Search results for: Australia
Page 1/19 190 items
Higher education, and in particular, initial teacher education, has been significantly transformed through the introduction of e-learning. However, online teacher education presents particular challenges in the creative arts, which has traditionally developed student understanding through embodied and collaborative learning experiences. In this qualitative study, in-depth interviews were conducted with eight online arts educators in teacher education programs to understand their perspectives and pedagogy in online arts coursework. Using Engeström’s Activity Theory as an analytical lens, the findings highlight how these academics navigated challenges and opportunities to facilitate authentic, praxis-focused arts experiences to prepare pre-service teachers for the classroom.
Updated: Sep. 24, 2020
This article offers a first look at teacher educators’ (N = 336) perceptions of their technology competencies based on the Teacher Educator Technology Competencies (TETCs; Foulger, Graziano, Schmidt-Crawford, & Slykhuis, 2017). The participants generally rated their competence levels highly in relation to the TETCs. Although many participants reported that the TETCs adequately reflected the competencies required of them, they suggested various additions and changes to the TETCs. This mixed-method study advances understanding of teacher educators’ perceptions of the importance of various competences to their work and offers feedback from the field regarding which competencies might be missing from the TETCs.
Updated: Sep. 23, 2020
Critical consciousness as a response to student disengagement: an initial teacher education case study
In this paper, the authors use an engagement framework to understand the experiences of university students midway through their initial teacher education programme. Analysis of interview transcripts revealed that engagement is being influenced negatively by a convergence of political, economic, structural and psychosocial factors. Despite the influence of these converging factors, some students maintained high levels of engagement, while others adopted survival strategies not conducive to deep learning. The authors argue that one way to deal with disengagement is to support learners to develop critical consciousness, a concept that includes learning agency, learning success, learning well-being and learning social justice.
Updated: Sep. 23, 2020
It is generally assumed that in order to teach mathematics effectively, middle years teachers ought to have a high degree of knowledge of mathematics and confidence in their ability to do the mathematics as well as self-efficacy to teach it. This study examines the content knowledge, mathematics confidence and self-efficacy of 99 graduate-entry pre-service teachers in an Australian school of education. The findings indicate that, in general, their mathematical content knowledge was not strong. Further, the participants expressed different levels of confidence and self-efficacy for specific concepts, so, while the scale used had high Cronbach’s alpha coefficients, its internal consistency was relatively weak. That is, confidence and self-efficacy were found to be content specific. Further, the participants tended to have confidence and self-efficacy scores that, while low, were inconsistent with their ability to do the mathematics; they tended to overestimate their mathematics competency. The findings with respect to pre-service teachers’ deficit of relevant mathematical knowledge, confidence and self-efficacy have implications for teacher preparation to teach mathematics in the study institution and potentially more broadly in the West.
Updated: Aug. 17, 2020
Understanding the reasoning of pre-service teachers: a think-aloud study using contextualised teaching scenarios
This qualitative study sought to understand the reasoning of pre-service teachers through think-aloud interviews with teacher education students at the beginning of their postgraduate degree (six elementary and six secondary). Interviews focused on contextualised and challenging teaching scenarios with a range of response options previously confirmed through the use of situational judgement test (SJT) methodology. The authors’ three-step analysis revealed seven concepts that highlighted the motivations and beliefs underlying the reasoning of pre-service teachers. Practical implications include professional development around decision-making during teacher education programs. Future research will explore the use of SJTs in developing key non-academic attributes for effective teaching.
Updated: Aug. 07, 2020
Transforming Mobile Learning and Digital Pedagogies: An Investigation of a Customized Professional Development Program for Teachers in a Hospital School
In an initiative to improve learning experiences and outcomes for students, the leaders of a school located in a hospital in Australia implemented a new digital strategy with mobile technologies and relevant digital pedagogies. This study examines the outcomes of a professional development program introduced to effect transformational change by enabling integrated use of mobile technologies in the hospital school. The study examines teachers’ views following completion of this customized professional development program, using a mixed methods investigation situated within the unique learning environment of the hospital school. A key finding is that identifying and addressing teacher needs through customized professional development, supported with individualized coaching, can increase the participating teachers’ technological pedagogical knowledge to enable the improved use of mobile technology in a hospital school setting. Additionally, hospital school teachers responded to opportunities to collaborate as a professional learning community to implement, support, and enhance mobile learning for hospitalized students. The findings from this study have significant implications for leaders in all schools and systems embarking on similar initiatives to transform pedagogical practices through professional development supporting mobile technology integration in a digital world.
Updated: Mar. 12, 2020
This paper reports on interviews with 19 senior teacher educators from 18 universities across Australia who offer fully online courses in initial teacher education (ITE). Teacher educators provided insight into four focus areas related to online ITE: 1) institutional practices; 2) affordances; 3) challenges; and 4) research priorities. Analysis revealed teacher educators perceived that online ITE can not only match on campus delivery but is also able to respond to reform agendas in ITE, including attracting students with attributes and characteristics that are likely to see them succeed as teachers, enabling students to experience contemporary approaches to learning, building strong partnerships between schools and universities, and helping address teacher shortages in rural/regional areas.
Updated: Nov. 21, 2019
“Learning the Ropes”: Pre-service Arts Teachers Navigating the Extracurricular Terrain Extracurricular Terrain
This article presents findings from a study into the value of a pre-service teacher production as a form of professional development, from both the technical and personal development perspectives. Thirty pre-service secondary Arts teachers participated in the production. Through focus-group interviews, participants indicated the benefits of building technical understanding as well as personal benefits of engaging in an ensemble experience. All spoke of the potential transferability of what they learned to their future teaching practice. Given that Arts teachers are expected to facilitate extracurricular activities as part of their professional work, this article advocates the importance of examining ways in which rich experiences such as the production examined here should be formally embedded into pre-service teacher training courses.
Updated: Nov. 18, 2019
This paper explores the benefits of coteaching a philosophy and ethics subject for final year Australian primary preservice education students. It depicts the learning experiences of two early career academics, who were the coresearchers and coauthors of this article. A third author acted as a critical friend who facilitated reflective discussion around their coteaching practices. The coteachers adopt the living theory methodology to investigate collaborative coteaching as an effective model of instruction in higher education through a case study of their own practice. The primary data sources include both coteachers’ weekly journals, an interview discussion with a critical friend, informal conversations and student surveys. The main themes emerging from the data include: the evolution of the coteaching relationship, practitioner learning and the viability of coteaching as an effective pedagogical tool. The findings illustrate the potential benefits of collaborative coteaching, particularly within the teacher education field.
Updated: Nov. 17, 2019
A Peer Assisted Learning (PAL) approach to pre-service teacher professional experiences in Australia: organisational friendships
This study explored how students (pre-service teachers) benefit from the support of having a peer with them during their first professional experience in preschool contexts, utilising a PAL (Peer Assisted Learning) approach. International students at a large Australian University were interviewed as part of this qualitative study. The authors found that peer engagement facilitated the development of friendships and social support among participants. This study extends conceptions of organisational friendships beyond managerial imperatives and peer relationships are highlighted as supportive, not competitive, engagements. The PAL approach highlights the benefit of collaborative professional learning.
Updated: Oct. 07, 2019