Search results for: Australia
Page 7/23 226 items
The present article reports on a study that explored identities in the context of a pre-service cohort’s online discussion group. The authors identified six main emergent identities –sociable, supportive, open, helpful, reliant, and hidden. It was also found that one category of identities emerged from a commitment to the social expectations and values of the group, whilst another emerged out of a personal resistance towards the social norms of group participation and involvement. In order to promote a collegial online environment, the findings indicate that pre-service teachers consistently exhibited and conceptualised sociable, supportive, helpful, and reliant identities when interacting within this online forum.
Updated: Feb. 22, 2018
The purpose of this study was two-folded. Firstly, it investigated the changes in preservice teachers’ professional identity after a four-week block practicum; Secondly, it examined the role of mentor teachers in creating changes in their professional identity. The author concludes that mentoring relationships played a significant role in shaping preservice teachers’ teacher identity. The detailed feedback mentor teachers provided and their positive interactions, helped preservice teachers build higher levels of confidence, and demonstrate a deeper understanding of their role as a teacher.
Updated: Feb. 15, 2018
This study examines the development, description, and illustration of inherent requirement (IR) statements in relation to the professional practice component of an initial teacher education (ITE) course. The authors used consultative group processes with stakeholders involved in ITE to identify seven IR domains. Furthermore, they used interviews with academics to develop first-person narratives and to illustrate pre-service teachers’ performance in complex professional practice scenarios. Then, university staff and pre-service teachers rated the narratives in relation to three of the IR domains. In conclusion, the authors believe that these narratives have potential to exemplify the IR, to develop understanding of professional practice performance requirements for pre-service teachers and to assist the decision-making of teacher educators.
Updated: Feb. 13, 2018
Thinking with/through the Contradictions of Social Justice in Teacher Education: Self-Reflection on NETDS Experience
This article describes the National Exceptional Teaching for Disadvantaged Schools (NETDS). The purpose of the NETDS is to channel high performing teacher education students to disadvantaged schools. This paper is based on the authors' collective, critical self-reflection on designing and implementing NETDS at University of New England over the last three years. The authors use the taxonomy of three different ideological approaches—conservative, liberal and critical—to school reform as a heuristic device for their self-reflection.
Updated: Feb. 13, 2018
This study investigates how pre-service teachers understand their caring role and their potential responsibility to care for students. The authors conclude that it was shown that within an Australian teaching and learning context ‘care’ was valued among these pre-service secondary teachers. However, the findings identified student tensions around discipline, boundary issues as well as anxiety about decision-making when faced with various caring dilemmas. Furthermore, the results revealed that these anxieties were underpinned by concerns about the limited training in this area.
Updated: Feb. 13, 2018
Educating for Digital Futures: What the Learning Strategies of Digital Media Professionals Can Teach Higher Education
This paper investigates how universities might engage more effectively with the imperative to develop students’ twenty-first century skills for the information society. It examines learning challenges and professional learning strategies of successful digital media professionals. The results of this study assert that the university maintains an important place in professional learning, particularly for the acquisition of generic/transferable capabilities such as critical thinking. However, the universities need to consider new pedagogic affordances of digital technology in the educational space. The author concludes that this study used the learning challenges and strategies of digital media professionals to investigate what students in the information society should be learning, and how they learn best in the digital age.
Updated: Feb. 08, 2018
Preservice Teachers’ Learning with Yuin Country: Becoming Respectful Teachers in Aboriginal Education
This article investigates how preservice teachers developed a relationships with country. The author has described preservice teachers who participated in an elective subject Engaging Koori Kids and their Families. The goal of this elective subject was to motivate preservice teachers to experience a journey of Aboriginal ways of knowing, learning and behaving. The findings reveal that the elective subject demonstrated how teachers could implement and contribute to a holistic localised Aboriginal perspective originating from Country. The goal of this study is that preservice teachers take their story learnt from Country and implement it into the classroom. Each preservice teacher then has the experience to work with a range of Aboriginal community members.
Updated: Nov. 21, 2017
This study explored how pre-service teachers perceived their self-efficacy in teaching of technology. The present study reveals that the pre-service teachers who took part had much variation in their confidence and competence to a variety of teaching tasks.Furthermore, the authors also found variation in classroom management.
Updated: Nov. 15, 2017
The purpose of this study was to investigate a number of factors that contribute to the formation of positive attitudes towards inclusive education (IE), during the pre-service training of pre-school teachers. The findings showed that pre-service pre-school teachers have a positive attitude towards IE. Furthermore, the results revealed that the completion of a unit studying the philosophy, fundamentals and legislation of IE significantly improved attitudes in pre-service pre-school teachers; a finding consistent with past research. However, the authors found that this attitude did not lead to positive perceptions of ability and competence to implement IE practices upon completion of the degree.
Updated: Oct. 16, 2017
Beginning Teachers’ Conceptual Understandings of Effective History Teaching: Examining the Change from “Subject Knowers” to “Subject Teachers”
The purpose of this study was to explore the change in preservice teachers’ conceptions of effective history teaching across a secondary history methods course in a postgraduate diploma of education program. The findings reveal that three participants out of the seven clearly indicated conceptual change and professional growth. The concept maps constructed by these participants showed that conceptual understandings were established through the use of linking arrows with accompanying linking words – in a hierarchy of concepts linked to each other to form one knowledge domain.
Updated: Sep. 27, 2017