-structured and individual interviews. A progressive analysis of the data was carried out using an inductive system of categories and codes. The results show that the activities were varied and all of them put students at the centre of the teaching-learning process. The resources that stood out were technologies and peer support. Interactions were characterised by the need to nurture affection and get to know and motivate …

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Explicit Instruction: Evaluating The Fidelity Of A Teacher's Practice Supported By Professional Development And Directive Coaching - A Case Study, Christophe Baco, Marie Bocquillon, Laëtitia Delbart, Antoine Derobertmasure Jan 2023

Explicit Instruction: Evaluating The Fidelity Of A Teacher's Practice Supported By Professional Development And Directive Coaching - A Case Study, Christophe Baco, Marie Bocquillon, Laëtitia Delbart, Antoine Derobertmasure

Australian Journal of Teacher Education

Training teachers in evidence-based practice is a societal challenge. We conducted practical action research to investigate the impact of a professional development programme (the aim of which is to train teachers in explicit instruction) established according to the principles of effective professional development on one teacher's practices. A holistic case study was conducted with one teacher randomly selected among a group of volunteers. An original methodology was developed to measure the fidelity of the teacher’s practices to the different teaching practices and stages of explicit instruction. The teacher's practices were filmed on four occasions and analysed using an observation grid …

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Metacognition In Teaching Of English Language Teachers In Bhutanese Secondary Schools, Yeshi Moktan, Somruedee Khongput Jan 2023

Metacognition In Teaching Of English Language Teachers In Bhutanese Secondary Schools, Yeshi Moktan, Somruedee Khongput

Australian Journal of Teacher Education

Despite numerous studies advocating for metacognitive interventions in day-to-day language instruction, little is known about teachers' awareness of their metacognition and how they process their cognition while teaching. This study aimed to examine English language teachers' metacognitive awareness in the Bhutanese context and their use of metacognition by adopting a mixed-method approach. Two phases of data collection were employed. A self-report questionnaire was used to collect quantitative data from 42 English language teachers from ten schools in Thimphu, Bhutan. Subsequently, qualitative data were collected through one classroom observation and two semi-structured interviews with 10 teachers selected purposively. The findings …

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Bridging Theory And Practice Within An Alternative Teacher Education Program, Gulistan Gursel-Bilgin Jan 2023

Bridging Theory And Practice Within An Alternative Teacher Education Program, Gulistan Gursel-Bilgin

Australian Journal of Teacher Education

This study examines the commitments of an alternative teacher education program in linking theory and practice, one of the most prominent problems of the field. This qualitative phenomenological study drew from semi-structured interviews with seven faculty members and associate instructors, electronic surveys with seven program students, participant observation and field notes in seminar sessions, one program faculty meeting, and one community meeting, and curriculum materials. The findings suggest that the design of the program and the roles and (inter)actions of the stakeholders within the program created a dialectical interplay. Linked with this interplay, Teachers’ Society provided a setting for collaborative …

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Enhancing Online Presence During The Sudden Transition To Online Teaching: Case Studies Of Macau Award-Winning University Teachers' Practices And Phronesis, Yulong Marvin Li, Jing Sun, Hong Chen, Xiaojing Liu Jan 2023

Enhancing Online Presence During The Sudden Transition To Online Teaching: Case Studies Of Macau Award-Winning University Teachers' Practices And Phronesis, Yulong Marvin Li, Jing Sun, Hong Chen, Xiaojing Liu

Australian Journal of Teacher Education

Research about the sudden transition from offline to online in Macau during the pandemic is limited. Using the Community of Inquiry (COI) framework as the deductive thematic analysis template, we interviewed six award-winning teachers at a teaching-oriented local tertiary institute about their online teaching practices concerning social, cognitive, and teaching kinds of presence. As the result of the collective case study, we found that the teachers, to some extent, echoed the good practices recommended in the COI in improving online presence. Meanwhile, the six teachers' seemingly practical skills reflected their accumulated phronesis or wisdom of practice. It is because the …

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Exploring Teacher Educators’ Knowledge About Critical Thinking: A Case From Pakistan, Saima Bibi, Saba Hanif Jan 2023

Exploring Teacher Educators’ Knowledge About Critical Thinking: A Case From Pakistan, Saima Bibi, Saba Hanif

Australian Journal of Teacher Education

In Pakistan, it is aimed at both national and international levels to promote and develop critical thinking among students and teachers at all educational levels (sustainable development goals, VISION 2025, national standards for teachers, national educational policies, etc.). However, little research has investigated teachers' critical thinking knowledge. The present study explored critical thinking knowledge of teacher educators from teacher training institutes. The teacher training institutes of the most populous and developed province of Pakistan were taken as the sample of the study. Exploratory survey method was used for data collection. The study found that the majority of teacher educators lack …

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In-House Efforts To Enhance Pre-Service Language Teachers’ Intercultural Competence, Nur Gedik Bal Jan 2023

In-House Efforts To Enhance Pre-Service Language Teachers’ Intercultural Competence, Nur Gedik Bal

Australian Journal of Teacher Education

The goal of the current study was to ascertain pre-service English language teachers’ impressions of the impact of thematic speaking tasks on the development of their intercultural competence in an online Spoken English course. Moreover, the effect of certain demographic variables on pre-service teachers’ cultural intelligence (CQ) was also investigated. The findings revealed a significant difference between the CQ of students with and without overseas experience. Pre-service teachers who could speak languages other than their mother tongue and English had significantly higher CQ scores than students who could not speak other languages. However, there was not a significant difference between …

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How Are Preservice Teachers Discursively Positioned During Microteaching? The Views Of Student Teachers In Hong Kong, John Trent Jan 2023

How Are Preservice Teachers Discursively Positioned During Microteaching? The Views Of Student Teachers In Hong Kong, John Trent

Australian Journal of Teacher Education

This paper reports the results of a qualitative study that used in-depth interviews to understand the experiences and perceptions of six pre-service teachers as they engaged in microteaching at a tertiary institution in Hong Kong. Using a framework grounded in dialogism and positioning theory, the study describes the ways in which different discourses offer, as well as deny, positions to the pre-service teachers as they planned and implemented microlessons. The results suggest that competition between these discourses to position pre-service teachers can result in microteaching being associated with negative emotional experiences, such as disappointment, isolation, and frustration. This emotional dissonance …

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Measuring Australian Preservice Teachers’ Asia Capability And Perceived Readiness To Teach The Asia Cross-Curricular Priority., James F. Toohey, Peter R. Grainger, Michael Carey Jan 2023

Measuring Australian Preservice Teachers’ Asia Capability And Perceived Readiness To Teach The Asia Cross-Curricular Priority., James F. Toohey, Peter R. Grainger, Michael Carey

Australian Journal of Teacher Education

Preservice teachers are soon-to-be graduates expected to deliver the Cross-Curricular Priority ‘Asia and Australia’s Engagement with Asia’. Teachers of all learning areas are expected to teach about Asia, irrespective of their knowledge or capabilities in Asian contexts. The curriculum review has revised expectations for ‘Asia literacy’ in graduates. The changes de-emphasise cultural knowledge, and instead, promote relationship-building and intercultural understanding. This research identified 31 preservice teachers’ perceptions of their Asia literacy and preparedness to teach the related curriculum initiative. Grainger and Christie’s (2016) linguistic model was used to define and measure Asia literacy. Thematic analysis identified (1) how participants conceptualised …

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Professional Voices: Building Professional Identity In An Initial Teacher Education Programme, Jennifer Shand Jan 2023

Professional Voices: Building Professional Identity In An Initial Teacher Education Programme, Jennifer Shand

Australian Journal of Teacher Education

Very few professional areas in Australia attract as much political, media and community attention as teaching, and by association, few areas of professional training attract as much attention as initial teacher education. Recently, the Next Steps: Report of the Quality Teacher Education Review (Department of Education, Skills and Employment, 2022) has drawn attention to the need for preservice teachers to develop professional skills as a way to ensure ‘classroom readiness’ before graduating. Research in the higher education sector and within initial teacher courses indicates that nascent professional identities can support the transition from university to profession. Using a thematic analysis …

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Developing Pre-Service Teachers’ Assessment Literacy In The Practicum: An Action Research Study, Mustafa Akın Güngör, Müzeyyen Nazlı Güngör Jan 2023

Developing Pre-Service Teachers’ Assessment Literacy In The Practicum: An Action Research Study, Mustafa Akın Güngör, Müzeyyen Nazlı Güngör

Australian Journal of Teacher Education

This paper reports on an action research (AR) study that pre-service teachers conducted to assess their students in practicum. Based on Xu and Brown’s (2016) assessment literacy (TALIP) framework, we aim to empower them in a real classroom atmosphere. Data were collected systematically and came from interviews, pre-service teachers’ own exams, observations, evaluations of students, and reflections. The qualitative analysis was used to identify the realities and constraints of the classroom, to plan alternative ways of assessment, to reveal the observation results, and to make sense of the reflections. Results showed that pre-service teachers gained an awareness of the gap …

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Walking Carefully Towards Bridging The Gap: Exploring Australian Music Educator Voices About Teaching Indigenous Music, Dawn Joseph, Bradley Merrick Jan 2023

Walking Carefully Towards Bridging The Gap: Exploring Australian Music Educator Voices About Teaching Indigenous Music, Dawn Joseph, Bradley Merrick

Australian Journal of Teacher Education

Facilitating an inclusive pedagogy to close the gap that exists within the teaching of Indigenous Knowledge in Australia is a tall order for many teachers. This paper draws on responses to a national study and explores how music educators include Aboriginal and Torres Strait Islander music and culture into their practice. An online survey (December 2022-February 2023, N=109) informed the findings. Using thematic analysis, two themes (teaching challenges and opportunities, and bridging the gap) are discussed and key recommendations offered. Findings suggest that walking carefully towards bridging the gap is an opportunity for educational change in contemporary Australian classrooms.

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Exploring Challenges Faced By Early Career Primary School Teachers: A Qualitative Study, Deborah Black, Gregory Hine, Shane Lavery Jan 2023

Exploring Challenges Faced By Early Career Primary School Teachers: A Qualitative Study, Deborah Black, Gregory Hine, Shane Lavery

Australian Journal of Teacher Education

This study explored the challenges faced by 23 primary early career teachers (ECTs) in their second, third or fourth years of teaching. Qualitative data were collected through an online semi-structured interview. Three themes were evident: parents, workload and behaviour management. These results were also reflected in the review of the literature. All three themes have been linked to increased ECT stress and have been found to undermine ECTs’ self-confidence. The results suggest that some challenges are potentially aligned to the stage of ECTs’ career development and that ECTs face different challenges as their teaching experience levels increase. A range of …

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The Effectiveness And Impact Of Post-Observation Feedback Sessions In An In-Service Training Program, Derya Ilgın Yaşar, Nurdan Gürbüz Jan 2023

The Effectiveness And Impact Of Post-Observation Feedback Sessions In An In-Service Training Program, Derya Ilgın Yaşar, Nurdan Gürbüz

Australian Journal of Teacher Education

An essential component of any training activity is observations, and in almost any teacher education or professional development context, observations are followed by feedback sessions aimed at improving teaching practices. Nevertheless, whether these sessions accomplish this aim is an issue of concern as it is highly related to how effective it is perceived to be. This study aims to explore how effective post-observation feedback sessions are perceived by the observed instructors, what factors make feedback effective, and whether feedback has any impact on their practices. Data were collected qualitatively by conducting semi-structured interviews with the instructors and Professional Development Unit …

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Incorporating Digital Technologies Into Initial Teacher Education:Enhancing Preservice Teachers' Skills, Samantha Bothe Jan 2023

Incorporating Digital Technologies Into Initial Teacher Education:Enhancing Preservice Teachers' Skills, Samantha Bothe

Australian Journal of Teacher Education

Little is known about how preservice teachers learn the technological pedagogy and digital skills expected for graduate teaching. This article examines how digital technologies are incorporated into Initial Teacher Education in Victoria, Australia, specifically the Bachelor of Education, and identifies development opportunities for Technological Pedagogical Content Knowledge (TPACK) and digital skills. Case studies were conducted to investigate the practices at two universities. Data was collected through interviews and the collection of artefacts. Analysis was conducted using the lens of a Professional-Digital-Competence (P-D-C) framework. The analysis indicates that digital technologies are embedded predominantly within authentic learning tasks that replicate graduate teacher …

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Student Teachers’ Initial Professional Identity: A Case In An Efl Teacher Education Program, Uun Muhaji, Didi Sukyadi, Ahmad Bukhori Muslim Jan 2023

Student Teachers’ Initial Professional Identity: A Case In An Efl Teacher Education Program, Uun Muhaji, Didi Sukyadi, Ahmad Bukhori Muslim

Australian Journal of Teacher Education

Student teachers enter teacher education programs with existing values, beliefs, and knowledge about teaching. However, little is known about the significant resources that shape this initial professional identity. Additionally, there is a lack of understanding regarding how first-year student teachers depict their initial professional identity in the context of Indonesia. This case study examines the initial professional identity of 23 first-year Indonesian student teachers in an English as a Foreign Language Teacher Education Program (EFLTEP) in Indonesia. Utilizing Esteban-Guitart's Funds of Identity theory, data were collected through participants' narratives via significant circles, self-portrait drawings and interviews. Data were …

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Relations Between Australian Primary Teachers’ Reported Professional Development Engagement And Their Science Teaching Practices And Efficacy Beliefs, James Deehan, Amy Macdonald Jan 2023

Relations Between Australian Primary Teachers’ Reported Professional Development Engagement And Their Science Teaching Practices And Efficacy Beliefs, James Deehan, Amy Macdonald

Australian Journal of Teacher Education

: Professional development has long been viewed as crucial to sustained improvement in the quality of primary science education. This paper considers professional development beyond the context of a specific program by examining how the science teaching efficacy beliefs and practices vary between teachers who both have and have not engaged with science professional development. This paper reports on a primarily quantitative study wherein a sample of 206 Australian public primary educators responded to an online survey capturing demographic, science teaching efficacy and science teaching practice data. Quantitative data were analysed via descriptive, ANOVA and Chi Square analyses. The supplementary …

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“To Be Or Not To Be Neglected”: Latent Profile Analysis Of Null Curriculum Concerning 21st-Century Skills In Teacher Education, Güler Çetin, Altay Eren Jan 2023

“To Be Or Not To Be Neglected”: Latent Profile Analysis Of Null Curriculum Concerning 21st-Century Skills In Teacher Education, Güler Çetin, Altay Eren

Australian Journal of Teacher Education

Using a cross-sectional survey research design, this study explored the latent profiles of 247 in-service and 459 pre-service teachers’ perceptions of the omitted or neglected parts of teacher education programs in Türkiye regarding 21st-century skills, with the intention of examining whether these profiles substantially differed between the in-service and pre-service teacher samples. Both groups were asked to respond to a null curriculum questionnaire for 21st-century skills. Preliminary analyses revealed that the factor structure of the questionnaire had a good fit for both in-service and pre-service teachers’ data and was invariant across samples and gender. Based on the results of the …

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“I Love The Way We Do It In Early Childhood”: Influence Of An Enhanced Kindergarten Placement On Preservice Teachers’ Career Choices, Deborah Moore, Anne-Marie Morrissey, Katherine A. Bussey Jan 2023

“I Love The Way We Do It In Early Childhood”: Influence Of An Enhanced Kindergarten Placement On Preservice Teachers’ Career Choices, Deborah Moore, Anne-Marie Morrissey, Katherine A. Bussey

Australian Journal of Teacher Education

Encouraging pre-service teachers to perceive early childhood teaching as an inherently attractive career option remains an issue in the early childhood profession in Australia. Following a Research by Design methodology with iterative modifications, this paper uses a professional identity theoretical lens to analyse survey and interview data from 37 pre-service teachers involved in an enhanced early childhood professional placement program used to foster professional relationships through workshops, intentional mentoring and time for professional conversations. Four themes identified factors in pre-service teacher decision making: an emotional connection to early childhood education; a positive attitude to early childhood pedagogy; differences in working …

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Student Teachers As Readers: The Reading Experiences And Reading Pedagogy Of Finnish And British Student Teachers, Juli-Anna Aerila, Merja Kauppinen, Teresa Cremin, Mari Siipola, Sarah Jane Mukherjee, Johanna Lähteelä Jan 2023

Student Teachers As Readers: The Reading Experiences And Reading Pedagogy Of Finnish And British Student Teachers, Juli-Anna Aerila, Merja Kauppinen, Teresa Cremin, Mari Siipola, Sarah Jane Mukherjee, Johanna Lähteelä

Australian Journal of Teacher Education

As the pedagogy of teachers depends partly on their earlier life experiences, investigating the prior reading practices of student teachers is crucial. This study investigated Finnish and English student teachers’ (N = 353) own reading, the importance of their own reading to their reading pedagogy, and the relationship of these to teachers’ content knowledge of reading pedagogy. The data were collected via an online questionnaire and analysed via quantitative methods. According to the findings, nearly all the student teachers enjoy reading, have a positive attitude towards reading, and consider the teachers’ own reading important for the pedagogy they implement. However, …

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Six Modes Of Giving Pedagogy For Engagement And Wellbeing – For Teachers And Students, Thomas W. Nielsen, Jennifer S. Ma Jan 2023

Six Modes Of Giving Pedagogy For Engagement And Wellbeing – For Teachers And Students, Thomas W. Nielsen, Jennifer S. Ma

Australian Journal of Teacher Education

The present study took place across two outdoor education trips to the Great Barrier Reef with two groups of college students (N = 36; 16-19 years), five staff, and one of the authors (TWN). The aim was to explore how an explicit understanding and implementation of the wellbeing research around cultivating generous behaviour for meaningful happiness could be ‘experienced’ by staff and students and articulated as an educational framework, or ‘pedagogy’. Hermeneutic phenomenology was used to record and interpret pedagogical transactions of giving. Six repeated themes were identified: (1) exploration, (2) modelling, (3) explicit instruction, (4) incidental learning, (5) crisis …

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The Impact Of Theatre Pedagogy On Student Teachers’ Development Of Beliefs About Good Teaching And Their Pedagogical Ethos: An Exploratory Case Study, Angela Hadjipanteli Jan 2023

The Impact Of Theatre Pedagogy On Student Teachers’ Development Of Beliefs About Good Teaching And Their Pedagogical Ethos: An Exploratory Case Study, Angela Hadjipanteli

Australian Journal of Teacher Education

The development of student teachers’ beliefs about good teaching needs to be integral to their education programmes. This study attempts to scrutinise the contribution of a theatre education course to the conceptualisation of a group of eight student primary teachers’ notion of good teaching and a teacher’s ethos. The findings reveal that, within the coursework, student teachers’ learning experiences are interwoven with the ethics of the beautiful, the ethics of the dialogue and the ethics of the will. This nexus of learning experiences enabled them to identify three internal goods of good teaching: the awakening of learners’ positive emotions; …

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Reporting Values, Partnership With Parents And The Hidden Curriculum: A Qualitative Study, Veronica Elizabeth Morcom Jan 2023

Reporting Values, Partnership With Parents And The Hidden Curriculum: A Qualitative Study, Veronica Elizabeth Morcom

Australian Journal of Teacher Education

The Australian government funded the West Australian project ‘Reporting Values to Parents’ as part of ‘The Values in Action Schools Project’ (2009). The two aims of the qualitative study were to develop a common values language supported by observable behaviours and an appreciation that values education is fundamental to schooling. Teachers used an action research process to create authentic values activities and involve parents in the assessment process. Parents shifted their perspectives to ratify teachers’ role to teach values explicitly. Students experienced a deeper sense of connection and belonging at school. Educators can adapt the activities in this paper to …

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Participants’ Experiences In Heutagogy Teacher Professional Education In Indonesia, Silvia Handayani, Lewes Peddell, Tony Yeigh Jan 2023

Participants’ Experiences In Heutagogy Teacher Professional Education In Indonesia, Silvia Handayani, Lewes Peddell, Tony Yeigh

Australian Journal of Teacher Education

This study investigated a heutagogy-informed teacher professional education model designed to assist Indonesian teachers in achieving the competencies established by the Indonesian government to address teacher quality issues. The critical concepts of the model include self-determined learning, metacognitive reflection, collaborative learning, and capability development. An embedded design methodology, grounded in pragmatism as the overarching research paradigm, was employed for this investigation. The findings of this study provide significant insights for enhancing teachers’ professional education in Indonesia, particularly in terms of the effectiveness of heutagogy-informed approaches compared to traditional approaches of teacher training, with additional benefits stemming from heutagogy-informed, technology-facilitated learning …

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Scaffolding Methods And The Long Shadow Of Ramist Formalism: A Call For Correction In Teacher Education, Brian R. Moon Jan 2023

Scaffolding Methods And The Long Shadow Of Ramist Formalism: A Call For Correction In Teacher Education, Brian R. Moon

Australian Journal of Teacher Education

Modern Anglophone pedagogy is characterised by some distinctive approaches to teaching and learning that set it apart from earlier instructional traditions. Among these are certain forms of scaffolding that emphasise students’ construction of knowledge. Such methods are consistent with a trend toward visible activity and display in pedagogical practice, in place of dialogue and inner contemplation. In ITE courses, scaffolding strategies are promoted to beginning teachers as novel and effective products of modern cognitive psychology and constructivist theories of learning. Here I offer a historical correction to that view, demonstrating that today’s popular scaffolding strategies have a much longer history, …

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Aboriginal Perspectives Matter: Yarning And Reflecting About Teaching Literacies With Multimodal Aboriginal Texts, Wendy Cumming-Potvin, Libby Jackson-Barrett, Dominique Potvin Dec 2022

Aboriginal Perspectives Matter: Yarning And Reflecting About Teaching Literacies With Multimodal Aboriginal Texts, Wendy Cumming-Potvin, Libby Jackson-Barrett, Dominique Potvin

Research outputs 2022 to 2026

Reporting on a qualitative study, informed by Australian Government Indigenous education and literacy policies, this article unveils early career teacher reflections about infusing Aboriginal perspectives in the English curriculum using multimodal texts. Forging a praxis between the Aboriginal practice of yarning (Bessarab & Ng’andu, 2010) and Freire’s (1974, 1996) frameworks for conscientisation and teachers as facilitators, the project overlays the work of Ladson-Billings (1995) and Foster, Halliday, Baize & Chisholm (2020), to unravel how culturally responsive pedagogy manifests in early career primary school teaching. We discuss teacher starting points and challenges to be culturally responsive educators, who use appropriate Aboriginal …

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