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Articles 91 - 120 of 1376

Full-Text Articles in Teacher Education and Professional Development

Raising Information Literacy Of Biology Pre-Service Teachers: Study On Three Problem Solving Methods, Muhammad Saefi, Hadi Suwono, Rifka Fachrunnisa, Widi Cahya Adi, Herawati Susilo, Ahmad Kamal Sudrajat Jan 2025

Raising Information Literacy Of Biology Pre-Service Teachers: Study On Three Problem Solving Methods, Muhammad Saefi, Hadi Suwono, Rifka Fachrunnisa, Widi Cahya Adi, Herawati Susilo, Ahmad Kamal Sudrajat

Australian Journal of Teacher Education

Integrating information literacy teaching methods with subject-content curricula to develop prospective biology teacher students' abilities is still problematic. This quasi-experimental research, with a nonrandomized pretest-posttest control group design, intends to compare the influences of challenge-based learning (CBL), problem-based learning (PBL), and problem-solving through classroom discussion (PCD) – as the control- in improving information literacy. This study involved 183 students from three classes of freshmen and three sophomores in the biology education program. The results showed that CBL significantly improved students' information literacy compared to PBL and PCD across five indicators: 1) identifying the required information, 2) attaining the required information …

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Teacher Resilience In South Africa: The Self-Efficacy And Teacher Efficacy Of Pre-Service Teachers Preparing To Teach In A Challenged Context, Carine Jonker, Marien Alet Graham, Liesel Ebersöhn Jan 2025

Teacher Resilience In South Africa: The Self-Efficacy And Teacher Efficacy Of Pre-Service Teachers Preparing To Teach In A Challenged Context, Carine Jonker, Marien Alet Graham, Liesel Ebersöhn

Australian Journal of Teacher Education

This publication addresses a gap in high-quality, quantitative studies on teacher resilience within the less-researched context of the Global South. Specifically, it examines the self-efficacy and teacher efficacy of three cohorts of final-year pre-service teachers in South Africa (N = 1,193). This article aimed to contribute evidence on teacher resilience from an under-researched African context and population. Despite contextual challenges, the pre-service teachers indicated high intrapersonal resilience-enabling pathways, with a statistically significant relationship between their self-efficacy and teacher efficacy. The authors propose an evidence-based framework of how high levels of self-efficacy and teacher efficacy may enable prospective teachers to teach …

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Who Cares For The Carers: A Poetic Inquiry Of Initial Teacher Educators Of Professional Experience, Narelle Lemon, Carli Sanbrook, Rikki James, Marnie Harris, Tammy Green, Rozita Dass, Bev Adkin, Gail Berman Jan 2025

Who Cares For The Carers: A Poetic Inquiry Of Initial Teacher Educators Of Professional Experience, Narelle Lemon, Carli Sanbrook, Rikki James, Marnie Harris, Tammy Green, Rozita Dass, Bev Adkin, Gail Berman

Research outputs 2022 to 2026

In this paper, we suggest that poetic inquiry offers a pathway for capturing the deeply felt, personal dimensions of ongoing identity growth of initial teacher educators of professional experience. We propose that poetic inquiry provides an avenue for authentically sharing experiences and insights into caring and being cared for, diverging from conventional academic narratives. Through poetic self-reflection and collective poetic representation, we can uncover and navigate the subtle tensions shaping our identity journey, fostering a communal understanding of the teacher educator’s role within the contexts of Australian higher education and initial teacher education.

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Embedding Coaching And Local Education Champions In Implementing Trauma Informed Practice, Govind Krishnamoorthy, Domenico Antonaglia, Vicki Dallinger, Emily Berger, Sonja March, Sabrina Ong, Katrina Sherman, Nicole Goodwin, Nathan Eiby, Bronwyn Rees, Jessica Koslouski, Kay Ayre Jan 2025

Embedding Coaching And Local Education Champions In Implementing Trauma Informed Practice, Govind Krishnamoorthy, Domenico Antonaglia, Vicki Dallinger, Emily Berger, Sonja March, Sabrina Ong, Katrina Sherman, Nicole Goodwin, Nathan Eiby, Bronwyn Rees, Jessica Koslouski, Kay Ayre

Research outputs 2022 to 2026

Growing recognition of the high prevalence of childhood adversity and maltreatment in the general population has led to efforts to support students through trauma-informed practice (TIP). This study investigated the use of coaching in effectively implementing trauma-informed programs in schools. A psychologist and a program “champion” (learning engagement coordinator) provided individual teachers coaching on student socio-emotional and behavioral concerns. Semi-structured interviews were conducted with 26 teachers at an Australian primary school implementing the Trauma-informed Behavior Support (TIBS) program. Reflexive thematic analysis was employed to ascertain coaching acceptability, feasibility, and impact themes. Findings suggested that the alignment of coaching with preceding …

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Western Australian Graduate Teacher Perceptions Of Teacher Performance Assessments, Janine E. Wyatt, Caroline Mansfield, Paula Mildenhall Jan 2025

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 …

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Professional Experience In Initial Teacher Education: Integrating Standards, Supervisors And Mentor Teachers, Madlen Griffiths, Mandie Shean Jan 2025

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 …

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Belongingness, Trust And Connection: Arts Teachers In Western Australian Schools Create Safe Learning Spaces, Christina Gray, Lisa Paris, Geoffrey Lowe, Angela Perry, Lara Warwick Jan 2025

Belongingness, Trust And Connection: Arts Teachers In Western Australian Schools Create Safe Learning Spaces, Christina Gray, Lisa Paris, Geoffrey Lowe, Angela Perry, Lara Warwick

Research outputs 2022 to 2026

Central to this phenomenological inquiry is the question of how students’ fundamental needs of belonging, trust and connection are enacted in arts classrooms. Through qualitative semi-structured interviews, this research explores the teaching practices of 23 expert arts teachers in Western Australian schools, revealing strategies to sustain supportive and safe learning environments. The findings highlight the disconnection students face in their schools and the significance of trust in embracing diversity, cultivating quality relationships, and empowering student voice. Understanding these evolving practices can enable less experienced teachers to adapt arts-based approaches to foster inclusive spaces that prioritise student well-being and connection.

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Physical Education And Sport-Focused Degree Programs: An Exploration Of Symbolic Boundaries And Policy Negotiations, Ellen Jones, David Aldous, Andrew P. Lane, Dawn Penney Jan 2025

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 …

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If, And How, To Group By ‘Ability’– Considerations About Class Group Formation, Olivia Johnston, Suzanne Macqueen, Wei Zhang, Nerida Spina, Rebecca Spooner-Lane Jan 2025

If, And How, To Group By ‘Ability’– Considerations About Class Group Formation, Olivia Johnston, Suzanne Macqueen, Wei Zhang, Nerida Spina, Rebecca Spooner-Lane

Research outputs 2022 to 2026

Many schools choose to organise students into classes according to their perceived “ability”, despite evidence that the practice is not beneficial for students, overall. Class grouping by “ability” can exacerbate existing social inequalities by segregating students according to pre-existing educational advantage, which has unjustifiable consequences from a social justice perspective. There is little understanding of how decisions about class groupings are made, but such understanding is a crucial basis for exploring the persistent prevalence of this inequitable and exclusionary practice in Australian schools. This study characterises within-school processes used to decide how to group students into classes. Surveys were completed …

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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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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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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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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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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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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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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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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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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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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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Bridging Theory And Practice Within An Alternative Teacher Education Program, Gulistan Gursel-Bilgin Jan 2023

Bridging Theory And Practice Within An Alternative Teacher Education Program, Gulistan Gursel-Bilgin

Australian Journal of Teacher Education

This study examines the commitments of an alternative teacher education program in linking theory and practice, one of the most prominent problems of the field. This qualitative phenomenological study drew from semi-structured interviews with seven faculty members and associate instructors, electronic surveys with seven program students, participant observation and field notes in seminar sessions, one program faculty meeting, and one community meeting, and curriculum materials. The findings suggest that the design of the program and the roles and (inter)actions of the stakeholders within the program created a dialectical interplay. Linked with this interplay, Teachers’ Society provided a setting for collaborative …

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Metacognition In Teaching Of English Language Teachers In Bhutanese Secondary Schools, Yeshi Moktan, Somruedee Khongput Jan 2023

Metacognition In Teaching Of English Language Teachers In Bhutanese Secondary Schools, Yeshi Moktan, Somruedee Khongput

Australian Journal of Teacher Education

Despite numerous studies advocating for metacognitive interventions in day-to-day language instruction, little is known about teachers' awareness of their metacognition and how they process their cognition while teaching. This study aimed to examine English language teachers' metacognitive awareness in the Bhutanese context and their use of metacognition by adopting a mixed-method approach. Two phases of data collection were employed. A self-report questionnaire was used to collect quantitative data from 42 English language teachers from ten schools in Thimphu, Bhutan. Subsequently, qualitative data were collected through one classroom observation and two semi-structured interviews with 10 teachers selected purposively. The findings …

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