Search results for: Australia
Page 5/23 221 items
“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
As a means to improve teacher preparation and teacher quality that impacts student achievement, the Australian government has recently encouraged formal partnerships between tertiary providers, schools and education systems in delivering teacher education and professional development, in particular for mentors. This article documents challenges and initial findings of the first year of a school-university partnership involving an Australian regional university and K-12 teacher-mentors located in rural schools. It describes the design and implementation of a contextualised professional development model, using participatory action research to build teacher capacity for mentoring and foster a culture of collaborative inquiry.
Updated: Oct. 07, 2019
This paper aims to examine the potential of video-catalysed reflective practice for supporting ongoing teacher professional learning in numeracy. Specifically, the authors will explore the effectiveness of two different formats of video-based professional learning programmes: the first involving one teacher and one researcher and the second two teachers and two researchers, both of which took place over relatively short periods of time. The findings reveal that the participants found video-stimulated recall a powerful medium for revealing aspects of their practice they had not previously considered.
Updated: Dec. 16, 2018
A Case Study of Early Career Secondary Teachers’ Perceptions of their Preparedness for Teaching: Lessons from Australia and Spain
This case study aims to identify the extent to which beginning teachers believe they are prepared for their careers through their teacher training. The study also examines what teachers have learned as practicing teachers. The findings indicated that the internship period was believed to be of most use and benefit in the preparation of pre-service teachers for entering the profession. The findings suggest that the practicum also leads to an awareness of the participants’ vocational identity as teachers, where values as educators are reasserted and they become more conscious of their transition from being university students to being ‘teachers’.
Updated: Dec. 09, 2018
This article aims to provoke debate and discussion about teacher education futures, with particular reference to the interactions between knowledge and technology, within the teacher education community. The authors employed futures methodologies based on scenario creation. In these scenarios, the authors play out how and why changing versions of knowledge and their interactions with technology impact on teacher education. The authors note that in these scenarios, technology is primarily referred to in terms of its relationship to knowledge building and acquisition. They argued that the scenarios offer a dialectic between the influence of knowledge and that of technology. They also argue that these scenarios have a practical value in offering alternatives, encouraging debate.
Updated: Nov. 08, 2018
This study aimed to determine the impact of a course on inclusive education on participants’ attitudes, concerns, and their teaching efficacy. The findings reveal that formal education alters pre-service teacher attitudes, concerns, and efficacy towards inclusive education while also revealing that demographic differences influenced the ability of formal education to modify these characteristics.
Updated: Oct. 16, 2018
This paper presents an analysis of teacher professional standards from five of the most culturally diverse nations in the English-speaking world. The authors examine how culturally and linguistically diverse learners and culturally responsive pedagogy are positioned, and what the standards stipulate teachers should know, and be able to do, in fulfilling their professional obligations. Based on this analysis, the authors conclude that the teacher professional standards do not acknowledge, let alone make explicit, the complex and specific knowledge and skills needed for culturally responsive teaching.
Updated: Jul. 11, 2018
This article investigates the identity work of three non-Aboriginal young women pre-service teachers taking part in a professional placement in remote Aboriginal Australia. The author also considers the ways in which their identity work might challenge colonizing discourses and racialized forms of power. The author concludes that the participants in this study performed a variety of subjective positions which worked to both reinforce and challenge colonial discourse and racialized forms of power.
Updated: Jun. 03, 2018