Search results for: Australia
Page 7/20 200 items
Developing Future Women Leaders: The Importance of Mentoring and Role Modeling in the Girls’ School Context
In this article, the author explores how mentoring and role modeling may help facilitate the development of female students’ understanding and practice of leadership in secondary girls’ school contexts. The findings revealed a variety of mentoring relationships existed in the schools studied. It was found that female student leaders were reciprocally mentors and role models to other students, whilst also mentees of older women mentors. Both the influence of and the greater need for female role models were also found to be important in supporting the development of adolescent girls for leadership.
Updated: Nov. 07, 2016
This article draws on a broader qualitative study of professional learning in schools of the Peoples of the Book (Christians, Jews and Muslims) in post-colonial Australia, addressing the role that the growing number of Australian faith-based schools play in shaping a just and inclusive Australian society. By reviewing material in the public domain, the authors consider in their projection to the public the stated and implied commitment of six Australian faith-based schools of the Peoples of the Book to a transformative, liberatory education. They argue that faith-based schools should articulate their purpose and values to the wider secular society, recognizing that this task also calls upon the secular society to engage with the faith traditions, to strengthen mutual respect and tolerance.
Updated: Aug. 01, 2016
This article seeks to understand how persistent categories of written language in institutional texts support the cultural-historical production and re-production of teacher educators as kinds of academic workers in Australia. A surprising finding was the almost complete absence of the ‘teacher educator’ within these texts. Analysis revealed, instead, textual distinctions between the advertisements (shown to be preoccupied with the image and positioning of institutional priorities and the supporting materials) which were characterised by the language of Human Resources.
Updated: Aug. 01, 2016
This article reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The authors discuss the relative difficulties of items on each of the three subscales. Furthermore, the authors examine the differences between the participants’ performances on each subscale and the overall scale according to level of education, previous mathematics study, course type, mode of study, and confidence to teach mathematics at the grade levels for which they were being prepared.
Updated: Jul. 28, 2016
Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A Collaborative Self-study
The current paper reports on a self-study of teacher educators involved in a preservice teacher unit on literacy. In this study, the teacher educators provided the preservice teachers with digital oral feedback about their final unit of work. The authors found that working as a team enabled them to provide more in-depth feedback on the assessment criteria for each assignment than was previously the case with written feedback. Through this dialogical feedback, the teacher educators were able to construct the preservice teachers’ assignments as an important textual gift for their collaborative professional learning.
Updated: Jul. 18, 2016
Pre-service and In-service Teachers’ Knowledge, Attitudes and Confidence towards Self-injury among Pupils
This study aimed to understand and explore differences between pre-service and in-service teachers’ knowledge, confidence and attitudes towards non-suicidal self-injury (NSSI), and how these variables relate to demographics and prior education in NSSI.The findings revealed that despite their willingness to help pupils who self-injure, pre- and in-service teachers identify their lack of knowledge, training and resources to address confidently self-injury in schools.
Updated: Jul. 13, 2016
The present article reports on the results of three different investigations into pre-service teachers’ understanding of the mathematical concepts of area and perimeter. The results indicated that many pre-service teachers across the cohorts had a procedural understanding of area and perimeter, displayed similar misconceptions to their student counterparts, and were limited in their ability to demonstrate examples of the mathematics knowledge required to teach these topics.
Updated: Jul. 03, 2016
Prior Study of Mathematics as a Predictor of Pre-service Teachers’ Success on Tests of Mathematics and Pedagogical Content Knowledge
This study examined the level of mathematics content knowledge that pre-service teachers brought to elementary teacher preparation. The findings revealed that the level of high school mathematics undertaken was highly correlated with success in the teacher education unit designed to prepare prospective teachers to teach elementary mathematics.
Updated: Jun. 27, 2016
In this article, the authors examine how the extrapolation and examination of one critical incident in the process of conducting self-study research challenged their ethics as researchers and led them to new understanding and knowledge. Their focus is on the initial acknowledgment of what they considered to be an ethical dilemma as it had rattled their cage. The authors conclude that collecting data about critical incidents related to the ethical dilemmas that arise in conducting research is an important aspect of self-study research. Thus, they recommend that self-study researchers: (1) collect data about ethical dilemmas that arise during (and following) research; (2) explore and systematically analyze these dilemmas; and (3) work toward resolving these as an integral part of any self-study research.
Updated: Jun. 21, 2016
Impact of Structured Group Activities on Pre-service Teachers’ Beliefs about Classroom Motivation: An Exploratory Study
The purpose of this study was to examine the value of providing pre-service teachers with opportunities to examine, justify and challenge their beliefs about classroom motivation in interaction with peers. Results showed participation in this study influenced pre-service teacher beliefs. Specifically, participants’ beliefs about classroom motivation shifted from a sole emphasis on individual cognitions to acknowledging also the importance of educational practices. The major change over time, however, was the consolidation of pre-service teachers’ motivational beliefs.
Updated: Jun. 08, 2016