Search results for: Australia
Page 14/19 185 items
This articler examines the transition that classroom teachers experience moving into the academy as teacher educators. The authors outline the findings of a qualitative case study that utilised self-study and teacher narrative to explore the road travelled by a group of new teacher educators in a regional university in rural Australia. The research explored patterns of experience between the authors themselves and the other participants. The authors conclude that it is important to recognise both the context and process of the transition in order to retain teacher educators in higher education.
Updated: Jun. 20, 2010
Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using PISA 2003
The present study examines the relationships among student socioeconomic status (SES), school SES, and academic achievement using data from the 2003 Programme for International Student Assessment (PISA) for Australia. The study finds that increases in the mean SES of the school are associated with increases in a student's academic achievement and that this relationship is similar for all students regardless of their individual SES. The article concludes with a discussion of policy implications and possible strategies for mitigating the influence of school socioeconomic composition on student outcomes.
Updated: May. 30, 2010
This article reports on a qualitative interview study with eleven pre-service primary teachers in Queensland. The study examines their career plans, exploring whether, and how, a global imagination motivates this next generation of teachers. The analysis of the interview data reveals the kind of impact these possibilities make on how pre-service teachers imagine their career, and what other considerations enhance or limit their global imagination. The findings are used to reflect on the highly localised governance of pre-service teacher preparation.
Updated: May. 09, 2010
This article reports on a longitudinal ethnographic study of beginning primary school teachers in rural and regional Victoria, Australia. The study uses a conceptual framework of place and workplace learning. The authors found that the space of the classroom was the dominant site of learning to become a teacher for the new teachers in this study. This learning was understood through the discourse of classroom management.
Updated: May. 09, 2010
A Teacher Educator's Professional Learning Journey and Border Pedagogy: A Meta-Analysis of Five Research Projects
In this article, the author examines her own involvement and that of other teachers and teacher educators in five practice-based research studies in terms of their professional learning and border pedagogy. The author played a key role in each project and offer an 'insider' perspective through an autobiographical narrative based on self-study. Each project involved crossing a border between professional knowledge contexts, and explores the 'journey' metaphor of professional learning. The metaphors of passport and visa are used to explore the identities and purposes for the professional learning 'journey'. The benefits of border-crossing for professional learning are then discussed.
Updated: Apr. 11, 2010
This article considers the professional development of 75 primary and secondary teachers in Melbourne, who had been charged with the responsibility of leading the professional learning of their colleagues in their schools. To support these leaders in their roles, the Victorian state government’s Department of Education applied to the Pedagogy and Professional Learning Research Group at Monash University to develop and implement an appropriate Professional Learning program. The participants in the program reflected on their learning through the formalised process of case writing. The article offers insights into the journey of these educators of teachers as they have developed deeper understandings of what it means to be a teacher educator.
Updated: Apr. 06, 2010
In this article, two beginning teacher educators discuss their experiences of professional learning and identity construction during the first years of their work as academics. The authors entered teacher education after working as classroom teachers but, as has been found by others in the literature, were provided with little formal preparation for this career transition. The tensions and dilemmas inherent in being ‘expert’ teachers and ‘novice’ teacher educators are discussed. The authors emphasize particularly the complexity of developing professional connections with colleagues in the academic context.
Updated: Mar. 21, 2010
In a world increasingly globalised, it is crucial that preservice teachers are equipped with a range of pedagogical knowledges, understandings and practices related to diversity and difference. This article reports on the implementation and learning outcomes of a teacher preparation initiative in an Australian university called Refugee Action Support, which seeks to develop and enhance such awareness. The initiative provides targeted training to preservice teachers in the vital areas of literacy and numeracy tuition, with the specific aim of preparing them to tutor humanitarian refugee students in high schools in Western Sydney, Australia.
Updated: Jan. 31, 2010
Three significant impediments to mentoring success have been identified in the literature: insufficient time; mentors' lack of professional expertise; and personality mismatches. To address these issues, a skills training program was developed in Victoria. This program utilized the principles of adult attachment theory and time-limited therapy. The model was introduced to principals across grade levels. The results indicated significant improvement in the skills set and confidence levels of mentors (i.e. experienced school principals).
Updated: Dec. 07, 2009
Engaging in Action Research: A Personal and Professional Journey towards an Inquiry into Teacher Morale in a Senior Secondary College
This article describes the author's journey as a practitioner researcher investigating the implementation of a study-group format in place of a formal meeting arrangement for the teaching team she leads. The inquiry has been initiated to explore the intervention as a way to promote teacher morale. The research site is a large senior secondary college in the state of Victoria, Australia. The preliminary results support influential joint action is taking place with a positive impact on teacher morale.
Updated: Nov. 24, 2009