Search results for: Australia
Page 18/19 190 items
This paper reflects on a new pre-service teacher education initiative, Classmates. Classmates is a collaboration between the University of Western Sydney (UWS) and the New South Wales Department of Education and Training (DET), South Western Sydney Region. Classmates aims to prepare pre-service teachers to work in challenging, hard-to-staff schools. These contexts typically have socially disadvantaged populations and annually experience teacher shortages and high teacher turnover, particularly amongst beginning and early career teachers.
Updated: Apr. 26, 2008
Examining mentors' practices for enhancing preservice teachers' pedagogical development in mathematics and science
The author provides five factors for mentoring that have been identified: personal attributes, system requirements, pedagogical knowledge, modeling, and feedback. The article describes a study held in Australia, among 446 preservice teachers responding to mentoring in science, and 115 preservice teachers responding to their mentoring in mathematics.
Updated: Mar. 18, 2008
The article describes a study into minority teachers teaching in Australian schools. The qualitative study that consisted of interviews with teachers searched for broad themes and patterns relevant to the project. The author suggests that minority teachers use their cultural knowledge and experiences to develop a deeper understanding of ethnic minority students, and empathize with them through understanding their out-of-school lives from perspectives not available to the dominant cultural majority.
Updated: Mar. 11, 2008
This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom.
Updated: Mar. 09, 2008
The article describes a qualitative case study into mentoring preservice teachers in rural Australia. The study focused on the special characteristics of rural education, its isolation and difficulties, exploring the variety of settings and widely ranged professional experience of the mentors. Recommendations for mentors and teachers in these settings are included.
Updated: Mar. 06, 2008
Contesting the Curriculum: An Examination of Professionalism as Defined and Enacted by Australian History Teachers
In this article, the author presents an analysis of professionalism as defined and enacted by the History Teachers' Association of New South Wales (HTANSW). The author's aim for this project was to explore what professionalism means in practice for a unique group of teachers: those who have made an active and fundamental commitment to their subject community by voluntarily serving on the executive committee of their subject-based professional association.
Updated: Feb. 17, 2008
The article describes a cross-cultural professional development model, in which science teachers were mentored by university science education professors from Australia and the United States. The study revealed the importance of one-to-one mentoring; the importance of understanding science content, and the importance of working from the predispositions of the teachers as essential components of effective professional development.
Updated: Feb. 17, 2008
The article explores research from 1995 to 2004 into prservice teacher education in Australia. An overview of research describes themes and topics, methodologies, general strengths and weaknesses and general trends.
Updated: Feb. 05, 2008
The article describes a school-based study of teacher education students in Tasmania, relating to the teaching of studies of society and environment (SOSE). The study suggests that teacher preparation programs should encourage greater critical reflection on curriculum documents, and findings highlight teachers' tensions between experimental and/or interdisciplinary approaches to teacher education. The study also explores the selection of fieldwork sites for children's learning and teacher education pedagogies.
Updated: Jan. 10, 2008
The article discusses a study of teacher education students regarding social differences and social justice, taken from their professional journals during the first semester of third year. The journals described the students' reasons for choosing teaching as a career, and some entries acknowledged the issues of ethnicity, race and gender in their students' world. The purpose of the study was to promote reflection on social differences facilitate a commitment to social justice in the future.
Updated: Jan. 10, 2008