Search results for: Australia
Page 1/22 211 items
Exploring epistemologies: deepening pre-service teachers’ ways of knowing through international professional experience
This study utilised institutional ethnography to inquire into the lived experiences of 15 Australian pre-service teachers (PSTs) who completed an international professional experience in Indonesia. The PSTs were privy to a unique cultural experience, one grounded in an epistemological stance that differed considerably from their own. Despite completing substantial pre-service teacher education coursework prior to travelling to Indonesia, the PSTs became more acutely aware of how school students, teachers, and community members may operate from varied ways of knowing. As such, in this article the authors argue that international professional experiences have the possibility to guide PSTs towards newer and deeper explorations of epistemologies, a process of paramount importance in preparing future teachers to work effectively and appropriately in diverse classrooms.
Updated: Jul. 28, 2021
The present research demonstrates initial evidence of validity of a model of pedagogical practice for teacher educators, the Pre-Service Teacher Motivation Model, which is conceptually based in self-determination theory. The study deployed a survey comprising items constituting the proposed model’s factors, and measures of satisfaction of basic psychological needs and teacher self-efficacy, which were completed by pre-service teachers (N = 402) in two independent cohorts (n = 185; n = 217). The final model comprised three factors, Relational Dynamics, Student-Centered Organization, and Connected Learning. The findings are evidence of the model’s potential utility as a tool for informing the design of learning and teaching, and reflective practices in teacher education.
Updated: Jul. 27, 2021
Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education. There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood. Consequently, there is a need for mentoring processes that can enhance graduate teacher quality. In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor. Semi-structured interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts. These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers. Understanding how the mentor–mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences.
Updated: Jul. 14, 2021
Reflecting on Emotions During Teaching: Developing Affective-Reflective Skills in Novice Teachers Using a Novel Critical Moment Protocol
Affective-reflective skills are an integral component of classroom pedagogy, providing teachers with emotional understandings and confidence that can improve overall classroom performance. This article presents a case study of early career primary school teachers, showing how such affective-reflective skills can be developed through iterations of a purpose-designed collaborative protocol. Use of this novel protocol allowed teachers to examine their classroom practices via critical moment analysis of affective responses observed from lesson videos. Findings demonstrate how teachers’ use of this non-judgmental and self-evaluative protocol contributed to an emerging understanding of the relationship between their affective-reflective skills and teaching confidence. Findings support an argument for reframing teacher professional learning, from a focus largely on curriculum content and pedagogy, to a focus that includes the teacher’s emotional experience and its subsequent analysis, as part of the learned content that supports the growth of teacher confidence.
Updated: Jun. 24, 2021
Supporting Pre-Service Teachers in Becoming Reflective Practitioners Using Conversation and Professional Standards
A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the Australian Professional Standards for Teachers (APSTs) and designed to enhance reflective conversations. Focus group interview discussions unveiled the surprising ways in which the pre-service teachers used the question prompts, not only as tools for reflection but for planning lessons and preparing for professional discussions with mentors. This research provides insight into a creative and meaningful approach for integrating reflection, professional standards and classroom practice through professional experience.
Updated: Jun. 24, 2021
Thriving, not just surviving: The impact of teacher mentors on pre-service teachers in disadvantaged school contexts
This study explores the perceptions held by nine mentor teachers from four Australian secondary schools about the impact they have on pre-service teachers during professional placement. Using Fraser’s (2000, 2005, 2008) social justice framework as a theoretical lens, this paper examines what can be learnt from these teacher mentors about mentoring in disadvantaged school contexts. These mentor teachers felt their most significant impact was in shaping pre-service teachers’ awareness and responsiveness to contextual factors so that they could not only fulfil professional experience requirements, but also be better prepared for potential future teaching opportunities in disadvantaged school contexts.
Updated: Jun. 17, 2021
Classroom management skills are essential for effective teaching and consequently form an integral part of undergraduate teaching degrees. Self-efficacy in classroom management influences an individual’s willingness to undertake specific actions and their perseverance in the face of difficulties in executing these actions. In order to track the progress of pre-service teachers’ self-efficacy in classroom management, an easy to administer Classroom Management Self Efficacy Instrument (CMSEI) was developed and piloted with a third year cohort of pre-service teachers. This article reports on the psychometric properties of the CMSEI as determined through a Rasch analysis. The analysis supports the Classroom Management Self Efficacy Instrument (CMSEI) as an accurate and internally consistent, unidimensional scale for use with undergraduate pre-service teachers.
Updated: Jun. 06, 2021
The study uses reflexive leadership as a framework for considering teacher professional learning across a network of schools. The paper explores professional learning strategies for eight next generation leaders, both for their own leadership learning and to build their repertoire of professional learning strategies. The study found that the emerging leaders understood the benefit of collaboration between the big schools and the need for focused teacher professional learning within their own schools. They also appreciated the synergy between the design of professional learning and the types of communication required to develop shared goals and actions in teacher professional learning teams.
Updated: May. 21, 2021
Educate – mentor – nurture: improving the transition from initial teacher education to qualified teacher status and beyond
This study investigated the wellbeing of early career teachers in England and Australia to examine how best to provide early career support as a foundation for professional growth and longer-term retention. Survey responses from 67 newly qualified teachers in England and Australia, and five semi-structured interviews, provided rich insights into new teachers’ experiences, highlighting the overwhelming nature of the transition experience as new teachers struggled to adjust as they moved from the relative safety of the initial teacher education context to the reality of work in schools, in particular managing considerable workload which continued beyond the initial transition phase. Vital to successful transition were ongoing linkages between initial teacher education providers and employing schools, a supportive community of practice and bespoke mentoring. This has important policy implications, emphasising the need for personalised approaches to transition with high-quality mentoring during the first few years in the profession. An ‘educate – mentor – nurture’ model is proposed, to enable smoother and more supportive transitions, leading to professional growth and wellbeing.
Updated: May. 20, 2021
Career changers form a substantial proportion of teacher education (TE) students. They bring a broader set of life and work experiences than do their younger, school-leaving counterparts. This paper investigates the needs and concerns of career change student teachers (CCSTs) in Australia. The study on which this article reports analysed survey data from 508 CCSTs enrolled in 29 of Australia’s 34 universities. The article explores what this group brings to their TE courses, and how their needs and contributions may differ from those of younger students. The data confirmed career changers’ reasons for choosing teaching are primarily driven by intrinsic and altruistic motivations. Concerns regarding flexibility in course offerings was expressed. The authors advise that attracting and retaining career change teachers is likely to become increasingly important in the context of rising school student numbers, teacher attrition, and the impending departure from the profession of many ‘baby boomers’.
Updated: May. 11, 2021