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Articles 31 - 60 of 1376
Full-Text Articles in Teacher Education and Professional Development
A Figurational Analysis Of Health And/Or Physical Education Teacher Educators’ Conceptualisations Of Policy, And Their Sociogenesis, Laura Alfrey, Dylan Scanlon, David Aldous, Jenna Lorusso, Kellie Baker, Christopher Clark, Mo Jafar
A Figurational Analysis Of Health And/Or Physical Education Teacher Educators’ Conceptualisations Of Policy, And Their Sociogenesis, Laura Alfrey, Dylan Scanlon, David Aldous, Jenna Lorusso, Kellie Baker, Christopher Clark, Mo Jafar
Research outputs 2022 to 2026
Policy engagement is key to promoting quality physical education yet it has been identified as a ‘grand challenge’ for Health and/or Physical Education (H/PE) internationally. All H/PE professionals, including teacher educators, have a collective responsibility to engage with policy but existing research tells us little about how H/PE teacher educators (H/PETEs) understand and engage with policy. It is important to examine H/PETEs conceptualisations of policy for a few reasons, not least because teacher educators play a crucial role in supporting future generations of teachers who themselves will need to engage with policy as a core feature of their professional lives. …
Embodying Policy Work: An Exploration Of Contexts, Actions And Meanings Towards New Possibilities For Physical Education Teacher Education (Pete), Victoria Evans, David Aldous, Dawn Penney
Embodying Policy Work: An Exploration Of Contexts, Actions And Meanings Towards New Possibilities For Physical Education Teacher Education (Pete), Victoria Evans, David Aldous, Dawn Penney
Research outputs 2022 to 2026
This theoretical paper presents a heuristic framework that is directed towards transformative thinking and practices in Physical Education Teacher Education (PETE). The research focus and direction, embodying policy work, applies and extends Bernstein’s concepts of the pedagogic and corporeal device to offer new directions for inquiry and explore the considerations these raise for PETE professionals and their practices. The paper affirms the importance of policy work in PETE, while recognising a need for more nuanced and critical understandings of the complex interrelationships between contexts and actions, and the potential meanings generated and ascribed to different forms of policy work and …
The Power Of Role-Modelling: White Teacher Educators Normalising Anti-Racism And Cultural Reflexivity For White Pre-Service Teachers, Mary-Anne Macdonald, Sarah Booth, Helen Mills, Robert Somerville
The Power Of Role-Modelling: White Teacher Educators Normalising Anti-Racism And Cultural Reflexivity For White Pre-Service Teachers, Mary-Anne Macdonald, Sarah Booth, Helen Mills, Robert Somerville
Research outputs 2022 to 2026
Every child has a right to feel culturally safe in schools, yet for countless Indigenous students this is not the case. Many White pre-service teachers in Australia enter initial teacher education with a limited understanding of racial identity, Indigenous knowledge or White anti-racism. This autoethnographic study applies Social Cognitive Theory and the Theory of Planned Behaviour to understand the role of the White teacher educator in racial conscientisation of White pre-service teachers. We examine how White teacher confidence in enacting anti-racist behaviours builds when White teacher educators role-model the professional approaches which White teachers can use to teach about race …
It Makes You Nervous When You Start Talking About Racism: Shining Light On Teacher Educators’ Experiences Of Anti-Racist Pedagogy In Australian Teacher Education, Sasha Janes
Research outputs 2022 to 2026
Teacher educators have a significant responsibility in promoting anti-racist pedagogy and guiding preservice teachers to engage in critical self-examination regarding dominant narratives. However, many teacher education programmes fall short of adequately equipping aspiring teachers for diverse classrooms as they often perpetuate a predominantly white system and curricula. Informed by Critical Pedagogy and underpinned by a lens of Culturally Sustaining Pedagogies, this paper discusses the experiences of teacher educators facilitating anti-racist pedagogy within teacher education programmes at Australian universities. Semi-structured interviews were held with 23 experienced teacher educators employed at universities across Australia. Data reveal teacher educators’ efforts to promote anti-racist …
From Perspectival Myopia To Professional Transformation: An Autoethnographic Retrospection Of A High School Principal From Nepal, Shankar Dhakal, Geoffrey W. Lummis, Andrew Jones
From Perspectival Myopia To Professional Transformation: An Autoethnographic Retrospection Of A High School Principal From Nepal, Shankar Dhakal, Geoffrey W. Lummis, Andrew Jones
Research outputs 2022 to 2026
This paper presents a re-storied account of my (lead author) decade-long (2007–2017) professional journey as a high school principal in diverse educational settings in Nepal. Using an autoethnographic approach, I have theorized my leadership transformation approaches through professional storytelling, employing critical reflexivity to trace intimate leadership experiences where authoritarian approaches to leadership, disparities, and inequalities in schools run rampant. My perspectival myopia, professional vulnerabilities, and the discrepancies between my leadership ideals and behaviors resulted in issues such as perceptions of disengagement, underperformance, and dissatisfaction on the receiving end, prompting me to contemplate professional transformation. While outlining several significant steps and …
Expanding Professional Practice For Pre-Service Teachers Through Online International Engagement, Rhonda Di Biase, Katrina Burge, Sarah Baldacchino, Ann Dongyu Gu
Expanding Professional Practice For Pre-Service Teachers Through Online International Engagement, Rhonda Di Biase, Katrina Burge, Sarah Baldacchino, Ann Dongyu Gu
Australian Journal of Teacher Education
This study investigated the professional learning of pre-service teachers (PSTs) involved in an international online project, known as the International Literacy Project, that evolved during the Covid-19 pandemic. The project promotes international engagement across diverse sites, with sessions in classes centred around storytelling and story-making across a range of countries. Using vignettes, the study explored how involvement in the project presented additional opportunities for personal and professional learning for the PSTs through interacting with the diverse international settings. We considered the learning opportunities from such international online engagement, the usefulness of expanded opportunities for professional practice and how Zoom enabled …
Indicators Of Mid-Career Teacher Quality Through Perspectives Of Key Stakeholders, Maria Azfar Karimullah, Wayne G. Cotton, Louisa Peralta
Indicators Of Mid-Career Teacher Quality Through Perspectives Of Key Stakeholders, Maria Azfar Karimullah, Wayne G. Cotton, Louisa Peralta
Australian Journal of Teacher Education
The ongoing quest of quality education has focused on teaching quality in K-12 classrooms globally, as evidenced by recent research, reviews, and media coverage. Yet, identifying, defining, and measuring ‘teacher quality’ remains a complex challenge, particularly during the crucial mid-career stage. The focus on mid-career teachers in educational research is often neglected, when compared with early career teachers or teachers in leadership. This qualitative study explores the characteristics that mid-career teachers, teacher leaders and accreditation personnel perceive as the indicators of a quality mid-career teacher. Drawing on semi-structured interviews with 29 participants including 23 mid-career teachers, five school principals, and …
Exploring Technology Supporting Explicit Teaching And Learning Of Educator Skills And Knowledge: An Ipa Study, Renee Crawford
Exploring Technology Supporting Explicit Teaching And Learning Of Educator Skills And Knowledge: An Ipa Study, Renee Crawford
Australian Journal of Teacher Education
Teacher shortages and increasing accountability measures have placed pressure on initial teacher education (ITE) programs to demonstrate their impact on graduate readiness. This study aimed to explore how technology can support explicit teaching and learning of educator skills and knowledge within a constructivist blended learning framework. Using an interpretative phenomenological analysis (IPA) approach, the research examined preservice teachers’ (PSTs) perceptions and experiences during and after completing an ITE secondary music methods unit where the approach was implemented and modelled. Results indicate that making pedagogy visible through technology enhanced strategies provided PSTs with opportunities to develop critical skills and knowledge aligned …
Induction For Non-Beginning Teachers: An Attempt To Connect Induction To Continuous Professional Development, Gulcin Cosgun, Derin Atay
Induction For Non-Beginning Teachers: An Attempt To Connect Induction To Continuous Professional Development, Gulcin Cosgun, Derin Atay
Australian Journal of Teacher Education
Since there is limited research exploring the impacts of induction on the teaching practices of newly recruited experienced teachers, in this paper, findings of a study whose purpose is to explore the impacts of a comprehensive induction model on non-novice teachers in regards to their teaching practices will be reported. 11 mentees involved in a mandatory comprehensive induction program at the English preparatory school in a Turkish foundation university participated in this study. The observation data collected at three phases- the onset of the induction program at the beginning of the first year, on completion of the program at the …
Enablers And Constraints To Implementing Intellectual Virtues Pedagogy In A Higher Education Context: A Teacher Educator Perspective, Ellen Larsen, Katie M. Burke, Melissa Fanshawe A/P, Yvonne Salton, Mark Oliver
Enablers And Constraints To Implementing Intellectual Virtues Pedagogy In A Higher Education Context: A Teacher Educator Perspective, Ellen Larsen, Katie M. Burke, Melissa Fanshawe A/P, Yvonne Salton, Mark Oliver
Australian Journal of Teacher Education
Higher education aims to develop graduates with specific professional and disciplinary expertise and lifelong learning capabilities. We argue that instruction for these learning dispositions, conceptualised in this study as intellectual virtues, is challenging and complex. We report on practitioner research conducted by nine teacher educators as we worked to implement intentional instruction of intellectual virtues in our teacher education courses. Drawing on online surveys and reflective conversations, we used descriptive statistical and thematic analysis to investigate the approaches taken to integrate the intellectual virtues and, more specifically, the challenges and opportunities for doing so. Findings highlighted the structural, cultural, and …
Misconceptions Among Grade Ix Students Regarding The Conservation Of Mass During Combustion At Norbugang Central School In Bhutan, Damcho Gyeltshen
Misconceptions Among Grade Ix Students Regarding The Conservation Of Mass During Combustion At Norbugang Central School In Bhutan, Damcho Gyeltshen
Australian Journal of Teacher Education
This study investigated misconceptions about the conservation of mass among Grade IX students at Norbugang Central School, Bhutan, and examined the effectiveness of two theory-driven instructional strategies: the Conceptual Change Model (CCM) and the Predict, Explain, Observe, Explain (PEOE) approach. A quasi-experimental pre-test post-test control group design was employed with 100 students. A ten-item double-tier diagnostic test elicited students’ responses and reasoning, complemented by semi-structured interviews. Quantitative data were analysed using frequencies, paired-sample t-tests, and Cohen’s d, while qualitative data were analysed thematically. Findings indicated that the experimental group achieved a significant reduction in misconceptions, particularly for observable open-system combustion, …
Creativity Enactment In Ghanaian Secondary Visual Arts Programmes: An Autoethnographic Perspective, Enock Swanzy-Impraim, Geoffrey W. Lummis
Creativity Enactment In Ghanaian Secondary Visual Arts Programmes: An Autoethnographic Perspective, Enock Swanzy-Impraim, Geoffrey W. Lummis
Research outputs 2022 to 2026
Creativity is regarded as one of the competencies of 21st-century education and industry, and its enactment has been challenging for teachers and policymakers. This paper is an autoethnographic study that registers the accounts of the experiences and personal reflections of the lead researcher during his doctoral study, which explored creativity and creative pedagogies in visual arts practice in secondary schools in Ghana. It extends insights into how creativity is enacted in policy from a non-Western perspective and the realities and discrepancies surrounding the transitioning of creativity from the policy level into the local classrooms and studios within the Sekondi-Takoradi Metropolis …
Shared Stories, Diverse Settings: A Podcast Analysis Of Stakeholder Experiences In Rural, Remote, And International Professional Experience, Marnie Harris, Narelle Lemon
Shared Stories, Diverse Settings: A Podcast Analysis Of Stakeholder Experiences In Rural, Remote, And International Professional Experience, Marnie Harris, Narelle Lemon
Research outputs 2022 to 2026
This study explores the experiences and perspectives of individuals involved in rural, remote, and international professional experience, with a particular focus on the support provided to pre-service teachers. Drawing on data generated through a series of in-depth podcast interviews, the research foregrounds the relational and contextual dimensions of teacher preparation across rural, remote, and international settings. Rural and remote communities face ongoing challenges in attracting and retaining teachers; therefore, this study explored the vital role that partnerships and supportive networks play in preparing pre-service teachers to succeed in these and other unfamiliar professional experience contexts. Through thematic analysis, the research …
Music Teacher Wellbeing And Flourishing In Australian Primary Schools, Han Meng, Jason Goopy, Narelle Lemon
Music Teacher Wellbeing And Flourishing In Australian Primary Schools, Han Meng, Jason Goopy, Narelle Lemon
Research outputs 2022 to 2026
Teacher wellbeing is often generalised across roles, while a nuanced understanding of specialist teachers is often overlooked. This study used the positive psychology strengths-based PERMAH model to investigate factors that support wellbeing and flourishing of primary school music teachers in Australia and opportunities for growth. As part of a larger mixed-methods research project, data for this article were generated through interviews with 14 music teachers who deliver primary school class music and were analysed using reflexive thematic analysis. Findings indicated that music teacher wellbeing was promoted by joy derived from students’ learning, passion for teaching music, and recognition and support …
A Delicate Balance: Experiences And Wellbeing Of Pre-Service Teachers Navigating Demands And Benefits Of Studying While Working As A Teacher, Caroline F. Mansfield, Jane Kirkham, Narelle Lemon, Lisa Papatraianou
A Delicate Balance: Experiences And Wellbeing Of Pre-Service Teachers Navigating Demands And Benefits Of Studying While Working As A Teacher, Caroline F. Mansfield, Jane Kirkham, Narelle Lemon, Lisa Papatraianou
Research outputs 2022 to 2026
In the face of a global teacher shortage various strategies are being used to bolster the teaching workforce. In Australia, one such strategy has been to employ pre-service teachers under alternative permission to teach contracts. Given the recency of this phenomenon, there is little empirical evidence about the impact of this strategy on pre-service teachers, specifically how this experience may influence their wellbeing and retention in the profession. Utilising the Job Demands-Resources (JD-R) framework, this study explores the benefits and demands of alternative permission to teach arrangements on pre-service teachers, and in particular the impact on their wellbeing and career …
Brilliant Little Things: Drama-Based Mindfulness To Support Pre-Service Teacher Wellbeing, Christina C. Gray, John O’Rourke
Brilliant Little Things: Drama-Based Mindfulness To Support Pre-Service Teacher Wellbeing, Christina C. Gray, John O’Rourke
Research outputs 2022 to 2026
Wellbeing is increasingly recognised as a critical concern in teacher education, yet pre-service teachers remain vulnerable to stress, burnout, and early attrition. This study examines Brilliant Little Things, an arts-based wellbeing initiative embedded within a drama education program. Using a phenomenological approach, the research draws on interviews, reflective journals, group chat posts, photographs, and artwork to explore how drama-based mindfulness practices can support the wellbeing of drama educators. Findings reveal how the production fostered reflection, connection, and emotional insight, offering a space for mindfulness and community. Narratives highlight the value of creative, relational pedagogies in strengthening resilience. This research contributes …
Gauging Affective Atmospheres In Language Teacher Education Through Dialogic Queering As Transformative Research, Julian Chen, Maggie Mcalinden
Gauging Affective Atmospheres In Language Teacher Education Through Dialogic Queering As Transformative Research, Julian Chen, Maggie Mcalinden
Research outputs 2022 to 2026
Inspired by feminist queering and affect theories to disrupt research norms, we drew on our felt experiences to explore the affective atmosphere of language teacher education. In this experimental work, we harnessed affect and queer theories to contest the gendered, classed, and heteronormative atmosphere of language teacher education using a form of post-qualitative inquiry that we named “dialogic queering”. Given our marginalized backgrounds (queer; academic of colour; working-class female academic), dialogic queering creates spaces to explore difficult but genuine thoughts and feelings while challenging norms entrenched in language teacher education. Underpinned by critical empathy, dialogic queering allowed us to decenter …
When Brian Acted His Way Out Of A Wet Paper Bag: The Transformational Qualities Of Drama Education, Christina Gray, Robin Pascoe
When Brian Acted His Way Out Of A Wet Paper Bag: The Transformational Qualities Of Drama Education, Christina Gray, Robin Pascoe
Research outputs 2022 to 2026
This study utilised Mezirow’s Transformative Learning framework to explore drama teachers’ and pre-service drama teachers’ perceptions of transformation in the drama space. The research specifically examined three core questions: 1. Who are transformed? 2. What is transformed? 3. How does transformation happen? Adopting a phenomenological qualitative approach, we analysed interview data from eight drama teachers and 22 pre-service drama teachers in Western Australia. Findings indicate that participation in school-based drama activities fosters transformations (and perceptions of transformation) in self-confidence, personal values, and willingness to take creative risks. Beyond teaching performance skills, drama cultivates deeper understandings of self and others, offering …
Young People Healing And Growing In Trauma-Informed Positive Music Education, Jason Goopy
Young People Healing And Growing In Trauma-Informed Positive Music Education, Jason Goopy
Research outputs 2022 to 2026
Trauma-informed positive education (TIPE) is a recent approach that combines trauma-informed practices and strengths-based positive psychology. This study investigated how young people use music to heal and grow in a community music education programme informed by TIPE. A narrative inquiry was conducted at an Australian community music organisation supported by a global record label to offer a specialised programme developing music and life skills for youth experiencing adversity, such as mental illness, homelessness, abuse, and discrimination. Data were generated by participation and observation in programme sessions, and individual narrative share and tell interviews were conducted with three programme participants. Stories, …
Mapping Digital Confidence In Initial Teacher Education: A Rasch-Based Self-Audit Tool For Curriculum Improvement, Michael D. Carey, David A. Martin, Natalie Mcmaster, Kate Williams, Natalie Kidd
Mapping Digital Confidence In Initial Teacher Education: A Rasch-Based Self-Audit Tool For Curriculum Improvement, Michael D. Carey, David A. Martin, Natalie Mcmaster, Kate Williams, Natalie Kidd
Research outputs 2022 to 2026
This study evaluates the effectiveness of a higher education initial teacher education (ITE) programme in preparing primary school preservice teachers (PSTs) to integrate information, communication, digital, and robotics technologies (ICDRTs) into classroom teaching. While situated in an ITE programme, the methodology, based on a Rasch-calibrated self-audit, offers an actionable approach to evaluating PSTs’ digital confidence and learning needs across higher education disciplines. Using a Rasch-validated 77-item self-audit instrument, responses from 490 final-year PSTs were analysed to identify curriculum gaps and assess the programme’s capacity to develop digital pedagogical readiness. Regression analysis examined associations between readiness and socio-demographic variables (sex, age …
Embracing Vulnerability And Evolving Through Trauma: Teacher Educators’ Collaborative Autoethnographic Reflections, Christina Gray, Lambert
Embracing Vulnerability And Evolving Through Trauma: Teacher Educators’ Collaborative Autoethnographic Reflections, Christina Gray, Lambert
Research outputs 2022 to 2026
This collaborative autoethnography examines how two university-based teacher educators navigated personal trauma while continuing their academic and caregiving work. Using narrative portraits, the study explores how collaborative storytelling enabled the authors to embrace vulnerability, surface hidden experiences, and make sense of trauma within the normative and relational conditions of academic professionalism. Analysis of the narratives highlights three interrelated mechanisms that supported wellbeing amidst trauma: the ongoing negotiation of teacher identity, the capacity to accept help and relational support, and intentional self-care through reflective practice. Rather than positioning recovery as linear or complete, the study illuminates how educators may continue to …
Design And Technology Pre-Service Teachers’ University Course Lived Experiences In Western Australia, Carol K. Puddicombe, Nicola F. Johnson
Design And Technology Pre-Service Teachers’ University Course Lived Experiences In Western Australia, Carol K. Puddicombe, Nicola F. Johnson
Research outputs 2022 to 2026
Design and Technology (D&T) education, historically rooted in industrial and manual arts, now integrates design-focused thinking with the practical processes of prototyping and making. Drawing on a doctoral study, this article examines the university course experiences of ten pre-service D&T teachers in Western Australia and how these shaped emerging beliefs and professional identities. Using an interpretivist framework and interpretative phenomenological analysis, interviews with ten final-year pre-service teachers were analysed. Five interrelated themes are examined in this article: knowledgeable lecturers, hands-on practical learning, curriculum breadth, peers, and internal concerns. The findings highlight the importance of current, school-connected lecturers; structured learning that …
Let’S Make The Change: Addressing The Knowledge Gaps And Building Confidence In Teaching Aboriginal Perspectives For Pre-Service Teachers, Sarah Booth, Libby Jackson-Barrett, Mary Anne Macdonald, Renae Isaacs-Guthridge, Sian Bennett
Let’S Make The Change: Addressing The Knowledge Gaps And Building Confidence In Teaching Aboriginal Perspectives For Pre-Service Teachers, Sarah Booth, Libby Jackson-Barrett, Mary Anne Macdonald, Renae Isaacs-Guthridge, Sian Bennett
Research outputs 2022 to 2026
Teaching Aboriginal perspectives and Aboriginal students by non-Indigenous teachers can feel daunting; however, this need not be the case. This study focuses on two frameworks that can be used to motivate pre-service teachers to feel more confident in teaching Aboriginal perspectives even when starting with trepidation in this area. To explain further, this study explored the impact an Aboriginal Contexts in Education unit had on pre-service teachers’ readiness to teach Aboriginal students and Aboriginal curriculum. Through two frameworks pre-service teachers were exposed to a range of Aboriginal perspectives through Aboriginal educators, authors, and resources, and spoke of their appreciation of …
From Awareness To Articulation: How Character Strengths Support Wellbeing Literacy In Pre-Service Teachers, Narelle Lemon, Marnie Harris, Rozita Dass, Carli Sanbrook, Rikki James, Tammy Green, Bev Adkin, Gail Berman
From Awareness To Articulation: How Character Strengths Support Wellbeing Literacy In Pre-Service Teachers, Narelle Lemon, Marnie Harris, Rozita Dass, Carli Sanbrook, Rikki James, Tammy Green, Bev Adkin, Gail Berman
Research outputs 2022 to 2026
Teacher wellbeing demands urgent attention given documented attrition and burnout, yet teacher education programmes often treat wellbeing as peripheral to professional preparation. Sustained teacher wellbeing is also linked to enhanced pedagogical efficacy, professional engagement, and the modelling of wellbeing for learners. This study examines how character strengths function as a scaffolding language through which wellbeing literacy, the intentional language to comprehend and compose wellbeing for self and others, is integrated within initial teacher education for pre-service teachers. Six podcast episodes from the Teachers Supporting Teachers series captured conversations between pre-service teachers and university academics exploring character strengths understanding and enactment. …
Understanding Regional, Rural And Remote Teacher Wellbeing Narratives Through Podcasting: A Qualitative Analysis Of Multiple Stakeholder Perspectives, Narelle Lemon, Marnie Harris
Understanding Regional, Rural And Remote Teacher Wellbeing Narratives Through Podcasting: A Qualitative Analysis Of Multiple Stakeholder Perspectives, Narelle Lemon, Marnie Harris
Research outputs 2022 to 2026
Highlighting the strengths-based approaches to supporting pre-service teachers, this study explores the diverse and effective wellbeing and self-care practices embedded within regional, rural and remote (RRR) professional experience placements. Drawing on rich qualitative data from podcast conversations, the research emphasises the value of contextually responsive support. Inductive thematic analysis revealed five key enablers of wellbeing: structured support systems, personal wellbeing management, community integration, environment adaption, and professional resilience. These interconnected themes demonstrate that wellbeing in RRR contexts is nurtured through both formal frameworks and individual agency, as well as through meaningful engagement with place and community. Podcasting as method enabled …
Educate, Elevate, Empower: Shaping Future-Ready Teachers For Superdiverse Classrooms, Abdelhamid Helmy Safa
Educate, Elevate, Empower: Shaping Future-Ready Teachers For Superdiverse Classrooms, Abdelhamid Helmy Safa
Research outputs 2022 to 2026
This paper critically examines the transformative potential of integrating Community Engagement (CE) and Culturally Responsive Pedagogy (CRP) within Initial Teacher Education (ITE) programs globally. It highlights the significance of community-based learning and the Funds of Knowledge (FoK) framework in preparing educators to address the complexities of superdiverse classrooms. Through a systematic review, the study identifies effective practices and systemic barriers in ITE, advocating for a paradigm shift that aligns teacher preparation with the cultural realities of students. The proposed model synthesizes CRP, CE, and FoK to cultivate critical consciousness and adaptive expertise, essential for fostering inclusive learning environments. By providing …
Creative Processes In Visual Arts In Education: A Conceptual Framework, Enock Swanzy-Impraim
Creative Processes In Visual Arts In Education: A Conceptual Framework, Enock Swanzy-Impraim
Research outputs 2022 to 2026
The diversity and uniqueness of individuals and the multifaceted nature of creativity necessitate new models in various domains. This study reviewed previous studies and models of the creative process and presented a combined model (Swanzy-Impraim panoramic creative process model) of the creative process applicable to the visual arts in education and other artist-expressive domains. It positions the creative process in seven phases: (1) immersion, (2) problem/task identification, (3) ideation, (4) production, (5) outcome, (6) evaluation, and (7) responses. This conceptual paper explores creativity as a concept and its significance in the artists’ expressive domain, reviews and maps creative process models, …
How Are We Preparing Australian And Aotearoa New Zealand Teachers To Be Health Promotors? Examining Physical Activity, Sleep And Sun Safety In Initial Teacher Education, Joseph J. Scott, Alexandra P. Metse, Bronwen M. Mcnoe, Sally Blane, Sharyn Chin Fat, Justine Osborne, Nicky Muir
How Are We Preparing Australian And Aotearoa New Zealand Teachers To Be Health Promotors? Examining Physical Activity, Sleep And Sun Safety In Initial Teacher Education, Joseph J. Scott, Alexandra P. Metse, Bronwen M. Mcnoe, Sally Blane, Sharyn Chin Fat, Justine Osborne, Nicky Muir
Research outputs 2022 to 2026
Issue Addressed: While physical activity, sleep and sun safety (PASS) have been identified as important modifiable health behaviours and schools and teachers have been identified as vital for health promotion and primary prevention; little is known about how initial teacher education programs across Australia and New Zealand (NZ) are preparing future teachers to deliver PASS-related curriculum. This study investigated teacher educators' insights on their programs and their graduate's preparedness to plan and teach PASS education. Methods: Teacher educators (n = 98) from Australia and NZ completed a 30-item electronic survey. Quantitative tests were used to explore differences in the data. …
Autonomy And Relatedness: Motivating Kindergarten Teachers In An Online Professional Development, Xuanyi Eliza Wu, Alfredo Bautista, Marc Clarà
Autonomy And Relatedness: Motivating Kindergarten Teachers In An Online Professional Development, Xuanyi Eliza Wu, Alfredo Bautista, Marc Clarà
Australian Journal of Teacher Education
Drawing on the self-determination theory, this paper focuses on two factors that are essential for individuals to be motivated, namely the psychological needs of autonomy and relatedness. We implemented three different iterations of an online PD course, entitled Chat with Children. While content was identical, the designs of autonomy and relatedness varied. Participants of this exploratory study were 417 in-service Hong Kong kindergarten teachers. We analyzed teachers’ enrollment, participation, and completion in the three iterations, and also interviewed teachers to explore their experiences of different autonomy and relatedness designs. We found that participation and completion were significantly higher in the …
The Impact Of Interdisciplinary Approach And Mathematical Modelling Activities On Mathematics Teaching: A Case Study With Pre-Service Teachers, Eda N. Güner, Ahmet Ş. Özdemir
The Impact Of Interdisciplinary Approach And Mathematical Modelling Activities On Mathematics Teaching: A Case Study With Pre-Service Teachers, Eda N. Güner, Ahmet Ş. Özdemir
Australian Journal of Teacher Education
Mathematical modelling is an effective approach that helps students develop a deep understanding of mathematical concepts by connecting mathematics to real-life contexts and to other disciplines. Model Eliciting Activities (MEAs) are student-centred processes in which learners use modelling methods to solve complex real-world problems. This case study aimed to design interdisciplinary MEAs for pre-service teachers, to evaluate these activities according to modelling principles, and to examine participants’ views after the implementation. The data consisted of the developed MEAs, video transcripts from the implementation process, and audio transcripts of semi-structured interviews. Content analysis, descriptive analysis, and rubric-based evaluation were used. The …