Search results for: Australia
Page 9/20 200 items
This paper reports on a dialogic model of international practicum, involving Australian pre-service students and two mentors on a 22-day placement in South Africa. The authors begin with a traditional qualitative case study of the practicum program, identifying benefits for some students.
Updated: Aug. 16, 2015
Exploring Australian Pre-service Teachers Sense of Efficacy, Its Sources, and Some Possible Influences
This study examined the sense of efficacy of final-year Australian pre-service primary teachers and the sources of information that contributed to it. The findings revealed that these beginning teachers have a healthy sense of efficacy for teaching as they begin their professional lives, with the majority feeling they can influence the education of their students quite a bit. Furthermore, the results suggest that respondents did not make any differentiation between classroom management, instruction or student engagement tasks. Finally, the pre-service teachers appeared to use four distinct sources of information when assessing their sense of efficacy in classroom behaviour management: enactive mastery experiences/verbal persuasion, personal qualities, vicarious experiences and physiological and affective states.
Updated: Aug. 05, 2015
Does Classroom Management Coursework Influence Pre-service Teachers’ Perceived Preparedness or Confidence?
This study explores the preparedness in managing specific problem behaviours, familiarity, and confidence in using management strategies and models of final-year pre-service teachers in Australia. The findings reveal that the completion of mandatory, or a combination of mandatory and elective classroom behaviour management units, was associated with higher feelings of preparedness for all categories of problematic behaviours. Furthermore, pre-service teachers indicated they were familiar with a broad range of options for managing student misbehaviour from their coursework preparation.
Updated: Jul. 28, 2015
This article reveals how the art device of trompe l’oeil provided a way of thinking about the induction and mentoring experiences of beginning teachers. Both the trompe l’oeil art device and the theoretical lens illuminated the reframing of the participants’ initial understandings of mentor relationships to gain a different perspective on their early professional lives.
Updated: Jul. 07, 2015
Reflexive Professionalism: Reclaiming the Voice of Authority in Shaping the Discourses of Education Policy
This article examines who counts as an “authority to speak” on professionalism in the educational field. This article uses Foucauldian archaeology as a rigorous method to examine the shaping of discourse and acknowledges other writers who have ventured into Foucault’s toolbox to borrow one or two of his gadgets. Then the archaeological method is utilised to overview significant voices of authority from the enunciative field of professionalism and professional standards, the latter now a key strategy globally for enhancing professionalism. The authors conclude by arguing that policy needs to utilise such trustworthy evidence by listening to teachers’ and academics’ voices for a “new” and “enacted” reflexive professionalism.
Updated: Jun. 17, 2015
Teacher Induction, Identity, and Pedagogy: Hearing the Voices of Mature Early Career Teachers from an Industry Background
This article focuses in 12 career-change teachers from an industry background during their first 3 years as technology and Vocational Education and Training in Schools (VETiS) teachers in New South Wales, Australia. Through interviews, site visits, emails, and phone calls, a descriptive analysis was undertaken to investigate how these early career teachers had adapted to their new roles. The study investigated the ways in which these teachers ascribed meaning to their professional lives.
Updated: Jun. 14, 2015
Thinking through Practice: Exploring Ways of Knowing, Understanding and Representing the Complexity of Teaching
In this article, the author presents the foundations of a research programme developing an understanding of teaching practice in secondary visual arts classrooms. The data reveal that core practices of visual arts teaching were evident, in relation to instructional methods, selection and use of resources, in the focus of programming and in approaches to relationships with colleagues and with students. The author has developed four propositions that provide the basis of a practice-based approach to teacher education.
Updated: May. 25, 2015
Predicting the Academic Achievement of First-Year, Pre-service Teachers: The Role of Engagement, Motivation, ATAR, and Emotional Intelligence
This study investigates the role of engagement, motivation, Australian Tertiary Admission Rank (ATAR), and emotional intelligence in the academic achievement of first-year, pre-service teachers. Although ATAR scores were found to be a significant predictor of academic achievement, scores on the Motivation and Engagement Scale emerged as a much stronger predictor of first-year grade point average.
Updated: May. 18, 2015
Mentoring of New Teachers as a Contested Practice: Supervision, Support and Collaborative Self-development
This article aims to examine contested practices of mentoring of newly qualified teachers within and between New South Wales in Australia, Finland and Sweden. The meta-analysis revealed three main archetypes of mentoring: mentoring as supervision, mentoring as support, and mentoring as collaborative self-development. These three different views of mentoring are found in Australia, Sweden and Finland. The authors suggested that these three different archetypes of mentoring form very different dispositions in mentees and mentors.
Updated: Jan. 18, 2015
This article focuses on how preservice primary teachers can be supported to embrace digital learning technologies (DLTs) in their teaching of mathematics. The findings reveal that preservice teachers demonstrated a high degree of initiative. In addition, the students began to recognize the potential of such creative DLTs as a bridge between the use of familiar hands-on materials as representations and abstract representations of mathematical models. Furthermore, the students gained confidence after successfully presenting their DLTs to their peers, and their self-efficacy in using technology to teach mathematics increased due to these enactive mastery experiences.
Updated: Jan. 13, 2015