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Teacher Education and Professional Development Commons™
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Articles 31 - 60 of 1368
Full-Text Articles in Teacher Education and Professional Development
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 …
From Plans To Practice: Preservice Mathematics Teachers' Journey To Conceptual Understanding, Rolando B. Magat Jr
From Plans To Practice: Preservice Mathematics Teachers' Journey To Conceptual Understanding, Rolando B. Magat Jr
Australian Journal of Teacher Education
This study examines the journey of preservice mathematics teachers (PMTs) in the Philippines from lesson planning to classroom practice, focusing on fostering conceptual understanding. Using a case study approach, data were gathered from 15 PMTs in Metro Manila through semi-structured interviews, classroom observations, and lesson plan analysis. Findings reveal that PMTs face challenges in deep content knowledge, effective instructional strategies, and real-world application, often prioritizing procedural knowledge over conceptual depth. Additionally, engagement strategies and resource integration were key themes influencing lesson planning. To address these gaps, the study proposes Project M.A.S.T.E.R (Mathematics Application and Strategy Training for Enhanced Readiness), a …
The Possibilities And Challenges Of Generative Artificial Intelligence For Initial Teacher Education In Australia, Leanne Cameron, Matt Bower, Jihyun Lee, Damian Maher, Jon Mason, Miriam Tanti, Tianchong Wang
The Possibilities And Challenges Of Generative Artificial Intelligence For Initial Teacher Education In Australia, Leanne Cameron, Matt Bower, Jihyun Lee, Damian Maher, Jon Mason, Miriam Tanti, Tianchong Wang
Australian Journal of Teacher Education
This paper examines the impact of Generative AI (GenAI) on pre-service teachers (PSTs) and its future role in Initial Teacher Education (ITE) courses. Drawing from a polychronic and polyphonic research methodology (Jandric et al., 2019; Matusov et al., 2019), the six participants, experienced Initial Teacher Educators, identify the opportunities GenAI offers for enhancing teaching, streamlining administration, and providing personalized learning. They also articulate the challenges GenAI presents: bias, ethical and authenticity issues and copyright. The Teacher Educators agree that PSTs must become technically proficient and critically discerning towards GenAI content, and they highlight the need for personalized and context-specific assessment …
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 …
The Effect Of Stem Learning Experiences On Stem Semantic Awareness And 21st-Century Learner Skills Of Prospective Primary School Teachers, Ahmet Oğuz Akçay, Mehmet Arif Bozan, Engin Karahan
The Effect Of Stem Learning Experiences On Stem Semantic Awareness And 21st-Century Learner Skills Of Prospective Primary School Teachers, Ahmet Oğuz Akçay, Mehmet Arif Bozan, Engin Karahan
Australian Journal of Teacher Education
STEM awareness and 21st-century skills are recognized as two interrelated dimensions critical for the modern pedagogical competencies of pre-service teachers. This study examines how STEM learning experiences affect pre-service primary school teachers’ STEM semantic awareness and 21st-century learner skills. STEM activities were implemented for six weeks with pre-service primary school teachers. The research was designed using a convergent mixed-methods approach. The study included 21 prospective primary school teachers who volunteered to participate. The “STEM Semantic Awareness Scale,” “21st-Century Learner Skills Use Scale,” participant journals, and semi-structured interviews were used as data collection tools. The …
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, …
The Role Of Coursework In Promoting Doctoral Candidates’ Research Competence: A Case Study Of Professional Doctorates In Education, Fred Y. Mgata, Luqman Hakeem, Justo M. Lemesaya, Zhiyong Zhu, Huan Song, Jimmy E. Kihwele
The Role Of Coursework In Promoting Doctoral Candidates’ Research Competence: A Case Study Of Professional Doctorates In Education, Fred Y. Mgata, Luqman Hakeem, Justo M. Lemesaya, Zhiyong Zhu, Huan Song, Jimmy E. Kihwele
Australian Journal of Teacher Education
Doctorate programs with coursework aim to develop research-competent graduates who can contribute knowledge and work outside academia. This study explored the influence of coursework on doctoral candidates' development of research competence. The study employed a qualitative case study approach within the Professional Doctorate in Education programs at a Chinese university. The researchers interviewed 13 doctoral candidates, reviewed 10 course syllabi, and conducted a thematic analysis of the data. The findings revealed that coursework contributes to candidates' knowledge base, research direction, skills, and critical thinking. Instructors and peers promote candidates' research competence through instruction, mentoring, collaborative research projects, and peer feedback. …
An Examination Of The Cognitive Levels And Content Dimensions In Activities Developed By Pre-Service Mathematics Teachers Within The Math Taxonomy Framework, Ayşe Tuğçe Bodur, Mevhibe Kobak Demi̇r
An Examination Of The Cognitive Levels And Content Dimensions In Activities Developed By Pre-Service Mathematics Teachers Within The Math Taxonomy Framework, Ayşe Tuğçe Bodur, Mevhibe Kobak Demi̇r
Australian Journal of Teacher Education
The purpose of this study is to analyze the questions included in three-dimensional modeling activities developed by pre-service mathematics teachers in terms of the cognitive levels and mathematical content dimensions of the MATH taxonomy. This analysis aims to reveal which mathematical processes and skills the pre-service teachers prioritize in their instructional materials. Adopting a case study design, one of the qualitative research methods, this research examined activities developed by 26 secondary pre-service mathematics teachers, selected through convenience sampling, for teaching three-dimensional geometric shapes. Descriptive analysis was used to evaluate a total of 122 activity questions. Regarding content dimensions, it …
Framings Of Intercultural Competence In Australian Teacher Education: Conceptual Bases And Implications, James F. Toohey, Michael D. Carey, Peter R. Grainger
Framings Of Intercultural Competence In Australian Teacher Education: Conceptual Bases And Implications, James F. Toohey, Michael D. Carey, Peter R. Grainger
Australian Journal of Teacher Education
Developing an interculturally competent teaching workforce remains an ongoing priority in Australia, yet preparation practices vary in their conceptual grounding. This theoretical paper examines four broad paradigmatic framings that inform strategies to develop intercultural competence in preservice teachers: cognitive, dispositional, critical, and linguistic. We analyse how each paradigm foregrounds particular assumptions about culture, communication, and development, and consider the implications of their partial application in teacher education. Rather than positioning these paradigms as competing models, the paper argues that they function as complementary lenses through which intercultural preparation can be understood and refined. Particular attention is given to the linguistic …
Research-Based Learning For Pre-Service Teachers’ Meta-Reflexivity: Insights From English Language Teacher Education In Türkiye, İrem Çomoğlu, Eda Ceylan, Eda Akgün-Özpolat, Kenan Dikilitaş
Research-Based Learning For Pre-Service Teachers’ Meta-Reflexivity: Insights From English Language Teacher Education In Türkiye, İrem Çomoğlu, Eda Ceylan, Eda Akgün-Özpolat, Kenan Dikilitaş
Australian Journal of Teacher Education
Drawing on Cramer et al.’s (2023) framework for meta-reflexive teacher education, we conducted a case study to examine how research-based learning (RbL) helps pre-service teachers (PSTs) develop meta-reflexivity. The data was collected in an undergraduate course in Türkiye where 81 PSTs engaged in RbL through developing, explaining, and exploring their pedagogical puzzles (PPs). Analysis of data from written reflections and class recordings generated themes indicating that PSTs began to adopt a meta-reflexive stance through a set of research and reflection practices involved in their puzzle exploration processes. The study suggests that RbL may be a promising approach for fostering PSTs’ …
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 …
Initial Teacher Education For Inclusion: Does Practicum Bring Pre-Service Teachers Closer To An Inclusive Approach?, Constanza Herrera-Seda, Constanza Cárdenas Alarcón, Carlos Vanegas-Ortega
Initial Teacher Education For Inclusion: Does Practicum Bring Pre-Service Teachers Closer To An Inclusive Approach?, Constanza Herrera-Seda, Constanza Cárdenas Alarcón, Carlos Vanegas-Ortega
Australian Journal of Teacher Education
Practicum is considered an essential element of initial teacher education for inclusive education. In this article, we explore its contribution to the pre-service teachers' adoption of an inclusive approach. We conducted a qualitative, multicase study of three primary teacher education programmes in Chile. Through episodic interviews, we produced data from 18 pre-service teachers. The main results showed that practicum causes various emotions, cognitions, and actions that interact with the adoption of an inclusive approach. Overwhelming pre-service teachers’ emotions related to exclusion can undermine their self-efficacy, leading them to avoid an inclusive approach. Also, the practicum tends to reproduce deficit- …
Pre-Service Teachers’ Self-Perceptions Of Relationship Skills For Future Work In Schools, Melissa Newberry, Elizabeth B. Hinchcliff, Chelsea Cole, Michael Richardson
Pre-Service Teachers’ Self-Perceptions Of Relationship Skills For Future Work In Schools, Melissa Newberry, Elizabeth B. Hinchcliff, Chelsea Cole, Michael Richardson
Australian Journal of Teacher Education
This study focuses on the perceptions pre-service teachers hold about their own abilities to form relationships with four stakeholders of schools: students, parents, teachers and administrators. Survey data from 257 students enrolled in teacher preparation programs in a mid-sized, private university in the Western US were collected, including their beliefs about relationship skills, experience with children/youth, and conceptions of relationship formation as practicing teachers. Results indicate high confidence in relationship skills, yet few ideas on how to translate those into action when it comes to forming professional relationships. These findings suggest that pre-service teachers may be underprepared regarding the relational …
Investigating The Changes In Attitudes Towards Science Among Pre-Service Elementary Teachers Enrolled In A Science Methods Course Using A New Version Of The Test Of Science Related Attitudes, Christopher S. Long, Becky Sinclair
Investigating The Changes In Attitudes Towards Science Among Pre-Service Elementary Teachers Enrolled In A Science Methods Course Using A New Version Of The Test Of Science Related Attitudes, Christopher S. Long, Becky Sinclair
Australian Journal of Teacher Education
This article examines the changes in student attitudes towards science among pre-service elementary teachers (PSETs), who were enrolled in a science methods course at a large public university in Texas, USA. A new version of the Test of Science Related Attitudes (TOSRA) called TOSRA-3 was used to measure six dimensions of attitudes towards science. TOSRA-3 was created in an effort to create a more economical, 35 items versus 70 items, version of the original TOSRA. TOSRA-3 was found to be valid and reliable for use with PSETs. Factor analysis suggests a six scale structure with a Cronbach’s Alpha for each …
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 …
“Slowly, Slowly, Slowly It Becomes This Is What Accepted Practice Is”: Factors Affecting Functional Grammar Teacher Training In Australian Schools, Anne-Coleman Webre
“Slowly, Slowly, Slowly It Becomes This Is What Accepted Practice Is”: Factors Affecting Functional Grammar Teacher Training In Australian Schools, Anne-Coleman Webre
Australian Journal of Teacher Education
Australia has a long history of scholars bringing a functional approach to teaching grammar into pedagogy to support student literacy. This study explores how the ideas and practices from the approach make their way into teaching by investigating the implementation of a teacher training program, Lexis Education, through the perspective of the teacher trainers. Using nine interviews with twelve trainers, the study asks what factors have supported and challenged the implementation of the program in the Australian context. Utilising the substantialising framework as an analytic tool to categorize factors affecting teacher education into domains of influence reveals aspects of the …
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 …
Generative Ai Highlights The Contrast Between Students’ Dualistic Epistemic Practices And Teacher Education Learning Objectives, Tellervo Härkki, Tarmo Thorström, Miika Leino, Henriikka Vartiainen, Matti Tedre
Generative Ai Highlights The Contrast Between Students’ Dualistic Epistemic Practices And Teacher Education Learning Objectives, Tellervo Härkki, Tarmo Thorström, Miika Leino, Henriikka Vartiainen, Matti Tedre
Australian Journal of Teacher Education
This study examines student teachers’ capabilities when adopting a generative AI system as a new cognitive tool. In our pedagogical intervention, students used ChatGPT 3.5 to support a small research task. Consistent with decades of research on higher education students’ epistemic positions, most students approached the knowledge-building task (and, respectively, ChatGPT) with dualistic epistemic practices. Notably, ChatGPT’s polished interface invites naïve dualistic interpretations. However, teacher education learning objectives and effective knowledge-building with generative AI tools require more sophisticated epistemic stances: understanding knowledge as contingent and context-bound and knowledge-building as an activity that requires validation. This suggests that the central challenge …
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 …
Professional Experience In Initial Teacher Education: Integrating Standards, Supervisors And Mentor Teachers, Madlen Griffiths, Mandie Shean
Professional Experience In Initial Teacher Education: Integrating Standards, Supervisors And Mentor Teachers, Madlen Griffiths, Mandie Shean
Research outputs 2022 to 2026
Professional experience is the training ground for preservice teachers, where they apply what they have learned at university, in the reality of the classroom setting. Our article investigates the contribution of university supervisors to preservice teacher learning, from the perspective of both groups. This qualitative study gathered data from interviews with 28 preservice teachers and supervisors. Findings highlighted the complexity of the task assigned to supervisors, and the distinctive role that they play in the preservice teachers’ learning. This study offers a model of supervision drawn from the voices of these two key stakeholders that is underpinned by theory and …
Compulsory Service-Learning Programs In Secondary Schools: The Lasting Impact Beyond The Classroom, Linda Cranley, Gregory Hine
Compulsory Service-Learning Programs In Secondary Schools: The Lasting Impact Beyond The Classroom, Linda Cranley, Gregory Hine
Research outputs 2022 to 2026
The purpose of this research project was to investigate the extent to which a compulsory service-learning program (SLP) offered in one secondary school inspired students to extend their service to the community beyond their schooling and make the connection between real-life social inequities and the SLP. The project involved interviewing current staff and past students from a co-educational Catholic secondary school in Perth, Western Australia, about their experiences of participating in the school’s SLP. Staff and student participants highlighted key elements of the SLP, including the types of community involvement encouraged within the program, and provided insight into how the …
Physical Education And Sport-Focused Degree Programs: An Exploration Of Symbolic Boundaries And Policy Negotiations, Ellen Jones, David Aldous, Andrew P. Lane, Dawn Penney
Physical Education And Sport-Focused Degree Programs: An Exploration Of Symbolic Boundaries And Policy Negotiations, Ellen Jones, David Aldous, Andrew P. Lane, Dawn Penney
Research outputs 2022 to 2026
This article explores the negotiation of contemporary policy agendas in physical education and sport-focused degree programs. Centring on one Higher Education Institution in Wales, the article pursues three foci in negotiations that are integral to the everyday work, relations and identities of academic staff: the commodification of university sport; quality learning and teaching; and changing relations with industry. Conceptually, the article draws upon Bernstein’s concept of symbolic boundaries to critically explore the translation and enactment of different policy agendas, and pursue constraints and possibilities arising for subject, professional and learner identities. Data from focus groups and interviews with 16 participants …
Beyond The Classroom Walls: Outdoor Education For Pre-Service Early Childhood Teachers, Sebnem Cetken-Aktas, Gunes Ezgi Demirci, Serap Sevimli-Celik
Beyond The Classroom Walls: Outdoor Education For Pre-Service Early Childhood Teachers, Sebnem Cetken-Aktas, Gunes Ezgi Demirci, Serap Sevimli-Celik
Research outputs 2022 to 2026
Outdoor education, an experiential approach that fosters sensory engagement and connections with the natural world, is increasingly recognized as an important aspect of early childhood education. However, there is a notable gap in preparing pre-service early childhood teachers to implement outdoor pedagogy effectively. This study examines how pre-service teachers evaluated their experiences in a course titled Outdoor Education in Early Years, designed to equip them with the confidence and skills for outdoor teaching in early childhood contexts. Seven early childhood pre-service teachers, aged 21 to 23, participated in the study, which employed purposive sampling. Data collection included one-on-one interviews, focus …
It Was Either Food Or Petrol: Financial Hardship During Professional Experience For Pre-Service Teachers, Tammy Green, Christina Gray, Kirsten Lambert
It Was Either Food Or Petrol: Financial Hardship During Professional Experience For Pre-Service Teachers, Tammy Green, Christina Gray, Kirsten Lambert
Research outputs 2022 to 2026
Many pre-service teachers prolong studies or fail to complete teaching degrees due to financial hardship. This attrition exacerbates the teacher shortage in Australian schools. Our research uses critical theory to explore the challenges for pre-service teachers as they complete the compulsory professional experience component of initial teacher education. This phenomenological study, based on interviews with eight pre-service teachers at a university in Western Australia, gives voice to pre-service teachers experiencing placement poverty, revealing the difficulties faced in their quest to become teachers. The findings highlight the importance of addressing the financial barriers that hamper students’ abilities to become quality teachers.
Western Australian Graduate Teacher Perceptions Of Teacher Performance Assessments, Janine E. Wyatt, Caroline Mansfield, Paula Mildenhall
Western Australian Graduate Teacher Perceptions Of Teacher Performance Assessments, Janine E. Wyatt, Caroline Mansfield, Paula Mildenhall
Research outputs 2022 to 2026
This study examined the views of 1593 first-year graduates from five Western Australian universities concerning three nationally endorsed teacher performance assessment (TPA) instruments. Quantitative and qualitative data obtained through the Department of Education Western Australia’s annual first year graduate teacher surveys from 2021-2023 was used. Study findings revealed that overall, most graduates were satisfied that the TPA supported their classroom readiness and understanding of the graduate level of the Australian Professional Standards for Teachers, and that mentors/supervisors played a critical role in these perceptions. We recommend incorporating the first-year graduates’ insights into the refinement of TPAs. Our study advocates for …
The Teacher Wellbeing Turn: Neuropolitics, Education And The Psy-Complex, Andrew W. Wilkins, Antonio Olmedo, Brad Gobby, Saul Karnovsky
The Teacher Wellbeing Turn: Neuropolitics, Education And The Psy-Complex, Andrew W. Wilkins, Antonio Olmedo, Brad Gobby, Saul Karnovsky
Research outputs 2022 to 2026
Across the globe, governments are responding to a ‘teaching crisis’ marked by high attrition rates and labour shortages. This crisis can be attributed to macro changes in the economy (intensified by the shift towards high inflation, low growth economies post-COVID) and micro changes to the organisation and funding of schools with teachers experiencing stagnating wages and unmanageable workloads in punishing accountability environments. In this paper we examine how government and other authorities in England seek to manage the teaching crisis through diagnostic tools and skills training designed to measure and improving teacher wellbeing. This includes inciting new teacher subjectivities, namely …