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  Subjects -> EDUCATION (Total: 1924 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (24 journals)
    - EDUCATION (1623 journals)
    - HIGHER EDUCATION (123 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (31 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (35 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1623 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 1)
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 62)
Academic Psychiatry     Full-text available via subscription   (Followers: 23)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 60)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 52)
Accounting & Finance     Hybrid Journal   (Followers: 52)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 18)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 5)
Acta Didactica Norge     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 60)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 40)
Action Research     Hybrid Journal   (Followers: 46)
Active Learning in Higher Education     Hybrid Journal   (Followers: 269)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administration & Society     Hybrid Journal   (Followers: 13)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 171)
Adult Education Quarterly     Hybrid Journal   (Followers: 154)
Advanced Education     Open Access   (Followers: 10)
Advances in Building Education     Open Access   (Followers: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 29)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 8)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 3)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
Aksiologiya : Jurnal Pengabdian Kepada Masyarakat     Open Access  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 16)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 169)
American Journal of Business Education     Open Access   (Followers: 12)
American Journal of Distance Education     Hybrid Journal   (Followers: 32)
American Journal of Education     Full-text available via subscription   (Followers: 187)
American Journal of Educational Research     Open Access   (Followers: 60)
American Journal of Health Education     Hybrid Journal   (Followers: 31)
American Journal of Physics     Full-text available via subscription   (Followers: 53)
American String Teacher     Full-text available via subscription   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 3)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 4)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 16)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 22)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 35)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 15)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 12)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 23)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 14)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 5)
ASp     Open Access   (Followers: 2)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 142)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 42)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 19)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 5)
Australasian Journal of Special Education     Full-text available via subscription   (Followers: 7)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 5)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 25)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 16)
Australian Journal of Career Development     Hybrid Journal   (Followers: 3)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 34)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 7)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 10)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 4)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 448)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 6)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 251)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 6)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 5)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 42)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 10)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
BOSAPARIS : Pendidikan Kesejahteraan Keluarga     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 184)
British Journal of Educational Studies     Hybrid Journal   (Followers: 152)
British Journal of Educational Technology     Hybrid Journal   (Followers: 145)
British Journal of Music Education     Hybrid Journal   (Followers: 23)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 51)
British Journal of Special Education     Hybrid Journal   (Followers: 47)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription   (Followers: 1)
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 95)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 15)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 8)
Canadian Journal of Higher Education     Open Access   (Followers: 23)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 16)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 19)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 16)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 4)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription   (Followers: 1)
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 3)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 30)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 16)
Children's Literature in Education     Hybrid Journal   (Followers: 11)
Chinese Education & Society     Full-text available via subscription   (Followers: 4)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 7)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 4)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)

        1 2 3 4 5 6 7 8 | Last

Journal Cover
Australian Journal of Teacher Education
Journal Prestige (SJR): 0.473
Citation Impact (citeScore): 1
Number of Followers: 21  

  This is an Open Access Journal Open Access journal
ISSN (Print) 0313-5373
Published by Edith Cowan University Homepage  [4 journals]
  • Forward to Special Issue: Australian & New Zealand Association for
           Research in Music Education (ANZARME)

    • Authors: Geoffrey M. Lowe
      Abstract: Forward to Special Issue: Australian & New Zealand Association for Research in Music Education (ANZARME)
      PubDate: Thu, 14 Jun 2018 03:18:28 PDT
       
  • Teachers’ Perspectives about Implementing ICT in Music Education

    • Authors: Anne-Maree Eyles
      Abstract: This article provides insights into the current state of Information and Communication Technologies (ICT) implementation in music classrooms throughout Queensland, Australia, through the perspectives of classroom music teachers with regard to organisational practices that influence the implementation of ICT in music education. Using explanatory sequential mixed methods, a quantitative survey gathered music teachers’ perspectives regarding the availability of ICT resources, ICT support, teacher confidence, current teaching practices and professional development. Six qualitative semi-structured interviews were then conducted to investigate further the identified themes. This paper discusses the analysis of the quantitative survey results. Findings suggest that the F-10 Australian Curriculum needs to define the term ICT to provide greater clarity for teachers. Further, due to a lack of ICT resources and support, classroom music teachers limit their pedagogy to whole class activities which rely on a limited number of ICT resources due to availability, familiarity and reliability. Teacher confidence is directly affected by professional development opportunities. The benefits of professional development opportunities are perceived to be short-term when ICT resources are inadequate. Classroom music teachers identified that the most significant barrier to ICT implementation is the need for access to adequate quantities of ICT resources, ICT funding and ICT support.

      PubDate: Tue, 29 May 2018 00:31:20 PDT
       
  • Building Critically Reflective Practice in Higher Education Students:
           Employing Auto-ethnography and Educational Connoisseurship in Assessment

    • Authors: Jane Southcott et al.
      Abstract: This study posed the question: Does using an educational connoisseurship framework applied to auto-ethnography assist in the development of reflective practice in teacher education' The design of authentic assessments that assist students in making meaningful links between theory and practice is a complex process. We created an assessment task that was directly linked to the lived experience of the students and specifically focused on their educational practice. Students were required to write an auto-ethnography that was shaped by educational connoisseurship and criticism. With ethical permission we retained the auto-ethnographic assignments by nineteen students. After independent thematic analysis we built a composite, thematic analysis and compiled tables of the content analysis. Our focus was how our students engaged with the task. We found that using an educational connoisseurship framework applied to auto-ethnographic writing has the potential to assist in the development of reflective practice in teacher education.

      PubDate: Tue, 29 May 2018 00:31:14 PDT
       
  • Competition Versus Cooperation: Implications for Music Teachers following
           Students Feedback from Participation in a Large-scale Cooperative Music
           Festival

    • Authors: Geoffrey M. Lowe
      Abstract: Competition is reported in the general education literature as having a largely detrimental impact upon student engagement and long-term motivation, yet competition has long been an accepted part of the music education ensemble landscape. Adjudicated ensemble competitions and competition-festivals are commonplace in most Australian states, as opposed to large-scale cooperative events. Arguments advanced in support of competitive events revolve primarily around perceived extra-musical benefits framed from the director / conductor perspective. The student voice is rarely considered in assessments of the impact of participation. This study presents student feedback following participation in an alternative large-scale cooperative music ensemble festival. Students were surveyed immediately after the event, and key findings revealed enhanced enjoyment and motivation to continue and improve across all year levels and playing groups following the cooperative festival. These findings indicate the need for music educators to rethink the purpose of large-scale music ensemble events, understand the potential of cooperative events in promoting long-term musical engagement, and highlight the importance and value of acknowledging the student voice.

      PubDate: Tue, 29 May 2018 00:31:07 PDT
       
  • Seven Steps to Heaven: Time and Tide in 21st Century Contemporary Music
           Higher Education

    • Authors: Annie K. Mitchell
      Abstract: Throughout the time of my teaching career, the tide has exposed changes in the nature of music, students and music education. This paper discusses teaching and learning in contemporary music at seven critical stages of 21st century music education:
      i) diverse types of undergraduate learners
      ii) teaching traditional classical repertoire and skills
      to contemporary music students
      iii) transitioning undergraduates through pre-service
      teaching into the workforce
      iv) supervisory pedagogy for creative work higher
      degree research models
      v) upskilling established teachers in musical
      practice and pedagogy
      vi) professional development for adult community
      musicians
      vii) disseminating learning back into music and
      teacher education.
      Constant elements in this landscape are musicianship, practice, creativity, employment, aesthetic expression and personal fulfilment. Shifting sands include characteristics of learners, pedagogy, delivery, technology, industry trends, and learning through consecutive career stages. The final scenario addresses challenges for musicians and teachers to maintain their creative practice through self-directed lifelong learning.

      PubDate: Tue, 29 May 2018 00:30:59 PDT
       
  • Creating Multicultural Music Opportunities in Teacher Education: Sharing
           Diversity through Songs

    • Authors: Dawn Joseph et al.
      Abstract: This paper contributes to the knowledge base for preparing pre-service teachers (PSTs) for contemporary multicultural classrooms. To do so, we refer to our ongoing project “See, Listen and Share: Exploring intercultural music education in a transnational experience” across three Higher Education sites (Australia and Spain). Drawing on our narrative, and PSTs’ questionnaire data, using Interpretative Phenomenological Analysis to analyze and code the PST data, we report on our initial experience and findings across the three sites and cultural contexts. Generalisations to other institutions cannot be made. We discuss what was taught and how it was taught in our three settings, highlighting some key highs in relation to enjoyment, and learning from culture bearers and some lows in relation to language and accompaniment. We contend that music education in teacher education courses may serve as an effective vehicle to explore cultural expressions, enabling positive attitudes towards cultural diversity.
      PubDate: Tue, 29 May 2018 00:30:47 PDT
       
  • Instrumental Teacher Education and the Incoming Tide of Information
           Technology: A Contemporary Guitar Perspective.

    • Authors: Daniel A. Lee et al.
      Abstract: There is a metaphorical incoming tide of information technology (IT) in the global guitar community. This phenomenological study examines the activities of the online guitar community to determine its role in guitar pedagogy. It questions how the traditional teacher-student model can continue to operate amidst the floodwaters of online guitar education resources. An historical presentation, and analysis of current practice is offered, and the pedagogical value of some online resources are scrutinised. The process of enculturation through Contemporary Popular Music (CPM) education is discussed from the perspective of guitar pedagogy and the implications for instrumental guitar teaching are examined. This study was designed to examine the activities of the online guitar community to gain a perspective on the phenomenon for the purposes of informing teacher educators working with pre-service instrumental guitar teachers.
      PubDate: Tue, 29 May 2018 00:30:40 PDT
       
  • Dialogic Communication in the One-to-One Improvisation Lesson: A
           Qualitative Study

    • Authors: Leon R. de Bruin
      Abstract: This qualitative study investigates the dialogic interactions between teacher and student that enhance learning and teaching within the one-to-one music improvisation lesson. This study analyses the ways teachers elicit student actions, thoughts and processes that develop student skills, critical and creative thinking processes necessary for improvisational development. Interactions and interplay between six Australian conservatoire improvisation students and their teachers were investigated. Data reveal dialogic interactions that span instruction, conversation, inquiry and enablement of student knowledge and skills that constitute a complex socio-cultural tapestry of discursive threads. Teacher-student interactions that activate desired creative student activity engage meta-cognitive processes and the cultivation of creative habits of mind that allow improvisational skill to flourish. Teachers engage in dialogic interaction and shape interactional behaviour, asserting a learning culture that makes explicit and visible the acquiring of skills and knowledge. Implications for skilled teaching that can effectively craft the at times improvisatory and ephemeral nature of teacher-student interactions are suggested.
      PubDate: Tue, 29 May 2018 00:30:33 PDT
       
  • Music Activities Delivered by Primary School Generalist Teachers in
           Victoria: Informing Teaching Practice

    • Authors: Fiona King
      Abstract: The purpose of this paper is to share teacher practice in the inclusion and delivery of music education experiences for children, to inform teacher education and to guide professional learning. It draws on a larger investigation into the music activities delivered by three primary school classroom (generalist) teachers in Victoria, Australia. There is a gap in the literature regarding the music activities and experiences facilitated by teachers in day-to-day classroom learning. The case study investigation inquired into the content, pedagogy, planning and the place of music activities provided to children aged six to eleven. Teacher education is addressed in this paper primarily through the sharing of teacher practice evident in the findings of the investigation. The discussion highlights specific pedagogical approaches that support the positive and in-depth integration of music into other key learning areas (disciplines) in the curriculum. The investigation findings are relevant for in-service or pre-service generalists, in Australia and internationally; particularly those who experience a lack of confidence in delivering music education. The use of the integrated music pedagogical approach, and the participants’ reflections about the important place of music education experiences in daily teaching, provide a valuable snapshot of music as an essential part of primary school learning.
      PubDate: Tue, 24 Apr 2018 03:48:43 PDT
       
  • Exploring the Use of Narratives to Understand Pre-service Teachers'
           Practicum Experiences from a Sociocultural Perspective

    • Authors: Gonca Yangin Eksi et al.
      Abstract: This paper reports on an exploratory study designed to investigate what aspects of practicum pre-service teachers narrate as meaningful experiences and how these narratives help them promote teacher awareness and professional development. The study is conducted with 21 fourth-year pre-service teachers attending the practicum at the time of the study. The data consist of 84 narratives written in 2015-16 academic year and oral interviews with pre-service teachers conducted in seminar courses. A two-person review panel analysed the data through inductive data analysis from a sociocultural perspective. The analysis points to the nature of narratives, the practicum school context these narratives emerge, and the link between narratives and their contributions to pre-service teachers’ awareness and professional learning. The article concludes by considering implications for developing the content of practicum and pre-service teachers’ reflective practices.
      PubDate: Tue, 24 Apr 2018 03:48:26 PDT
       
  • Factors Influencing the Evolution of Vocational Teachers’ Beliefs and
           Practices Related to Classroom Management during Teacher Education

    • Authors: Céline Girardet et al.
      Abstract: Two studies were conducted to investigate the evolution of 71 Swiss vocational teachers’ classroom management as a result of the inputs of a teacher education program, and to identify the factors that encouraged or impeded teacher change. Study 1 consisted of a longitudinal survey, and Study 2 of interviews. Longitudinal analyses were performed using a multilevel approach. This mixed-method study revealed that vocational teachers’ classroom management evolved towards the beliefs and practices encouraged by the teacher education program. Years of prior teaching experience and motivations for choosing teaching were found to moderate teachers’ evolutions. Moreover, influential people, providing alternative strategies for teachers to try in their classrooms, and questioning teaching practices, were found to influence teachers’ change. Finally, this study emphasizes the importance of the congruence between teacher education and the teaching context as well as the influence of school norms on teacher change.
      PubDate: Tue, 24 Apr 2018 03:48:09 PDT
       
  • A Systematic Review of the Research on the Knowledge and Skills of
           Australian Preservice Teachers

    • Authors: Jennifer Stephenson
      Abstract: Since knowledge and skills related to curriculum content and pedagogy are crucial for teachers, it is of interest to explore the research relating to what preservice teachers know and can do. Refereed journal articles published between 2005 and 2015 that reported on the assessment of the knowledge or skills of Australian preservice teachers are reviewed. Data were extracted from 52 articles relating to the context of the research, participants in the research and the adequacy of the knowledge and skills of preservice teachers. Most authors expressed some concern about the level of knowledge and skills of preservice teachers and where both were reported there was often a discrepancy between perceived and actual knowledge.
      PubDate: Tue, 24 Apr 2018 03:47:50 PDT
       
  • Language Teachers’ Self-efficacy Beliefs: A Review of the Literature
           (2005-2016)

    • Authors: Mark Wyatt
      Abstract: Research into language teachers’ self-efficacy (LTSE) beliefs, a domain-specific branch of research into teachers’ self-efficacy (TSE) beliefs in general education, has emerged in the past 16 years. To date, though, this emergent domain-specific research field has not been described in depth, with most accounts of it summarised very briefly, even in published research that provides empirical data relating to the specific topic of LTSE beliefs. Guided by a synthetic research ethic, this literature review aims to explore the gap. It highlights the characteristics of this LTSE beliefs research field, discussing the methodology employed by various studies that have elicited LTSE beliefs, indicating their areas of focus and evaluating what can be learned from them. Finally, it raises implications for teacher education and highlights potential research directions for quantitative, qualitative and mixed methods designs, offering suggestions that may benefit (teacher-educator) researchers.
      PubDate: Tue, 24 Apr 2018 03:47:32 PDT
       
  • Online Initial Teacher Education Students' Perceptions of Using Web
           Conferences to Support Professional Conversations

    • Authors: Janet E. Dyment et al.
      Abstract: This paper draws on the work of Helen Timperley (2015) who suggests there are six clear enablers that support educators to have professional conversations: processes, resources, culture, knowledge, relationships, as well as context. This purpose of this paper is two-fold: first, it describes how weekly web conferences that were offered for online initial teacher education students (ITES) were designed with due consideration for Timperley’s enablers for professional conversations; and second, it reports on student experiences of the ways in which the web conferences served to support professional conversations. In order to understand the complex and multifaceted ways that web conferences served to facilitate ITES engagement in professional conversations, data is drawn from thirty-two online ITES enrolled in a capstone unit in their final semester of study in a teacher education course. Using a descriptive mixed-methods case study approach, the ITES completed questionnaires, participated in follow-up interviews and completed their assessment tasks to shed insight into the impact of the web conferences. The findings reveal the powerful ways that the web conferences allowed the students to participate in meaningful professional conversations and helped develop the professional attributes expected of graduates. Importantly, the study revealed that ITES perceived that the web conferences prompted a deeper level of engagement, satisfaction and sense of achievement than alternative activities, including face-to-face tutorials.
      PubDate: Tue, 24 Apr 2018 03:47:09 PDT
       
  • Maintaining Global Citizenship Education in Schools: A Challenge for
           Australian Educators and Schools

    • Authors: John Buchanan et al.
      Abstract: Teaching students about global citizenship remains a critical challenge for schools and communities, especially in a developed country like Australia. With increasingly difficult national and international contexts and its marginal place in the school curriculum, there is an urgent need to help maintain support for global citizenship education. Recognising the challenges and limitations, key ways to raise its profile include considering available pedagogies, drawing on the existing Australian Global Education framework, taking up existing curriculum opportunities, accessing quality educational resources and relevant teacher education programs, and working in partnership with key Non-Government Organisations.
      PubDate: Tue, 24 Apr 2018 03:46:50 PDT
       
  • Factors Associated with Technology Integration to Improve Instructional
           Abilities: A Path Model

    • Authors: Öner Uslu
      Abstract: Today, students are expected to access, analyse and synthesise information, and work cooperatively. Their learning environment, therefore, should be equipped with appropriate tools and materials, and teachers should have instructional abilities to use them effectively. This study aims to propose a model to improve teachers’ instructional abilities through technology integration. To this end, data on variables that affect technology integration were collected from 600 teachers and analysed by using path analysis. The results revealed an acceptable fit between the model and the data. Technological Pedagogical Content Knowledge, attitude towards technology use in education, gender, frequency of computer use, seniority, duration of computer use, technical support, and individual innovativeness have direct or indirect effects on technology integration. The developed model can be considered original because it includes the variable of individual innovativeness. Based on the developed path model, some suggestions were presented to support the instructional abilities of teachers.
      PubDate: Tue, 24 Apr 2018 03:46:31 PDT
       
  • Teaching Chemistry in a Spiral Progression Approach: Lessons from Science
           Teachers in the Philippines

    • Authors: Joymie R. Orbe et al.
      Abstract: As the Philippines moves towards implementing the K-12 curriculum, there has been a mismatch in teacher preparation in science. The present teacher education curriculum prepares science teachers to specialise in a specific field (e.g. integrated science, biology, chemistry, and physics). However, in the K-12 curriculum, they are required to teach all the sciences in a spiral progression approach. Hence, this study analysed the experiences of science teachers in teaching chemistry in the K-12 curriculum in order to identify their challenges and how they are overcoming them. Findings suggest that the teacher’s content, pedagogy, and assessment in chemistry are problematic; specifically, challenges such as instruction-related factors, teacher competence, in-service training sufficiency, job satisfaction, support from upper management, laboratory adequacy, school resources, assessment tools, and others influence teacher success in teaching chemistry. These identified challenges greatly affect the ultimate beneficiaries of education, which is the learner.
      PubDate: Tue, 24 Apr 2018 03:46:07 PDT
       
  • Developing Pre-Service Teachers: The Impact of an Embedded Framework in
           Literacy and Numeracy.

    • Authors: Peter Sellings et al.
      Abstract: This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and after the implementation of the DEER framework. Effect sizes for the changes in the test results are presented with the effect size for the numeracy testing calculated as 0.99, while the effect size for the literacy testing was 0.75.

      PubDate: Tue, 24 Apr 2018 03:45:42 PDT
       
  • The Impact of Intercultural Experiences on Preservice Teachers’
           Preparedness to Engage with Diverse Learners

    • Authors: Denise A. Beutel et al.
      Abstract: The diversity of student populations globally is increasing more rapidly than the diversity of the teaching workforce. Concerns are that beginning teachers are ill-prepared to meet the needs of the diversity of students in their classrooms. This lack of preparedness has been partially attributed to inadequate preparation within teacher education programs. We advocate that preservice teachers need to understand how their prior intercultural experiences can be utilised to better prepare them for teaching diverse groups of learners. This qualitative study (n=40) draws on Hammer’s (2009) Intercultural Development Continuum to explore the impact that these experiences have on shaping preservice teachers as teachers of diversity. We use the data to illustrate the breadth of positioning on the IDC of these preservice teachers. Findings indicate that prior quality engagement with diversity over time enhances preservice teachers’ intercultural competence. We describe how teacher education can better prepare preservice teachers for engaging diverse learners.
      PubDate: Mon, 26 Mar 2018 00:40:57 PDT
       
  • Freedom and Constraint in Teacher Education: Reflections on Experiences
           Over Time

    • Authors: Amanda McGraw
      Abstract: Teacher education programs in Australia increasingly comply with new and narrowing accountabilities so that they can be approved by diverse regulatory authorities and accredited. This is an auto-biographical narrative study which draws upon the memories of a teacher educator who contrasts her experience of learning to teach in the early 1980s with her recent experience as a Program Leader working with colleagues to design a new Master of Teaching program. She interviews Professor Bernie Neville who was responsible for the design and implementation of the teacher education program she completed in 1983. He reflects on the principles guiding his practice at a time when greater freedoms were possible. She contrasts this with an interview her colleagues conducted with her during the program accreditation phase and highlights tensions in the current process of program design related to an increasing performance-orientation, greater levels of compliance, and managing an over-crowded curriculum.

      PubDate: Mon, 26 Mar 2018 00:40:54 PDT
       
 
 
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