Search results for: Australia
Page 10/20 200 items
In this article, the authors discuss the introduction of Wi-Fi-based e-portfolios into a Master of Teaching programme at an Australian university. They describe how the e-portfolios were perceived and used by pre-service teachers in the first year of their implementation, and indicate the challenges and limitations encountered.
Updated: Dec. 22, 2014
Professional Learning in the Lives of Teachers: Towards a New Framework for Conceptualising Teacher Learning
This study explored the continuing professional learning of teachers in a range of Australian schools. The findings revealed that three sets of major influences on teachers’ engagement with professional learning and the quality of that learning. These influences were isolation, cost, and the professional and personal life stages of teachers.
Updated: Dec. 22, 2014
Inclusive Education: Pre-service Teachers' Reflexive Learning on Diversity and Their Challenging Role
In this article, two teacher educators from Australian universities explored reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues.
Updated: Nov. 24, 2014
Motivations for Choosing Teaching as a Career: An International Comparison Using the FIT-Choice Scale
This investigation had two major aims: 1. to examine the utility and validity of the FIT-Choice scale for measuring teaching motivations within and across samples and settings; 2. to explore differences in motivations and perceptions related to the teaching profession across the different samples, as first indications of differences among Australian, U.S., German, and Norwegian samples. The findings reveal that the FIT-Choice scale displayed good construct validity and reliability across diverse samples. Furthermore, the sample comparisons revealed that motivations for teaching were more similar than they were different across these samples.
Updated: Nov. 05, 2014
A Bourdieuian Analysis of Teachers’ Changing Dispositions towards Social Justice: The Limitations of Practicum Placements in Pre-service Teacher Education
The current paper illustrates and theorises change in two Australian teachers’ dispositions towards social justice over time from a Bourdieuian perspective. The interviews with the two participants over a two-year period provide evidence of change in their dispositions towards social justice. By the end of their first year of teaching, there is evidence that both experienced change in their dispositions towards social justice. There is clear movement towards social democratic or difference models of redistributive justice. Within this movement is a growing recognition of the appropriateness of the )re)distribution of different social goods for different people rather than a quest for sameness. This dispositional change took place at the same time as the two participants were developing competence as beginning teachers.
Updated: Oct. 19, 2014
This article reports on an initial study of a professional learning community (PLC) of educators who are investigating mobile devices in their teaching. The research examined two conjectures: firstly, that a professional learning community would enrich understanding of teaching with mobile technologies; and secondly, that these technologies would enhance teaching. The findings indicate that progress towards an enriched engagement with m-learning may be promoted by the establishment of a PLC. The existing professional relationships facilitated community formation and enhanced the sense of commitment, risk-taking, shared responsibility and purpose. In addition, the results also indicate the contribution of mobile learning to teaching.
Updated: Aug. 06, 2014
The current article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. Recent Australian policies, reforms, and curriculum documents show there is an increasing need for educators to recognise the social, cultural and political influences on teaching and learning. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. The program redesign at Curtin University is one example of a way in which academics involved in program development at universities can interpret policy, recognize change and act on this change by reforming and implementing appropriate courses of study.
Updated: Jul. 14, 2014
In this study, the authors were interested to investigate how a lesson plan study (LPS) activity conducted within the context of a computer-supported collaborative learning (CSCL) environment would impact on prospective teachers’ repertoires of pedagogical-content knowledge (PCK) about teaching primary school mathematics. By the end of this study, it was found that the prospective teachers had made considerable advances to their repertoires of PCK. The authors found several factors that influenced growth in PCK.
Updated: Apr. 30, 2014
This paper reports the findings from the first nationwide survey of Australian primary pre-service teacher educators coordinating units and programmes with CBM content. Stand-alone units were offered in 68% of programmes and embedded in 96% of programmes. They commonly included applied behaviour analysis, decisive discipline, positive behaviour intervention and support, and choice theory/reality therapy, among the 36 approaches/models listed. More than half of the stand-alone units and only 20% of embedded units were coordinated by an academic with a stated CBM research interests.
Updated: Nov. 25, 2013
Learning To Be A Culturally Responsive Teacher through International Study Trips: Transformation or Tourism?
This article presents findings from a qualitative study that investigated the experiences of 15 Australian pre-service teachers who attended a short-term study programme in either Korea or India. Three interrelated themes emerged from the interview data: (1) dissonance resulting from physical discomfort; (2) dissonance resulting from culturally different communication styles and expectations about appropriate behaviour and interaction and (3) dissonance resulting from incidents/events that challenged the pre-service teachers’ views of themselves and their own cultures.
Updated: Nov. 25, 2013