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Edith Cowan University

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Articles 61 - 90 of 1376

Full-Text Articles in Teacher Education and Professional Development

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 Jan 2025

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 …

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Specialisation In The Primary Education Community, Kevin Sullivan, Susan Main, Joseph J. Scott, Kin Eng Chin, Jason Boron, Matthew Byrne, Eibhlish O'Hara, Elisabeth Taylor, Rozita Dass, Kuki Singh, Helen Adam, Gail Berman Jan 2025

Specialisation In The Primary Education Community, Kevin Sullivan, Susan Main, Joseph J. Scott, Kin Eng Chin, Jason Boron, Matthew Byrne, Eibhlish O'Hara, Elisabeth Taylor, Rozita Dass, Kuki Singh, Helen Adam, Gail Berman

Research outputs 2022 to 2026

Australian students’ results in international assessments have led to considerable attention on teacher quality and, more specifically, on how well pre-service teachers (PSTs) are being prepared to teach. Acting on one of the recommendations in the Action Now, Classroom Ready Teachers Report (TEMAG, 2014), the Australian Institute for Teaching and School Leadership updated Accreditation Standards and Procedures for Initial Teacher Education (ITE) programs to include primary specialisation into ITE courses (AITSL, 2017). The Australian Government’s Next Steps report (2022) also identified the need to obtain data on the specialisation of ITE graduates to assist with issues of supply and demand. …

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It Was Either Food Or Petrol: Financial Hardship During Professional Experience For Pre-Service Teachers, Tammy Green, Christina Gray, Kirsten Lambert Jan 2025

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.

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The Teacher Wellbeing Turn: Neuropolitics, Education And The Psy-Complex, Andrew W. Wilkins, Antonio Olmedo, Brad Gobby, Saul Karnovsky Jan 2025

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 …

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Compulsory Service-Learning Programs In Secondary Schools: The Lasting Impact Beyond The Classroom, Linda Cranley, Gregory Hine Jan 2025

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 …

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The Impact Of Using Practicum Portfolio On Early Childhood Student Teachers' Reflective Practice, Buad Khales, Afif Zaidan, Fathi Ihmeideh Jan 2025

The Impact Of Using Practicum Portfolio On Early Childhood Student Teachers' Reflective Practice, Buad Khales, Afif Zaidan, Fathi Ihmeideh

Australian Journal of Teacher Education

: This study aimed to investigate how the use of practicum portfolios impacts early childhood student teachers' reflective practice in Palestine. The study utilized qualitative and quantitative methods to gather and analyze student teachers' perspectives on using practicum portfolios for their professional development. The main focus was to understand the student teachers' stance on reflective teaching and their engagement in different stages of the reflective practice cycle. The study involved 16 student teachers at Al-Quds University in Palestine. Data were collected through a questionnaire and semi-structured interviews. Results indicated that the portfolio helped student teachers assess their work and improved …

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Mentoring Experiences Of Student Teachers During Teaching Practice In Nigeria, Osita Victor Ossai, Sarita Ramsaroop Jan 2025

Mentoring Experiences Of Student Teachers During Teaching Practice In Nigeria, Osita Victor Ossai, Sarita Ramsaroop

Australian Journal of Teacher Education

A growing number of stakeholders in teacher education in Nigeria have raised concerns about the quality of mentoring in schools. In this study, we aim to explore the mentoring experiences of student teachers during their field experiences. Using a mixed-methods study, data were collected from student teachers in the education faculty at a University in Nigeria. Quantitative data on student-teacher mentoring experiences were collected using the Student-Teacher Mentoring Experience Questionnaire. Qualitative data comprised individual interviews and was analysed thematically. Findings indicated that student teachers lacked adequate mentoring and support and without timely evaluations and quality feedback, their ability to reflect …

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Basic Skills Of 21st Century Teachers, Ömer Cem Karacaoğlu Jan 2025

Basic Skills Of 21st Century Teachers, Ömer Cem Karacaoğlu

Australian Journal of Teacher Education

This study aims to determine the basic skills that 21st century teachers should have. The study is based on the opinions of 79 teachers working in different disciplines on four different campuses in Izmir. The qualitative study used storage technique and content analysis. The opinions of the participants were evaluated to clarify the skill expressions, create themes and determine data categories. The study found that teachers prioritized several core competencies, including creativity, empathy and communication, critical thinking, problem solving and crisis management, and collaboration, curiosity and digital literacy. Other skills were determined as reading comprehension, learning to learn, patience, emotional …

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Assessment Of Initial Teacher Education From The Evaluated’ Perspective: A Literature Review, Carla E. Förster, Andrea Ruffinelli, Tatiana Cisternas, Francisca Donoso Jan 2025

Assessment Of Initial Teacher Education From The Evaluated’ Perspective: A Literature Review, Carla E. Förster, Andrea Ruffinelli, Tatiana Cisternas, Francisca Donoso

Australian Journal of Teacher Education

Many quality assurance policies for teacher education are linked to the assessment of their training and although this is widely studied, the subjects’ perspectives have not been taken into consideration. This study sought to answer: how do the subjects perceive these education assessments and how do those assessments influence their training? A Systematic Literature Review (SLR) search was conducted, rendering the selection of 12 articles. The results indicate that the studies incorporating the subjects' opinions were limited to two instruments: the edTPA from the United States and LANTITE from Australia. Both the performance-based format (edTPA) and the measurement of literacy …

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Careful Whisper: Using Ecoaching And A Feedback Taxonomy To Provide Practicum Feedback For Preservice Teachers, Louise Alix Taylor, Ruben Fukkink, Ron Oostdam, Catherine Van Beuningen Jan 2025

Careful Whisper: Using Ecoaching And A Feedback Taxonomy To Provide Practicum Feedback For Preservice Teachers, Louise Alix Taylor, Ruben Fukkink, Ron Oostdam, Catherine Van Beuningen

Australian Journal of Teacher Education

Many institutes for initial teacher education struggle to organise effective performance feedback within the context of student teaching practicum. As the cooperating teachers who provide this feedback bring their individualised ontologies, feedback practices have been characterised by inconsistencies in the amount and quality of performance feedback. In this small-scale study carried out in the Netherlands, we explored affordances of eCoaching using a standardised feedback taxonomy. With the help of Bluetooth technology and the Synchronous Online Feedback Taxonomy, four teacher educators provided eCoaching to eight preservice teachers over the course of three lessons. We interviewed teacher educators and preservice teachers about …

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Insights In, On And For Teacher Education: An International Teacher Educator Study, Simone White, Jean Murray, Lin Goodwin Jan 2025

Insights In, On And For Teacher Education: An International Teacher Educator Study, Simone White, Jean Murray, Lin Goodwin

Australian Journal of Teacher Education

Whilst the importance of research in teacher education is widely emphasised, debates continue about issues of value, legitimacy and contributions to the knowledge base. This paper aims to contribute to these debates by looking at research in, on and for teacher education, by teacher educators. Drawing from 20 interviews of international experienced teacher educators, questions were posed into the types of research they have pursued, how their research contributed to the field, and how they conceptualised research in/on and for teacher education. Drawing from Bourdieu, findings give insights into what constitutes valued research capital within the divergent field or territory …

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Teaching In Racially Diverse Schools: Towards A Racial Competency Framework, Tebeje Molla, Kerri Garrard, Tim Corcoran Jan 2025

Teaching In Racially Diverse Schools: Towards A Racial Competency Framework, Tebeje Molla, Kerri Garrard, Tim Corcoran

Australian Journal of Teacher Education

Safe learning environments foster the wellbeing, engagement, and educational outcomes of students. To develop resources that enable schools to create safe learning environments, we conducted focus group discussions with teachers and African heritage students in selected public schools in an Australian state. This paper reports insights from our discussions with the school staff. The findings indicate that teachers face ‘relational uncertainty’ in dealing with racial issues impacting their engagement with these students. To address these challenges, we propose a racial competency framework, featuring distinctive dimensions, drivers, and domains. The framework emphasises the need for schools to support racial value awareness, …

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Effects Of Generative Reflection On The Professional Development Of Trainee Teachers: Social Representations Emerging From Practicum Tutorials, Andrea Ruffinelli, Carolina Álvarez, Macarena Salas, Victoria Andrea Ruffinelli Vargas Jan 2025

Effects Of Generative Reflection On The Professional Development Of Trainee Teachers: Social Representations Emerging From Practicum Tutorials, Andrea Ruffinelli, Carolina Álvarez, Macarena Salas, Victoria Andrea Ruffinelli Vargas

Australian Journal of Teacher Education

Although reflection is recognized as a driving force for teachers' professional development, which is the reason for its incorporation into Initial Teacher Education (ITE), there is still little clarity about its effects on teachers' professional development. This article seeks to understand the Social Representations (SR) of tutors and practitioners of the IDF of two Chilean universities, on the effects of reflection, promoted in tutorials and its link with the strategies used to promote it. Individual interviews were conducted with four dyads -tutor and pre-service teacher-, and group interviews with tutors and interns. The analysis was inspired by Grounded Theory. The …

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Tackling Australia’S Male Teacher Shortage: Insights From Initial Teacher Education (Ite) Completion Data, Loan Dao, Jeanne M. Allen, Darren Pullen, Scott Cowie Jan 2025

Tackling Australia’S Male Teacher Shortage: Insights From Initial Teacher Education (Ite) Completion Data, Loan Dao, Jeanne M. Allen, Darren Pullen, Scott Cowie

Australian Journal of Teacher Education

The under-representation of males in the Australian teaching profession has been an issue of concern for some time. With predictions that the situation will worsen due to an aging male teacher population and the enduring perception that teaching is females’ work, this paper explores trends in male initial teacher education (ITE) degree completion in a sample of Australian ITE programs from 2001 to 2021 to gain insights into which types of teaching degrees and delivery modes of study are most likely to attract potential pre-service male teachers. Open access and non-identifiable male ITE completion data were obtained from the Australian …

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What Mentorship? Pre-Service And In-Service Teachers’ Experiences Of A Teaching Practice Mentorship Programme, Puleng Constance Letloenyane, Matseliso Mokhele-Makgalwa, David Maleho Letloenyane Jan 2025

What Mentorship? Pre-Service And In-Service Teachers’ Experiences Of A Teaching Practice Mentorship Programme, Puleng Constance Letloenyane, Matseliso Mokhele-Makgalwa, David Maleho Letloenyane

Australian Journal of Teacher Education

Mentoring during teaching practice plays a crucial role in teacher training as it exposes pre-service teachers to an authentic teaching and learning environment, under the guidance of qualified in-service teachers. Although mentoring has the potential to enhance the preparation of pre-service teachers and to improve the development of in-service teachers, the experiences are not always positive. The present study seeks to explore pre-service teachers’ and in-service teachers’ experiences of one university’s teaching practice mentorship programme. This single case study employed semi-structured interviews to collect data from one in-service and pre-service teacher in one suburban school. The collected data indicate that …

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Unveiling Raciolinguistic Ideologies: Pre-Service Teachers’ Insights On Refugee Integration In Schools, Tuba Yilmaz, Rosanna Ellis Jan 2025

Unveiling Raciolinguistic Ideologies: Pre-Service Teachers’ Insights On Refugee Integration In Schools, Tuba Yilmaz, Rosanna Ellis

Australian Journal of Teacher Education

This study investigates pre-service teachers' ideologies about refugee students' belonging and integration in Türkiye and examines how these ideologies shape their anticipated pedagogical practices. Using the framework of raciolinguistic ideologies, the study highlights how linguistic and cultural hierarchies influence educational practices, often perpetuating systemic exclusion. Data were collected through in-depth interviews with 13 pre-service teachers from various educational programs, utilizing a qualitative, phenomenological design. The findings reveal a predominant reliance on deficit-based perspectives, with refugee students framed as linguistically deficient and culturally "othered." While participants expressed professional commitments to inclusivity, their approaches often emphasized assimilation into Turkish norms, reflecting cultural …

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Australian Education Research Organisation And Teacher Education, Bruce Haynes Jan 2025

Australian Education Research Organisation And Teacher Education, Bruce Haynes

Australian Journal of Teacher Education

The Australian Education Research Organisation was created to initiate, collate and disseminate reliable evidence-based research to the Australian school system. It uses the latest cognitive psychology to advocate the use of explicit instruction and phonics to lift outcomes of Australian schooling. These practices are reflected in the new ‘core content’ for Initial Teacher Education programs that were identified by the Teacher Education Expert Panel to be mandated in national accreditation processes for tertiary providers delivering initial teacher education. Mandating these practices is problematic and marks a further shift towards authoritarian processes in Australia.

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Enhancing Pre-Service Teachers’ Preparedness For Professional Experience Placement And Employment: Authentic School-University Partnership Opportunities, Stacey E. Jones, Deb Clarke Jan 2025

Enhancing Pre-Service Teachers’ Preparedness For Professional Experience Placement And Employment: Authentic School-University Partnership Opportunities, Stacey E. Jones, Deb Clarke

Australian Journal of Teacher Education

The transition from university learning to classroom application presents a challenge in initial teacher education. This transition results in ‘praxis shock’; a term coined to describe the confronting exposure to the gritty realities of the classroom. This case study investigated a school-university partnership that drew on authentic learning activities using a team-teaching model to address the praxis shock challenge. Data were gathered over five years from pre-service teacher subject experience surveys, journal reflections, and semi-structured interviews. The findings revealed that this authentic approach significantly enhanced pre-service teachers’ understanding of the Australian Professional Standards for teachers, their classroom readiness, confidence, and …

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“My School Makes Even The Smallest Students …. Feel Included And Happy To Be There” Student Perspectives On Inclusion., Charles Ag Kemp, Umesh Sharma, Louise Mclean Jan 2025

“My School Makes Even The Smallest Students …. Feel Included And Happy To Be There” Student Perspectives On Inclusion., Charles Ag Kemp, Umesh Sharma, Louise Mclean

Australian Journal of Teacher Education

The objective of this study was to examine student perspectives on what inclusion means to them and what students believe to be critical school based inclusive practices. The study utilised a mixed method approach to collect data from a sample of 40 Year 9 and Year 10 students from a small school in rural Victoria.  Qualitative data were analysed using a three-stage process of thematic analysis.  Students emphasised that inclusion could be enhanced when relationships are prioritised, school environments are more participatory, when teachers know what students need to be successful, and, when teachers actively monitor and encourage the engagement …

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Using Children's Picture Books To Teach Mathematical And Numeracy Concepts: An Exploration Of The Aesthetic Value Of Mathematics For Preservice Teachers’ Dispositions, Mellie Green, Lorraine Gaunt, Georgina M. Barton Jan 2025

Using Children's Picture Books To Teach Mathematical And Numeracy Concepts: An Exploration Of The Aesthetic Value Of Mathematics For Preservice Teachers’ Dispositions, Mellie Green, Lorraine Gaunt, Georgina M. Barton

Australian Journal of Teacher Education

Evidence suggests that preservice teachers tend to have negative dispositions towards the teaching of mathematics and/or numeracy. In response, this paper describes the work of three experienced teacher educators using high-quality children’s picture books to teach mathematical and/or numeracy concepts as well as foregrounding the aesthetic value of mathematics. The purpose of this type of reading is to support and improve preservice teacher dispositions towards mathematics and/or numeracy with children’s picture books. Using metalogue as methodology, the researchers discussed mathematical and/or numeracy concepts and explored the aesthetic value of mathematics within selected picture books. They used the Australian Curriculum’s General …

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Beyond The Classroom Walls: Outdoor Education For Pre-Service Early Childhood Teachers, Sebnem Cetken-Aktas, Gunes Ezgi Demirci, Serap Sevimli-Celik Jan 2025

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 …

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Beyond The City Limits: Perceptions Of Pre-Service Teachers Undertaking Professional Experience In Regional, Rural And Remote Schools, Marnie Harris, David Rhodes, Christina Gray, Lynette Vernon Jan 2025

Beyond The City Limits: Perceptions Of Pre-Service Teachers Undertaking Professional Experience In Regional, Rural And Remote Schools, Marnie Harris, David Rhodes, Christina Gray, Lynette Vernon

Research outputs 2022 to 2026

Australia’s regional, rural and remote (RRR) areas face persistent teacher shortages, presenting ongoing challenges for schools and education systems. Pre-service and newly graduated teachers represent a potential resource for addressing these shortages, yet many complete their initial teacher training without exposure to RRR schools. Framed by Bronfenbrenner and Morris’s Bioecological Theory of Human Development, this qualitative study explores the current perspectives of pre-service teachers (PSTs) who have undertaken professional experiences in RRR areas. Findings show PSTs’ experience success when they encounter positive multifaceted support, particularly from their mentor teacher and financial assistance. Furthermore, experiences are enhanced when PSTs utilise prior …

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Ability In Physical Education – No, I Can’T Discuss It! Insights From Lower Secondary Physical Education Teachers In Western Australia, Jeffrey Giles, Dawn Penney, Justen O’Connor Jan 2025

Ability In Physical Education – No, I Can’T Discuss It! Insights From Lower Secondary Physical Education Teachers In Western Australia, Jeffrey Giles, Dawn Penney, Justen O’Connor

Research outputs 2022 to 2026

Ability has been positioned as a crucial concept in the construction of a subject that is inclusive of and meaningful for all students. Almost two decades since Evans (2004) called on the field to re-engage in discourse concerning ability, how ability is conceptualised by physical education (PE) teachers remains relatively unexplored. Furthermore, relatively little is known about how understandings of ability are enacted through curriculum, pedagogy and assessment in PE. This research explored these issues with lower secondary PE teachers in Western Australia through self-recorded audio responses to two research questions. Data from 38 participants revealed the struggles that PE …

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The Impact Of Practicum Job Demands And Resources On Pre-Service Teachers’ Occupational Commitment And Job Intent, Jeremy Pan, Tony Loughland, Rebecca J. Collie, Andrew A. Kingsford-Smith, Mary Ryan, Caroline Mansfield, Rachelle Davey, Chrissy Monteleone, Miriam Tanti Jan 2025

The Impact Of Practicum Job Demands And Resources On Pre-Service Teachers’ Occupational Commitment And Job Intent, Jeremy Pan, Tony Loughland, Rebecca J. Collie, Andrew A. Kingsford-Smith, Mary Ryan, Caroline Mansfield, Rachelle Davey, Chrissy Monteleone, Miriam Tanti

Research outputs 2022 to 2026

Around the world, there is a need to understand how to support pre-service teachers through their initial teacher education (ITE). The current study applied the Job Demands-Resources Theory to examine the associations among Australian pre-service teachers’ job demands and resources. The structural equation modelling found that perceived autonomy support, and relatedness with colleagues and students, were positively related to work outcomes of occupational commitment and job intent. Conversely, factors like disruptive student behaviour and time pressure were negatively associated with these outcomes. These findings suggest the relevance of providing support mechanisms for pre-service teachers to enhance their important ITE phase.

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Educator Professional Subjectivities In Gamification: Knowing, Being And Doing, Natalie-Jane Howard, Elizabeth J. Cook Jan 2025

Educator Professional Subjectivities In Gamification: Knowing, Being And Doing, Natalie-Jane Howard, Elizabeth J. Cook

Research outputs 2022 to 2026

Gamification has emerged as a prominent innovation in contemporary education, yet its influence on the enactment of educators’ professional subjectivities remains underexplored. As such, little is known about how online gamification applications like Kahoot shape the dynamic ways educators perceive, understand and enact their professional selves within higher education contexts. Adopting a tripartite framework of knowing (epistemological), being (ontological) and doing (praxiological), this qualitative study employed visual-elicitation interviews and remote observations with ten lecturers at a Middle Eastern college. The analysis revealed three key themes shaping educator subjectivities: creating and sharing quiz content; conforming with institutional culture; and infantilizing students …

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Drawing On International Pre-Service Teachers’ Funds Of Knowledge To Enhance Professional Experience, Fiona Boylan, Karen Nociti, Gillian Kirk Jan 2025

Drawing On International Pre-Service Teachers’ Funds Of Knowledge To Enhance Professional Experience, Fiona Boylan, Karen Nociti, Gillian Kirk

Research outputs 2022 to 2026

Following the COVID- 19 pandemic, international student enrolments in Australia's initial teacher education (ITE) programs have sharply increased. ITE courses are obligated to comprehensively support international students, particularly during professional experiences (PEx). These students often face challenges due to cultural and linguistic differences, and universities typically address these through intervention programs and workshops aimed at developing communicative and work-based skills. This pilot study adopted a unique Funds of Knowledge (FoK) and Funds of Identity (FoI) lens to enhance culturally responsive communication between pre-service teachers and various stakeholders (mentor teachers, supervisors and unit coordinators) during PEx. An ethnographic visual methodology, employing …

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Finding Their Place: How Teachers Can Become Part Of Their Rural Communities, Mary-Anne Macdonald, Sarah Booth, Kirsten Lambert, Christina Gray, Terry Ngarritjan Kessaris, Takeia Beard Jan 2025

Finding Their Place: How Teachers Can Become Part Of Their Rural Communities, Mary-Anne Macdonald, Sarah Booth, Kirsten Lambert, Christina Gray, Terry Ngarritjan Kessaris, Takeia Beard

Research outputs 2022 to 2026

The tyranny of distance is often perceived as the greatest challenge for teacher retention in rural and remote schools in Australia. Perhaps more accurately, it is the tyranny of placelessness. In this paper, we explore the role of place-connectedness and racial literacy in shaping the interactions of 21 primary and secondary teachers with the social space and place of one Western Australian remote town. Data were collected through interviews and focus groups and analysed with an emergent approach. We propose three levels of place-consciousness to describe the depth of awareness, skill and integration with which a teacher might connect to …

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Benefits And Challenges With The Modular Model Of Teacher Certification In Australia: Listening To Teachers’ Voices, Bernard Brown, Rohan Nethsinghe Jan 2025

Benefits And Challenges With The Modular Model Of Teacher Certification In Australia: Listening To Teachers’ Voices, Bernard Brown, Rohan Nethsinghe

Australian Journal of Teacher Education

This paper examines teachers’ views about the Highly Accomplished and Lead Teacher (HALT) Certification 2.0 Modular Model (CMM 2.0). The research reveals teachers’ voices and agency in relation to HALT certification. Participants in this study included HALT certified teachers, current HALT participants, and prospective participants. The semi-structured interviews conducted provide insights into the benefits and challenges associated with the CMM 2.0. Thematic coding and systematic analysis were applied to the data to arrive at the key findings. The research revealed that teachers believed that the modular approach was advantageous as it was flexible and provided professional recognition and development. Issues …

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Challenging Assumptions: Ai And Teacher Assessment Identity Formation, Nadia Ollington Jan 2025

Challenging Assumptions: Ai And Teacher Assessment Identity Formation, Nadia Ollington

Australian Journal of Teacher Education

This article explores the ways in which teacher educators can strengthen the developing teacher assessment identity of preservice teachers who are at the precipice of Industry 4.0, where work with Artificial Intelligence (AI) and assessment will require flexible thinking. This reflective case study narrative outlines a teacher educator’s experiences in a novel assessment task using Generative AI for technology enhanced learning in an Australian postgraduate teaching program. In the task, those who held positive beliefs and emotions about AI were more likely to engage in flexible thinking skills than those who were more critical of the AI. To ensure that …

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Changes In Mentor Teacher Participation In Postgraduate Secondary Initial Teacher Education: Climatic Conditions Preceding Workforce Reform., Alison L. Hilton, Chad Morrison, Felicity I. Mclure, Kathryn G. Dehle, Sandi Fielder Jan 2025

Changes In Mentor Teacher Participation In Postgraduate Secondary Initial Teacher Education: Climatic Conditions Preceding Workforce Reform., Alison L. Hilton, Chad Morrison, Felicity I. Mclure, Kathryn G. Dehle, Sandi Fielder

Australian Journal of Teacher Education

Professional Experience placements provide invaluable opportunities for pre-service teachers to connect their expanding knowledge to teaching practice. When done well, these experiences are underpinned by purposeful and continuous guidance from experienced mentor teachers. Significantly, the participation and engagement of Australian mentor teachers in this process is voluntary in nature, meaning the system relies on teachers ‘opting-in’ to mentoring. This research examines mentor teacher participation within Secondary-level initial teacher education courses and highlights issues relating to overall mentor teacher (and host school) engagement. Analysis of placement data over a five-year period to 2021 illustrates a significant change in participation with a …

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