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Teacher Education and Professional Development Commons™
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- Teacher education (161)
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Articles 31 - 60 of 1185
Full-Text Articles in Teacher Education and Professional Development
Assessment Of Initial Teacher Education From The Evaluated’ Perspective: A Literature Review, Carla E. Förster, Andrea Ruffinelli, Tatiana Cisternas, Francisca Donoso
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 …
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
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 …
Insights In, On And For Teacher Education: An International Teacher Educator Study, Simone White, Jean Murray, Lin Goodwin
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 …
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
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 …
Tackling Australia’S Male Teacher Shortage: Insights From Initial Teacher Education (Ite) Completion Data, Loan Dao, Jeanne M. Allen, Darren Pullen, Scott Cowie
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 …
Australian Education Research Organisation And Teacher Education, Bruce Haynes
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.
Enhancing Pre-Service Teachers’ Preparedness For Professional Experience Placement And Employment: Authentic School-University Partnership Opportunities, Stacey E. Jones, Deb Clarke
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 …
“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
“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 …
Basic Skills Of 21st Century Teachers, Ömer Cem Karacaoğlu
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 …
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
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 …
Challenging Assumptions: Ai And Teacher Assessment Identity Formation, Nadia Ollington
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 …
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
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 …
Teaching In Racially Diverse Schools: Towards A Racial Competency Framework, Tebeje Molla, Kerri Garrard, Tim Corcoran
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, …
Benefits And Challenges With The Modular Model Of Teacher Certification In Australia: Listening To Teachers’ Voices, Bernard Brown, Rohan Nethsinghe
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 …
What Mentorship? Pre-Service And In-Service Teachers’ Experiences Of A Teaching Practice Mentorship Programme, Puleng Constance Letloenyane, Matseliso Mokhele-Makgalwa, David Maleho Letloenyane
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 …
Unveiling Raciolinguistic Ideologies: Pre-Service Teachers’ Insights On Refugee Integration In Schools, Tuba Yilmaz, Rosanna Ellis
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 …
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
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 …
Preservice Eal/D Teachers’ Relational Agency During Online Paired Practicum, Hongzhi Yang, Andrew Ross
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 …
Development Of An In-Service Teacher Educator: Becoming, Doing, Knowing, Being And Belonging Through The Tensions, Fatma Gümüşok, Gölge Seferoğlu
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. …
Student Teachers' Experiences As Mentees During The Teaching Practice In Rwanda, Joseph Njiku
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 …
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 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 …
Professional Development In Gifted Education: A Systematic Literature Review, Geraldine Townend, Jennifer L. Jolly, Adrian W. Chew
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 …
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
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 …
Friend Or Foe: Preservice Teachers’ Experience Of Teaching While Studying, Marion Sturges, Jaydene Barnes, Jacqueline Humphries
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 …
What Do You Know About Adhd? A Comparison Between Mainstream And Special Education Teachers, Sigal Eden, Nufar Sukenik
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 …
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
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 …
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
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 …
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
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 …
Development Of A Teaching Performance Assessment In Australia: What Did We Learn?, Rebecca Spooner-Lane, Tania Broadley, Elizabeth Curtis, Peter Grainger
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 …
Experiential Learning Projects As Assessment In Initial Teacher Education, Renee Crawford, Louise E. Jenkins, Lydia Wan
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 …