Search results for: Australia
Page 16/19 184 items
The article reports on the first phase of a case study that explored how early childhood teachers experience organizational change. In order to promote a change, State government-funded curriculum initiatives were developed. The analysis of three curriculum documents which were released in a short time frame, reveals four themes of change.
Updated: Apr. 27, 2009
Arts-informed inquiry has attracted a great deal of controversy in recent times as it has gained popularity as an educational research methodology in teacher education. The paper suggests principles for its use in exploring relevant questions in teacher education research and investigates some of the issues that have been used to challenge its integrity.
Updated: Mar. 09, 2009
In this article, the implementation of community-based teaching and learning programs developed by pre-service teachers (PSTs) is examined for educational and organizational issues that shaped the outcomes for PSTs. The article highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses.
Updated: Mar. 02, 2009
101 Damnations: The Persistence of Criticism and The Absence of Evidence about Teacher Education in Australia
There have been 101 government inquiries of one sort or another into Australian teacher education since 1979. Most have presumed or documented concerns about the performance of teacher education. However, there has been little impact from the reports of these many inquiries. This article argues that in the absence of compelling evidence of differential effects of well- or poorly-organized programs, or well- or poorly-funded programs, there is no likely end to the stream of reports and no reasonable hope of restoration of adequate funding.
Updated: Feb. 16, 2009
Teacher education in Australia is subject to a great deal of policy interest at both Federal and State levels; it is also part of education policy shifts for the whole university sector. This article examines Australian teacher education policy in terms of its governance, focusing on three current ‘sites of contestation’: university policy, budgetary policy, and Federal–State relations. In considering the ‘Australian case’, the authors aim to provide a case study of the ways in which ‘globalizing trends’ are played out in particular cultural, historical and political contexts.
Updated: Feb. 12, 2009
Leading Professional Learning in An Australian Secondary School through School-University Partnerships
As the limitations of one-off and disconnected professional learning programs for teachers are recognized, there is widespread interest in building learning communities and professional learning teams within schools. When considering how to build local learning communities, school and university partnerships are seen as offering rich possibilities for transformative professional action.
Updated: Feb. 02, 2009
Competing Priorities in Professional Development: An Australian Study of Teacher Professional Development Policy and Practice
This article claims that neoliberal and managerial pressures external to the teaching profession, as well as more progressive and democratic approaches internal to the profession, have simultaneously influenced professional development policy and practice in Australia. In making this case, the article reviews the nature of the teacher professional development that is supported in federal Australian policies associated with the recently defeated Liberal/National Coalition government (1996-2007).
Updated: Feb. 02, 2009
Reconceptualising Professional Experiences in Pre-Service Teacher Education…Reconstructing The Past to Embrace The Future
This article provides a conceptual framework for developing high-quality professional experiences for pre-service teachers. The authors describe a number of professional experience initiatives at two Australian universities. These initiatives are being reconceptualised around the notion of learning communities.
Updated: Jan. 26, 2009
The article examines some of the philosophical underpinnings of knowledge-producing schools (KPS). They address a lack of attention to embodiment and the emotions that KPS epistemology would seem to require. This article is devoted to addressing this omission, which the authors frequently find in other approaches to literacy studies as well. The authors call on the philosophy of Deweyan pragmatism to provide a friendly critique and reconstruction of KPS epistemology.
Updated: Dec. 17, 2008
When Students Negotiate: An Action Research Case Study of a Year 8 English Class in a Secondary College in Victoria, Australia
This article describes what happens when students are given the opportunity to be part of the decision-making process, both in the negotiation of what takes place in the classroom and in the 'action' of the action research process itself. An action research approach was used as the most appropriate method by which to analyze the experiences of students and teacher as they negotiated three action research cycles in their Year 8 English classes. Specifically, the research focused on the connection between negotiated learning and motivation.
Updated: Oct. 05, 2008