Teacher Education and Professional Development Commons^™

Success And Failure In Tertiary Education, With Reference To School Attended : A Re-Examination, E. P. Otto

Australian Journal of Teacher Education

The first part of this paper reviews the research evidence accumulated to date which bears on the question, "How useful is information about a student's secondary school for an assessment of his likelihood of succeeding in tertiary studies?" Knowledge of whether a student entering university or college comes from a State, Catholic or other Private school appears to be useful to personnel making admissions decisions. The differing academic performance of students from these three types of schools is largely, unrelated to faculty choice, tertiary entrance qualifications, aptitude and intelligence. The way a student approaches his University or college work seems …

Mathematics Education, English Technological Universities And Variety Of Entry Into The Teaching Profession, A. G. Shannon

Australian Journal of Teacher Education

The purpose of this paper is to raise the issue of genuine variety of entry into the teaching profession in Australia. The author's interest in mathematics and technological institutions has been used to focus the discussion on specific features, but his experience as a member of the Course Assessment Committee of the NSW Board of Teacher Education has made him aware of wider implications beyond the features peculiar to mathematics. Mathematics education itself is a term which can include the teaching of mathematics, studies about the learning of mathematics, and the preparation of mathematics teachers. The various aspects of mathematics …

Pecuniary Implications Of The Proposal For Extending The Teacher Education Programme In Universities, Ross J. Harrold

Australian Journal of Teacher Education

The proposal by Fielding, Cavanagh and Widdowson is that universities should replace the present four-year pre-service teacher training (both end-on and concurrent) with a four-phase scheme requiring five years for the completion of the three pre-service phases. The first phase comprises three years' study towards a relevant undergraduate degree. The second is one year's internship in a school, under the tutelage of a 'master teacher'. In the third phase, the student returns to his Alma Mater to complete one year's study of the fundamental aspects of educational knowledge. The trainee becomes a fully certified teacher at the completion of this …

Student Teacher Performance Related To Cognitive Style, Brian Noad

Australian Journal of Teacher Education

Research conducted in the field of cognitive style suggests there are certain learning styles which can be identified, defined and measured. However, the literature points out that a neglected aspect of research is an exploration of relationships between students' cognitive styles and performance. The goal of this study was to explore whether the cognitive style manner of reasoning scales were jointly and differentially, related to student teachers' academic performance. The sample consisted of 40 primary school student teachers enrolled in the second year of the Diploma in Teaching course at the Townsville College of Advanced Education, Townsville, Queensland. Data was …

The Graylands Story, Cam Rielly

Research outputs pre 2011

Gray lands is unique -there is no doubt about that.

Many past Graylanders would suggest that its uniqueness came from its buildings, but there were other teacher-education institutions in Australia which were compelled to operate in unsatisfactory conditions. Indeed, the physical surroundings for students and staff at Claremont had been, over the years since the war, little better than those at Graylands. Besides, toward the end of its life, through the efforts of the 4,000 students who passed through its corrugated-iron huts, the hundreds of lecturers, administrators and clerical officers who remained dedicated despite the totally inadequate accommodation, and the …

Psychodrama As A Personal Growth Experience : A Programme For Teacher Trainees, John Carroll, Noel Howieson

Australian Journal of Teacher Education

Churchlands College was established in 1972 and was drawing up its first course submission when legislation separating teacher training institutions from the State Government Education Department was passed. With autonomy from the outset, staff were able to plan courses consistent with their own values and expertise. The College as a whole adopted a three-pronged approach to teacher preparation with programmes in curriculum and instruction methods, education and educational psychology and in personal and professional growth and development. Each department considered its possible contribution to these streams. I n considering its contribution to the personal growth programme for trainees the Psychology …

Diploma In Education? Rethinking The Curriculum., A. J. Fielding, D. M. Cavanagh, R. E. Widdowson

Australian Journal of Teacher Education

For well over half a century the traditional end-on diploma year has been under fire from university departments, students, and the teaching profession. How is it possible in one year for students to reach adequate levels of knowledge and understanding in a large number of subjects, epistemologicalIy diverse and frequently outside their undergraduate experience? The answer of course, is that it is not possible to believe otherwise is to labour under gross delusion. A university department of education, acting with the best of intentions, cannot give more than cursory attention to even the most essential elements of a preservice programme …

Teacher Representation And Some Problems For Changing Structures Of Teacher Education, Lyn Yates

Australian Journal of Teacher Education

Two issues concerning the structure of teacher education are important in Australia today, and have significance for how the substance of that education, and of what is involved in being a teacher, are conceived. One is a long established debate about the role of teachers in the schools (in contrast to 'academics') in deciding the direction which teacher education should take and in taking responsibility for it. The second issue of structure concerns the function and relation to each other of different education programmes which a teacher may undertake in the course of his career. These include, for example, the …

Study Behaviour And Tertiary Academic Achievement, E. P. Otto

Australian Journal of Teacher Education

Sufficient time and effort expended in study have been shown to be essential pre-requisites to satisfactory examination performance at tertiary level. This paper presents the results of an investigation into the relationship between academic achievement and the variables of student attitudes toward study, effort expended in studying, the availability of a study room and scholarship status. All these variables were significantly related to examination performance during various years of the courses studied. The effects of the study variables operated differentially for males and females in the sample.

Continuing Education For Indonesian Language Teachers In Victoria, Australia, Lambert Kelabora

Australian Journal of Teacher Education

The last ten years have witnessed a significant growth in the teaching of Bahasa Indonesia in Australia. Of the 98 Indonesian language teachers in 1975, 62 (63%) responded to the present study. Amongst them were eight native speakers of Bahasa Indonesian who are all teaching at private schools. This paper explores the needs for and the provision of in-service training amongst these teachers. Some suggested solutions to the problems in this field will be implicit in the analysis.

English Literature As A Liberal Study In Primary Teachers' Colleges., D. M. Murison

Australian Journal of Teacher Education

In 1972, in a survey of literature teaching in Victorian primary teachers' colleges, all but one had a year of compulsory adult literature. At the time, most English lecturers considered this to be essential. However, now much has changed, and literature lecturers, faced with offering courses which are no longer compulsory, have thought again.

The Reorganisation Of Teacher Education In The U.K. And Ontario : Implications For Australia, E. Nowotny

Australian Journal of Teacher Education

I visited the U.K. and Ontario in late September and October 1976 to study the reorganization of teacher education which was taking place as a response to a sharp decline in the demand for teachers consequent on a falling birth-rate and a deteriorating economic situation. The main advantage of the study was that it provided a perspective in which the current situation in Australia (and specifically in W.A.) in regard to an 'over-supply' of teacher education trainees could be more objectively evaluated in a context of common problems. The fact that the problems, particularly in England, are more urgent, complex, …

Attitude Change In Response To An In-Service Teacher Education Programme, E. P. Otto, I. S. Gasson

Australian Journal of Teacher Education

"How can I tell how successful this course has been?" is becoming an increasingly common question in tertiary education. This interest in tertiary teaching and learning is reflected in the fact that one-half of all Australian universities now have tertiary teaching units. There are a number of reasons why evaluation is important. Firstly, discrepancies between the actual and the ideal situation can be detected, causes identified and corrective measures instituted at all stages of the evaluative model, to serve the interests of increased efficiency and improved staff and student satisfaction. Secondly, courses which are continually being evaluated are better able …

The Teachers Colleges And The Partridge Report In Western Australia : An End To Autonomy?, G Partington

Australian Journal of Teacher Education

In January, 1975, the State Government announced the appointment of a committee to inquire into post-secondary education in Western Australia. The task of this committee was "to advise the Government of Western Australia on the promotion, development and co-ordination of post secondary education in the State having regard to its future needs" The purpose of this paper is to examine a specific recommendation of the Report relating to the teachers colleges in W. A.

The Assessment Of Teaching Practice : What Criteria Should We Choose?, C. P. Hodgson

Australian Journal of Teacher Education

For a number of years now, the practical element of pre-service teacher education has been taken in primary and secondary schools under the guidance of members of the school staff, and tutors from the college or university department of education. The tutor may also be called upon to give an assessment of the student's ability to teach. Despite various attempts to break away from assessments by grading, the fact remains that the majority of student-teachers practise are assessed this way. The recurrent problem, then, is on what criteria should the assessment be based?

Training Teachers To Facilitate Inquiry, J. H. Lake

Australian Journal of Teacher Education

Within the broad context of the topic Pre-Service and In-Service Education, I have decided to focus my attention on one rather narrow aspect of the pre-service education of primary school teachers. The topic which I want to consider is one which I have called " Training Teachers to Facilitate Inquiry " The examples which I ' ll use are drawn primarily from the broad field of primary science education. However since the type of intellectual activity involved in inquiry is desired in all areas of the primary school curriculum, I trust that what I have to say will have application …

A Review Of The Award Of A Diploma Of Teaching (Ug2) And, A Submission For The Award Of A Bachelor Of Education (Ug1), Mount Lawley College

Research outputs pre 2011

In view of the policy of the Connnission on Advanced Education not to support a fout' year preservice preparation for primary school teachers, this submission presents the proposed Bachelor of Education degree as a five year program comprising three phases:

(i) A three year full-time pre-service teacher education program leading to the award of Diploma of Teaching (UG2);

(ii) a minimum of one year successful in-field teaching experience;

(iii) a one year full-time or equivalent part-time program leading to the award of Bachelor of Education (UG1).

A Report On The Aboriginal Teacher Aide Conference, Pundulmurra, May '74, Mount Lawley Teachers College, Education Department

Research outputs pre 2011

No abstract provided.