Search results for: Australia
Page 9/18 179 items
Local and Global – Conflicting Perspectives? The Place of Overseas Practicum in Preservice Teacher Education
This study explores the teaching development of a group of 24 preservice teachers from a regional university on a placement in Beijing. The findings indicate that it is precisely the difference in teaching contexts that enables professional development in key areas of professional standards.
Updated: Oct. 23, 2013
Does Training Matter? Comparing the Behaviour Management Strategies of Pre-service Teachers in a Four-year Program and Those in a One-year Program
The purpose of this study was to identify the classroom management strategies that Australian pre-service teachers would employ, their confidence in employing them, and the effectiveness of the strategies. Furthermore, the study aimed to identify significant differences in these variables between pre-service teachers in the final year of a four-year teacher training course and pre-service teachers undertaking a one-year, stand-alone teaching program. The results of this study indicate that the most frequently reported strategies by all the Australian pre-service primary teachers surveyed were rewards and initial corrections.
Updated: Oct. 23, 2013
Losing Our Way? Challenging the Direction of Teacher Education in Australia by Reframing It Around the Socially Just School
In this discursive and wide-ranging article, the author wants to: (1) to interrogate the conditions that led to, and continue to wreak havoc as a result of, the Global Financial Crisis (GFC), and that underpin current policy approaches to teacher education in Australia and other western countries; and (2) to move in the direction of puncturing the status quo by proffering an alternative orientation to teacher education deriving from some of his own research that is informed by what he is calling the Socially Just School.
Updated: Oct. 23, 2013
A Bridge Over Troubling Waters: A Snapshot of Teacher Graduates' Perceptions of their Ongoing Professional Learning Needs
This article discusses a pilot university program of extended teacher preparation in Ausralia. The paper reports on the perceived professional learning needs of a group of graduates as they transition to teaching. The key findings indicate that these graduates are seeking ongoing support as they develop confidence in their canonical skills of teaching.
Updated: Sep. 16, 2013
A ‘Partnership in Teaching Excellence’: Ways in which One School–University Partnership Has Fostered Teacher Development
This article reports on some of the factors that contribute to an effective partnership between an urban Australian university and a State Department of Education. The partnership entails as a key purpose the development of school Centres of Excellence which contribute to the preparation of pre-service teachers. Findings point to ways in which the partnership has enhanced pre-service teacher engagement and learning and also indicate ways in which partners in both institutions might further strengthen the partnership.
Updated: Sep. 15, 2013
This paper is a critical account of a particular experience of an Australian teacher educator leading an international teaching practicum in South Africa.
Updated: Aug. 21, 2013
The purpose of this article is twofold. Firstly, to examine the pre-service teachers’ knowledge of mathematical content, and the effectiveness of a pre-service mathematics curriculum subject in improving that knowledge. Secondly, to compare this knowledge with that of the students whom they would be teaching. The results showed that many pre-service teachers entered this teacher education program with very poor levels of mathematical content knowledge. However, the preservice teachers improved their mathematical knowledge after participating in the pre-service teacher education unit on mathematics education.
Updated: Jul. 24, 2013
This article reports on an interview study that explored how teacher educators across different disciplines anticipate the work that must be done to produce critical professionals to teach the new Australian curriculum. The authors summarize the differences indicated across the four curriculum areas sampled: English teacher educators seemed mostly concerned about political interference in educational matters; history teacher educators seemed mostly concerned about the status of knowledge in the proposed curriculum; a maths educators had concerns around the rationale for selection of curricular content; and science educators were concerned about personal relevance and the pedagogical implications of over-selection of content.
Updated: Jul. 01, 2013
The author argues that a (re)turn to a focus on ‘practice’ in initial teacher education programs might allow teacher educators to start to relate and integrate the experience that their students have of their courses. He claims that the challenge for teacher educators is to find a way to allow student teachers to confront the work of teaching as something that must be practised and refined, reflected upon and tried again. The author presents a form of ‘thought experiment’ which designed at Charles Sturt University to investigate what happens when new student teachers encounter a program that focuses on studying and practising ‘core practices’ of teaching that could be practised again and again.
Updated: Apr. 18, 2013
The Possibility of Cosmopolitan Learning: Reflecting on Future Directions for Diversity Teacher Education in Australia
In this article, the authors reflect on their design and delivery of a new undergraduate unit offered by the School of Education, University of Western Sydney. The paper offers a critical review of multiculturalism in teacher education and examines theories associated with cosmopolitanism in the education context. The authors examine the ways in which a ‘cosmopolitan imagination’ might have relevance in contemporary contexts of diversity in Australia, and particularly in the western and south-western Sydney region in which they teach.
Updated: Mar. 24, 2013