Search results for: Australia
Page 13/20 200 items
This article proposes a distinction between student engagement in schooling and engagement in learning based on literature and empirical results. Data from a phenomenographic study of 20 Australian teachers were analysed to show how teacher thinking related to this distinction.
Updated: Nov. 30, 2011
Queensland Teachers’ Conceptions of Assessment: The Impact of Policy Priorities on Teacher Attitudes
The purpose of this study was to examine Queensland teachers’ conceptions of assessment and their relationship to their level of teaching and compared the results to teachers from New Zealand. A questionnaire-based survey of teachers’ attitudes, beliefs and practices in the areas of curriculum, pedagogy and assessment was conducted in 2003. Data revealed that teachers showed a willingness to integrate assessment into their professional duties of improved teaching and learning, tempered with caution about the quality and usefulness of the assessment resources being used to make students and schools accountable.
Updated: Nov. 29, 2011
The goal of this study was to examine the lived experiences of teachers newly appointed to rural or remote schools in Western Australia to understand their experiences and responses. Rural/remote teachers reported a high incidence of stress and coping strategies. Teachers demonstrate a diversity of direct-action, palliative and avoidant coping strategies focused on management of emotions, health and wellbeing.
Updated: Nov. 10, 2011
‘Coming to a Place near You?’ The Politics and Possibilities of a Critical Pedagogy of Place-Based Education
This article explores the theoretical foundations of place-based education (PBE). The authors argue that there is a place for PBE in schools but contend that it must be informed by a far more critical reading of the notions of ‘place’, ‘identity’ and ‘community’. The authors use an empirically grounded study to illustrate the potential benefits and limitations of PBE, and conclude with some suggestions as to how schools and teacher education programs might promote the development of socially critical approaches to PBE.
Updated: Sep. 19, 2011
Professional Learning for Teachers Without Special Education Qualifications Working With Students With Severe Disabilities
The aim of the project was to explore the impact of a small-scale, personalized professional learning project on the opportunities that teachers provided for students to communicate and on their responsiveness to potentially communicative behavior. The project activity was based on the principles described by Gersten and colleagues. It was found that there was an increase in the opportunities teachers offered, with larger effects in two of the classes.
Updated: Aug. 29, 2011
Focusing on teachers’ work in literacy teaching, this article proposes some signposts to assist teachers in navigating in the multimodal classroom. Specifically, the study uses the influential conceptualization of literacy teaching in the multimodal context, the Multiliteracies Pedagogy Framework to examine 11 cases of literacy teaching from a range of contexts.
Updated: Aug. 23, 2011
A Fundamental Partnership: The Experiences of Practising Teachers as Lecturers in a Pre-service Teacher Education Programme
This article reports an evaluation of an innovative university-school partnership in which teacher practitioners work as university lecturers in a regional Australian pre-service teacher education programme. The goal of the study was to understand the experiences and outcomes for the teacher practitioners and in documenting their experiences.
Updated: Jul. 05, 2011
This article describes the model for teacher development that evolved from the review of research on teacher education and the development and implementation of the first year of the Master of Teaching at the University of Melbourne. This model summarises the five knowledge bases in teaching and learning that have been identified in the research literature. All elements of the programme were focused on assisting teacher candidates to develop a consistent professional framework for thinking and responding to teaching and learning in classrooms.
Updated: Jun. 13, 2011
This article investigates the prior learning of pre-service early childhood education students in the area of global education, a new curriculum initiative in Australian schools. 65 teacher education students entering the Bachelor of Early Childhood at the University of Western Sydney (UWS) responded to a survey on global education during their orientation programme. The results show that unlike primary and secondary teachers who describe university courses and specific content as reflecting global education; early childhood educators describe global education knowledge and perspectives as representing social processes related to working with young children.
Updated: Apr. 17, 2011
A socially just society is one in which all people are accorded equal worth and opportunity. It is a society incompatible with any form of prejudice or discrimination based on race, class, gender, sexual orientation, age, physical ability or any other factor .This article explores current research into the role of education in combating social injustice. The authors have reconfigured a number of the identified themes from these research papers into four groups of issues of which teacher education programmes must be cognisant if they wish to work towards social justice outcomes.
Updated: Apr. 17, 2011