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Articles 91 - 120 of 1368

Full-Text Articles in Teacher Education and Professional Development

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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Leading The Early Years Of School: A Relational And Responsive Model Of Early Childhood Pedagogical Leadership, Amie Fabry Dec 2024

Leading The Early Years Of School: A Relational And Responsive Model Of Early Childhood Pedagogical Leadership, Amie Fabry

Research outputs 2022 to 2026

Early childhood pedagogical leadership has been found to enhance program quality by assisting educators to reach deeper understanding of pedagogical practices. In the early years of school where pedagogical tension resides, research on early childhood pedagogical leadership is scarce. Furthermore, there are few models of early childhood pedagogical leadership that describe how early childhood pedagogical leadership might be enacted in practice. This paper presents a relational model of early childhood pedagogical leadership that was developed from the findings of an investigation into early childhood pedagogical leadership enactment in school settings. The practical elements of pedagogical leadership outlined in this model …

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Navigating The Paradox Between Professional Challenges And Teacher Well-Being: The Role Of Strategies Within The Resilience Process, Isabelle Krummenacher, Tina Hascher, Caroline Mansfield, Susan Beltman, Julia Mori, Irene Guidon Nov 2024

Navigating The Paradox Between Professional Challenges And Teacher Well-Being: The Role Of Strategies Within The Resilience Process, Isabelle Krummenacher, Tina Hascher, Caroline Mansfield, Susan Beltman, Julia Mori, Irene Guidon

Research outputs 2022 to 2026

Teaching is an immensely complex profession that often requires managing multiple and varied professional challenges. Despite these challenges, teachers tend to report moderate to high levels of well-being. This qualitative study explored this paradox by investigating the professional challenges reported and the coping strategies Swiss teachers use to support their well-being. Relational problem-solving was identified as a commonly used strategy when professional challenges occur. The unique contribution of this study lies in its further elucidation of the complex relationship between teachers’ professional challenges and well-being embedded in a resilience process. The results of this study provide implications for understanding how …

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Comfort In The Role: The Core Of Positive Veteran Teachers, Sarah Jefferson, Christina Gray, Geoffrey Lowe Sep 2024

Comfort In The Role: The Core Of Positive Veteran Teachers, Sarah Jefferson, Christina Gray, Geoffrey Lowe

Research outputs 2022 to 2026

Teacher career trajectory studies have identified a small group of positive veteran teachers who have maintained an ongoing enthusiasm for and commitment to teaching. Research into teacher career trajectory frameworks suggests that comfort in the role remains a core tenet in supporting their sense of professional identity. While studies have identified this, there is little research into the subtleties of this tenet and how this helps these positive veteran teachers remain committed to teaching. This article reports on the qualitative findings about comfort in the role in sustaining positive veteran teachers’ commitment to teaching. Further, the article points to key …

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I Think I Can, I Think I Can’T: Design Principles For Fostering A Growth Mindset In The Early Years, Fiona Boylan, Lennie Barblett, Marianne Knaus Aug 2024

I Think I Can, I Think I Can’T: Design Principles For Fostering A Growth Mindset In The Early Years, Fiona Boylan, Lennie Barblett, Marianne Knaus

Research outputs 2022 to 2026

“I think I can, I think I can’ puffed “The Little Engine That Could.” The American folktale taught the value of optimism and hard work reflecting a growth mindset belief about abilities. A growth mindset positively impacts academic achievement, motivation, and children’s agency for learning. Few studies have explored how early childhood teachers can develop children’s growth mindsets. We report on a study that developed design principles to assist early childhood teachers to foster a growth mindset in children in early childhood classrooms at one school in Western Australia using design-based research. Two iterations of the principles were designed and …

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Developing An 'Eportfolio Of Evidence' Towards Employment And Registration For Early Childhood Teachers, Pauline Roberts, Leonie Menzel, Bev Adkin, Lennie Barblett Jan 2024

Developing An 'Eportfolio Of Evidence' Towards Employment And Registration For Early Childhood Teachers, Pauline Roberts, Leonie Menzel, Bev Adkin, Lennie Barblett

Research outputs 2022 to 2026

ePortfolios have been in use in Initial Teacher Education (ITE) courses for many years. The link to employability has been part of these initiatives, however, recent concerns over workforce and employment requires additional focus to ensure the ongoing sustainability of the ePortfolio. Ensuring teachers are 'classroom ready' led to increased pressure on pre-service teachers (PSTs) to demonstrate achievement of the Australian Professional Standards for Teachers (APST) (Australian Institute for Teaching and School Leadership, 2017). The goal of this project was to explore and influence PST's thinking towards the ePortfolio through changes in practice. The research entailed a rapid systematic review …

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Secondary Mathematics Teachers’ Mathematical Competence, Vesife Hatisaru, Julia Collins, Steven Richardson, Constantine Lozanovski Jan 2024

Secondary Mathematics Teachers’ Mathematical Competence, Vesife Hatisaru, Julia Collins, Steven Richardson, Constantine Lozanovski

Research outputs 2022 to 2026

Whilst educational goals in recent years for mathematics education are foregrounded the development of mathematical competencies, little is known about mathematics teachers’ competencies. In this study, a group of practising teachers were asked to solve an algebra problem, and their solutions were analysed to determine the competencies apparent (or, equally importantly, absent) in these solutions. The most demonstrated competencies were devising strategies and mathematising, whilst communication and reasoning were mostly missed. The research provides a detailed methodology on how mathematical competencies can be assessed in the context of problem solving.

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Early-Career Music Teachers’ Perspectives Of Their Initial Teacher Education Program In China, Han Meng, Jason Goopy Jan 2024

Early-Career Music Teachers’ Perspectives Of Their Initial Teacher Education Program In China, Han Meng, Jason Goopy

Research outputs 2022 to 2026

Initial teacher education plays an important role in preparing music teachers for schools. There is a growing interest in Chinese music teacher education, though limited research currently exists. This study investigated early-career teachers’ perspectives concerning the efficacy of the initial music teacher education program at Yu Cai Normal University (pseudonym), China. This mixed-methods study used a sequential explanatory design where qualitative interview data were used to provide further explanation and detail regarding survey results. The perceptions of early-career music teachers were sought on the importance, effectiveness, and usefulness of their initial teacher education and the most rewarding and challenging aspects …

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Preservice Eal/D Teachers’ Relational Agency During Online Paired Practicum, Hongzhi Yang, Andrew Ross Jan 2024

Preservice Eal/D Teachers’ Relational Agency During Online Paired Practicum, Hongzhi Yang, Andrew Ross

Australian Journal of Teacher Education

There is scant research on preservice English as an additional language or dialect (EAL/D) teachers’ paired practicums in an online context. Underpinned by Cultural Historical Activity Theory, this paper explores how preservice EAL/D teachers exercise their relational agency during online paired practicums. Data were collected from five preservice EAL/D teachers’ weekly journals written during their paired practicums and interviews after they completed their paired practicums. Following the key components of relational agency, the thematic analysis highlights the dialectical relationship between preservice teachers’ relational agency and different types of collaboration, evidenced by the formation of mutual objects, tool mediation, and shared …

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Development Of An In-Service Teacher Educator: Becoming, Doing, Knowing, Being And Belonging Through The Tensions, Fatma Gümüşok, Gölge Seferoğlu Jan 2024

Development Of An In-Service Teacher Educator: Becoming, Doing, Knowing, Being And Belonging Through The Tensions, Fatma Gümüşok, Gölge Seferoğlu

Australian Journal of Teacher Education

This qualitative case study analyses the professional identity development of an in-service teacher educator (ISTE) through her conceptualisations and tensions. The participant possesses multiple degrees in different fields (BA in physics teaching, MA and PhD in Educational Administration) and became an ISTE in English Language Teaching (ELT) with this interdisciplinary background. We mainly focused on her lived experiences of developing as an ISTE in ELT in the context of in-service teacher education (INSET) in Türkiye. The thematic content analysis of an in-depth face-to-face interview suggests that resolving tensions early may be needed for ISTEs to persevere in their new job. …

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Student Teachers' Experiences As Mentees During The Teaching Practice In Rwanda, Joseph Njiku Jan 2024

Student Teachers' Experiences As Mentees During The Teaching Practice In Rwanda, Joseph Njiku

Australian Journal of Teacher Education

Teaching practice is an integral part of teacher education that provides teacher trainees an opportunity to merge theory and practice. This study investigated eight student teachers' mentorship experiences during teaching practice in secondary schools in Rwanda. Respondents were interviewed toward the end of their teaching practice. The cognitive apprenticeship theory guided the study. Qualitative data were collected and analysed deductively based on the themes identified in the literature and suggested by the theory. Findings indicate that all students were paired off with mentors, had the opportunity to observe and be observed by their mentors, and appreciated the mentoring process they …

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Australian Pre-Service Teachers’ Beliefs About Educational Disadvantage And Socially Just Teaching: Beyond A Neoliberal Imaginary?, Claire E. Charles, Lynette Longaretti, Matthew K.E Thomas Jan 2024

Australian Pre-Service Teachers’ Beliefs About Educational Disadvantage And Socially Just Teaching: Beyond A Neoliberal Imaginary?, Claire E. Charles, Lynette Longaretti, Matthew K.E Thomas

Australian Journal of Teacher Education

Neoliberal education reforms have altered the way social justice is imagined in relation to schooling. These reforms reframe social justice as ‘equity’ through conceptions of standards, evidence and teacher quality, while detracting attention from the moral and political dispositions required for socially-just teaching. Knowing more about how this context may be shaping the beliefs of pre-service teachers (PSTs) is important. This paper reports on beliefs about educational disadvantage of a group of PSTs about to embark on a specialised program in Australia designed to promote socially just schooling outcomes. 24 PSTs across two cohorts completed a survey prior to entering …

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Professional Development In Gifted Education: A Systematic Literature Review, Geraldine Townend, Jennifer L. Jolly, Adrian W. Chew Jan 2024

Professional Development In Gifted Education: A Systematic Literature Review, Geraldine Townend, Jennifer L. Jolly, Adrian W. Chew

Australian Journal of Teacher Education

This systematic literature review explored the importance of professional development (PD) for educators working with gifted students. Findings highlighted the need for PD to improve teacher knowledge, skills, efficacy, and student outcomes, especially considering the heterogeneously grouped classrooms, unique student needs, and lack of pre-service gifted education training for most teachers. The review identified key themes including PD evaluation, teacher perceptions, and pedagogical practices. The findings suggested that effective PD programs should (a) enhance knowledge and classroom practice, (b) be evidence-based, (c) consider both teacher and student outcomes, (d) be of sustained duration, and (e) include collaborative activities with ongoing …

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A Framework For Supporting Teacher Development And Progression: Identifying Conditions To Support Teaching Interns And Early Career Teachers, Sandi Fielder, Chad M. Morrison, Susan Ledger, Peter R. Whipp Jan 2024

A Framework For Supporting Teacher Development And Progression: Identifying Conditions To Support Teaching Interns And Early Career Teachers, Sandi Fielder, Chad M. Morrison, Susan Ledger, Peter R. Whipp

Australian Journal of Teacher Education

Early career teacher retention and progression are complex issues which inform discourse about and review of pre-service teacher preparation. Debate about how to best connect pre-service teachers’ theoretical learning about teaching to practical application and reflection within the classroom (praxis) is ever-present within this dialogue. Extended teaching internship is identified as effective for connecting these elements of learning to teach, through sustained placement activity situated within supportive school environments. These extended experiences are located within communities of practice and facilitate ongoing reflection on transitions from pre-service to early career teaching. The mixed methods research reported here focused on participants’ retrospective …

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Friend Or Foe: Preservice Teachers’ Experience Of Teaching While Studying, Marion Sturges, Jaydene Barnes, Jacqueline Humphries Jan 2024

Friend Or Foe: Preservice Teachers’ Experience Of Teaching While Studying, Marion Sturges, Jaydene Barnes, Jacqueline Humphries

Australian Journal of Teacher Education

The current teacher shortage across Australia is significant. Various stakeholders have contributed to the discourse around this shortage, and different solutions have been implemented, including using conditionally accredited preservice teachers to fill the gaps. However, the voices of these preservice teachers have been largely missing from conversations. In this small-scale study, a survey was used to gather insights from preservice teachers at one university about their experiences of working as teachers while simultaneously completing their teaching degrees. The preservice teacher participants enthusiastically shared their thoughts on the benefits and challenges of combining teaching with studying. A thematic analysis of the …

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What Do You Know About Adhd? A Comparison Between Mainstream And Special Education Teachers, Sigal Eden, Nufar Sukenik Jan 2024

What Do You Know About Adhd? A Comparison Between Mainstream And Special Education Teachers, Sigal Eden, Nufar Sukenik

Australian Journal of Teacher Education

This study investigates the knowledge and attitudes toward Attention-deficit/hyperactivity disorder (ADHD) among a large cohort of mainstream and special education in-service teachers in Israel. Given the pivotal role of teachers in identifying and managing ADHD symptoms within the classroom, it is crucial to ensure they possess adequate knowledge and positive attitudes toward the disorder. Previous studies have indicated a gap in knowledge and attitudes between mainstream and special education teachers, often influenced by factors such as teacher training, personal experience, and demographic characteristics. This study addresses these gaps by utilizing the well-validated ASKAT questionnaire to provide a comprehensive assessment of …

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Promoting Intercultural Competence And Cultural Responsiveness: The Impact Of Short-Term Study Abroad On In-Service Teachers, Jung Won Hur, Hyeon Jean Yoo, Sangah (Sunny) Lee, Suhyun Suh Jan 2024

Promoting Intercultural Competence And Cultural Responsiveness: The Impact Of Short-Term Study Abroad On In-Service Teachers, Jung Won Hur, Hyeon Jean Yoo, Sangah (Sunny) Lee, Suhyun Suh

Australian Journal of Teacher Education

While the benefits of study abroad experiences for pre-service teachers are well-documented, research specifically focusing on in-service teachers is limited. The study addresses this gap by exploring the experiences of 51 American teachers who participated in a short-term study abroad program in South Korea. This research investigates how the immersive learning experience impacted participants’ development of intercultural competence and their ability to create culturally responsive learning environments. Analysis of participant applications, reflections, individual interviews, and field notes reveals that immersion in an unfamiliar setting fostered greater empathy for immigrant students, strengthened relationships with minority students, and enhanced their ability to …

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The Emotional Side Of Teaching Conceptions: Exploring The Relationship Between Conceptions Of Teaching And Teacher Burnout, Well-Being, And Resilience, Marc Clarà, Alba Vallés, Sílvia Cavalcante, Aina Franch, Jordi Coiduras, Patricia Silva, Nick Kelly, Tatiana López, Priscila Marchán, Bárbara Padula Jan 2024

The Emotional Side Of Teaching Conceptions: Exploring The Relationship Between Conceptions Of Teaching And Teacher Burnout, Well-Being, And Resilience, Marc Clarà, Alba Vallés, Sílvia Cavalcante, Aina Franch, Jordi Coiduras, Patricia Silva, Nick Kelly, Tatiana López, Priscila Marchán, Bárbara Padula

Australian Journal of Teacher Education

This paper investigates the relationship between teachers’ conceptions of teaching and several indicators of their emotional experience. With a sample of 200 teachers, the study identifies three dimensions of teaching conceptions, “student-centeredness,” “educational purpose,” and “projection into the future.” Statistical analysis revealed that student-centeredness is negatively correlated with teachers’ resilience and well-being. Additionally, we found that well-being and sense of personal accomplishment are significantly lower, and depersonalization significantly higher, when the educational purpose is psychosocial learning as opposed to academic learning. We also found some differences in conceptions of teaching among different countries and among different educational levels. These results …

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Perceptions Towards Integrating A Gender Perspective Into Education: A Study Of Muslim Preservice Teachers In The Philippines, Veronico N. Tarrayo, Ma. Annie Susaya, Delma A. Yuarata Jan 2024

Perceptions Towards Integrating A Gender Perspective Into Education: A Study Of Muslim Preservice Teachers In The Philippines, Veronico N. Tarrayo, Ma. Annie Susaya, Delma A. Yuarata

Australian Journal of Teacher Education

: To date, studies exploring Muslim preservice teachers’ views on gender matters in education remain scant. We conducted a qualitative-quantitative survey with 45 Filipino Muslim preservice teachers, ten of whom participated in follow-up email interviews, to explore their perceptions towards integrating a gender perspective into education. The results indicate the participants’ progressive views on fluid gender norms, although they also share conflicting perspectives on gender roles that tend to reinforce gender stereotypes. The preservice teachers also report positive perceptions concerning their institutions’ commitment to gender sensitivity and gender mainstreaming in teacher-education curricula. However, they seem to have unrealistic views on …

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Professional Teaching Standards And Inclusion In Teacher Education: Insights From A Hearing-Impaired Health And Physical Education Pre-Service Teacher’S Professional Experience, Donna Barwood, John O'Rourke, Dawn Penney, Andrew Jones, Jordan Thomas Jan 2023

Professional Teaching Standards And Inclusion In Teacher Education: Insights From A Hearing-Impaired Health And Physical Education Pre-Service Teacher’S Professional Experience, Donna Barwood, John O'Rourke, Dawn Penney, Andrew Jones, Jordan Thomas

Research outputs 2014 to 2021

Initial Teacher Education (ITE) is a critical arena for advancing inclusion in Health and Physical Education (HPE). This paper reports research that is engaging with the diversity of the HPE profession and practitioners. It centres on a unique case study that critically explored the school-based professional experience of an Australian secondary HPE Pre-service Teacher (PsT) who has a hearing impairment. Specifically, to enable PST success in HPE professional experiences as defined by the professional standards for teachers in Australia and to which, PSTs’ must evidence to graduate and attain teacher registration. Drawing on documentary and interview data the paper focuses …

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Development Of A Teaching Performance Assessment In Australia: What Did We Learn?, Rebecca Spooner-Lane, Tania Broadley, Elizabeth Curtis, Peter Grainger Jan 2023

Development Of A Teaching Performance Assessment In Australia: What Did We Learn?, Rebecca Spooner-Lane, Tania Broadley, Elizabeth Curtis, Peter Grainger

Australian Journal of Teacher Education

Following increasing criticism of the variability in graduate teachers’ readiness to enter the profession, the Australian Institute for Teaching and School Leadership (AITSL) introduced a program accreditation requirement that all initial teacher education (ITE) providers must implement a Teaching Performance Assessment (TPA) in the final year of their teacher education programs. AITSL were not prescriptive in how ITE providers must meet the program standard which has resulted in 12 TPAs being implemented across 42 ITE providers. This paper outlines the development and implementation of one endorsed TPA designed to measure the readiness of graduating teachers, whilst taking into consideration the …

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Experiential Learning Projects As Assessment In Initial Teacher Education, Renee Crawford, Louise E. Jenkins, Lydia Wan Jan 2023

Experiential Learning Projects As Assessment In Initial Teacher Education, Renee Crawford, Louise E. Jenkins, Lydia Wan

Australian Journal of Teacher Education

In a rapidly changing global environment, Initial Teacher Educators (ITE) have a responsibility to role-model contemporary teaching approaches, which develop graduates who think creatively and flexibly in educational workplaces. An important aspect of this work is supporting pre-service teachers (PSTs) to understand how to design assessments which facilitate a deep understanding of student learning. This learning can be achieved through the implementation of assessments which model contemporary practices and enrich student learning in ITE courses. This paper discusses new ways to consider the purpose of assessment by focusing on Experiential Learning (EL) as a form of assessment in ITE. This …

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Towards Pre-Service Teachers’ Theory-Praxis Nexus In Early Years English And Literacy Education: A Pilot Study, Maryanne Pale, Sarah Ohi, Lyn Kee Jan 2023

Towards Pre-Service Teachers’ Theory-Praxis Nexus In Early Years English And Literacy Education: A Pilot Study, Maryanne Pale, Sarah Ohi, Lyn Kee

Australian Journal of Teacher Education

International literature highlights that a perennial challenge for initial teacher educators is to guide Pre-Service Teachers (PSTs) to develop a comprehensive understanding of the relationship between theory and practice. Whilst there is a growing body of research that examines the relationship and/or the gap between theory and practice in teacher education, there remains a paucity of research that examines this phenomenon in the teaching of English and literacy units in higher education. This pilot study examined how PSTs from two Australian universities made connections and/or links (nexus) between their academic knowledge (theory) and professional experience (praxis) for the teaching of …

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Nature Of Science: Examining Science Teachers’ Knowledge And Their Instructional Practices, Sharon Bramwell-Lalor Jan 2023

Nature Of Science: Examining Science Teachers’ Knowledge And Their Instructional Practices, Sharon Bramwell-Lalor

Australian Journal of Teacher Education

This case study focused on a university teacher-education course that included NOS content. An adapted questionnaire was used to collect quantitative data on 83 secondary science teachers’ views about three NOS themes before and after completing the course. Qualitative data were collected from eight of the teachers who were observed teaching during their field experience after completing the course. The teachers’ post-course mean NOS scores were statistically significantly higher than their pre-course scores (t (65) =-10.08, p<.001; Cohen’s d = 1.4). Despite the favourable NOS knowledge among the science teachers, low levels of NOS portrayal were observed in their instructional practices. These findings point to some success in explicitly addressing NOS in science education content courses. However, they raise questions about the transferability of teachers’ NOS knowledge into their classrooms. The findings have implications for teacher-preparation programmes regarding durability of NOS knowledge.


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"Sky-High Motivation": Intradisciplinary Integrative- Courses For Excelling Teachers' Training, Yael Kimhi Jan 2023

"Sky-High Motivation": Intradisciplinary Integrative- Courses For Excelling Teachers' Training, Yael Kimhi

Australian Journal of Teacher Education

In many teacher education programs, curricula are comprised of fragmented courses within an academic discipline. This longitudinal study followed one cohort of teacher trainees in a fast-track B.Ed. program in Israel and explored an integrative approach to intradisciplinary courses. These courses were organized around significant themes and issues. A mixed-method methodology was implemented. The data included 81 teacher trainee responses, 16 mentor responses, and 11 college staff responses. Data were gathered during three years at four different time points: 1) online questionnaire for trainees and mentors (end of 1st and 3rd year); 2) trainee focus groups and steering …

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Building Research Capacity Of Future Teachers: A Canadian Case Study, Dragana Martinovic, Ziad F. Dabaja Jan 2023

Building Research Capacity Of Future Teachers: A Canadian Case Study, Dragana Martinovic, Ziad F. Dabaja

Australian Journal of Teacher Education

Since their first day in school, in-service teachers are expected to act professionally, make good judgments, think critically, and problem-solve effectively. The literature suggests that engaging pre-service teachers in research can help them to develop several key skills. In this paper, we present the outcomes from a year and a half long mixed-methods case study that was conducted in two phases (i.e., a pilot and a follow-up study) with two groups of pre-service teachers enrolled in a teacher education programme in a Canadian mid-size university. The purpose of this research was to examine how an in-course research component might have …

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'Half Of It's Out The Window': Exploring Tensions, Hierarchies And Positionalities Amidst The Changing Knowledge Base Of Early Childhood Teacher Education Discourses, Lauren Armstrong Jan 2023

'Half Of It's Out The Window': Exploring Tensions, Hierarchies And Positionalities Amidst The Changing Knowledge Base Of Early Childhood Teacher Education Discourses, Lauren Armstrong

Australian Journal of Teacher Education

Early childhood education is foregrounded in change. In Australia, this has encompassed the introduction, review and updates of national quality and curriculum frameworks from 2009, and changes to qualification requirements. Within the state of Victoria, further impacts have occurred due to the simultaneous introduction of a parallel curriculum framework. This paper draws on a qualitative study to examine how diverse teacher education discourses available to Victorian long day care educators have shaped their subject positions, discursive practices and reform engagement. Utilising Foucault’s concepts of discourse, knowledge and power, and Foucauldian Discourse Analysis [FDA], findings offer insight into how diverse teacher …

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Meaningful Application Of The Australian Professional Standards For Teachers: The Role Of The University Appointed Supervisor, Madlen Griffiths, Mandie B. Shean, Denise Jackson Jan 2023

Meaningful Application Of The Australian Professional Standards For Teachers: The Role Of The University Appointed Supervisor, Madlen Griffiths, Mandie B. Shean, Denise Jackson

Australian Journal of Teacher Education

: Preservice teachers undertake mandatory professional experience as part of their journey towards classroom readiness and in-service teaching. Supporting them in this process are supervisors who both guide and assess these novices. Central to this assessment are the Australian Professional Standards for Teachers, which need to be rigorously applied to ensure quality teaching graduates. This article investigates the application of these Standards by the supervisors in both their formative and summative assessment. Data are derived from interviews with final year preservice teachers and supervisors in a primary teaching degree course at one Western Australian university. Findings suggest that there is …

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‘We Were All Green And Brand New’: Mentoring In Theories Of Child Development For Australian Early Career Preschool Teachers, Emma Ellis, Andrea Reupert, Marie Hammer Jan 2023

‘We Were All Green And Brand New’: Mentoring In Theories Of Child Development For Australian Early Career Preschool Teachers, Emma Ellis, Andrea Reupert, Marie Hammer

Australian Journal of Teacher Education

Three Australian Government commissioned reports from 2011-2017 convey a longstanding child development theory-practice gap in early childhood education. This study explores what informs mentors’ discussions of theories of child development with early career preschool teachers. Grounded in Interpretative Phenomenological Analysis, themes relate to the wide role of the early childhood teacher, variation in initial teacher education, developing teacher identity, emotional connections, and consolidation and extension of university learning of child development theories. Critical discussion of themes from a Freirean perspective illustrates how mentors conveyed experiences of oppression, marginalisation, and liberation. We offer that though the child development theory-practice gap is …

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Supporting Learners Through Effective Communication: Student Teachers’ Communication Strategies To Address Learner Behaviour, Jirina Karasova, Gabriela Kleckova Jan 2023

Supporting Learners Through Effective Communication: Student Teachers’ Communication Strategies To Address Learner Behaviour, Jirina Karasova, Gabriela Kleckova

Australian Journal of Teacher Education

Teachers’ communication skills are integral to classroom management skills. If teachers implement effective communication skills and appropriate communication strategies, they are more likely to support learner autonomy, engagement, self-concept, well-being, or responsibility and succeed in behaviour management. This study examines student teachers’ awareness and use of communication strategies to address common disruptive learner behaviours. Although the participants showed limited ability to support learners through communication, they were more likely to identify effective communication responses than to produce them themselves. The study unveils that student teachers in the last year of a graduate program cannot respond to disruptive behaviour without communication …

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