Search results for: Australia
Page 16/21 201 items
A Teacher Educator's Professional Learning Journey and Border Pedagogy: A Meta-Analysis of Five Research Projects
In this article, the author examines her own involvement and that of other teachers and teacher educators in five practice-based research studies in terms of their professional learning and border pedagogy. The author played a key role in each project and offer an 'insider' perspective through an autobiographical narrative based on self-study. Each project involved crossing a border between professional knowledge contexts, and explores the 'journey' metaphor of professional learning. The metaphors of passport and visa are used to explore the identities and purposes for the professional learning 'journey'. The benefits of border-crossing for professional learning are then discussed.
Updated: Apr. 11, 2010
This article considers the professional development of 75 primary and secondary teachers in Melbourne, who had been charged with the responsibility of leading the professional learning of their colleagues in their schools. To support these leaders in their roles, the Victorian state government’s Department of Education applied to the Pedagogy and Professional Learning Research Group at Monash University to develop and implement an appropriate Professional Learning program. The participants in the program reflected on their learning through the formalised process of case writing. The article offers insights into the journey of these educators of teachers as they have developed deeper understandings of what it means to be a teacher educator.
Updated: Apr. 06, 2010
In this article, two beginning teacher educators discuss their experiences of professional learning and identity construction during the first years of their work as academics. The authors entered teacher education after working as classroom teachers but, as has been found by others in the literature, were provided with little formal preparation for this career transition. The tensions and dilemmas inherent in being ‘expert’ teachers and ‘novice’ teacher educators are discussed. The authors emphasize particularly the complexity of developing professional connections with colleagues in the academic context.
Updated: Mar. 21, 2010
In a world increasingly globalised, it is crucial that preservice teachers are equipped with a range of pedagogical knowledges, understandings and practices related to diversity and difference. This article reports on the implementation and learning outcomes of a teacher preparation initiative in an Australian university called Refugee Action Support, which seeks to develop and enhance such awareness. The initiative provides targeted training to preservice teachers in the vital areas of literacy and numeracy tuition, with the specific aim of preparing them to tutor humanitarian refugee students in high schools in Western Sydney, Australia.
Updated: Jan. 31, 2010
Three significant impediments to mentoring success have been identified in the literature: insufficient time; mentors' lack of professional expertise; and personality mismatches. To address these issues, a skills training program was developed in Victoria. This program utilized the principles of adult attachment theory and time-limited therapy. The model was introduced to principals across grade levels. The results indicated significant improvement in the skills set and confidence levels of mentors (i.e. experienced school principals).
Updated: Dec. 07, 2009
Engaging in Action Research: A Personal and Professional Journey towards an Inquiry into Teacher Morale in a Senior Secondary College
This article describes the author's journey as a practitioner researcher investigating the implementation of a study-group format in place of a formal meeting arrangement for the teaching team she leads. The inquiry has been initiated to explore the intervention as a way to promote teacher morale. The research site is a large senior secondary college in the state of Victoria, Australia. The preliminary results support influential joint action is taking place with a positive impact on teacher morale.
Updated: Nov. 24, 2009
This study focuses on the goal of enhancing student reflection and learning with the key objective being to determine whether a structured reflective tool can enhance students' ability to engage in a reflective cycle. Three cohorts of first year teacher education students in an Australian university were examined over three years.
Updated: Nov. 09, 2009
This article proposes a six-phase model using research and theory for the selection, framing and evaluation of professional development programs in State educational systems. Using categories from Shulman, the model focuses on an effective analysis of teacher knowledge and due consideration of contexts for teacher learning.
Updated: Oct. 19, 2009
In this article, the author presents the findings of a self-study into his teaching practices as a sociology-of-education lecturer working in the pre-service teacher education program of a regional university in New South Wales, Australia. The principal data source is a logbook of the teaching practices which characterized several tutorial classes taught in 2007. The article reveals tensions between assessment-driven and more authentic teaching practices, and more student- and teacher-centered teaching practices.
Updated: Jun. 17, 2009
Valuing Practice Over Theory: How Beginning Teachers Re-Orient Their Practice in The Transition from The University to The Workplace
This article is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The article argues that, despite long-standing awareness of the theory-practice gap as a central issue faced by beginning teachers, attempts by teacher educators to address this issue remain thwarted. The argument draws on interview and focus group data collected via a study of 1st year graduate teachers of an Australian pre-service teacher education program.
Updated: Jun. 03, 2009