Subjects -> EDUCATION (Total: 2550 journals)
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EDUCATION (2189 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: 5)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
21st Century Pedagogy     Open Access   (Followers: 7)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access   (Followers: 12)
About Campus     Hybrid Journal   (Followers: 9)
Academic Medicine     Hybrid Journal   (Followers: 75)
Academic Psychiatry     Full-text available via subscription   (Followers: 33)
Academic Questions     Hybrid Journal   (Followers: 9)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 65)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 65)
Accounting & Finance     Hybrid Journal   (Followers: 59)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 23)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 13)
Acta Científica : Ciências Humanas     Open Access   (Followers: 2)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Paedagogica Vilnensia     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 79)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 44)
Action Research     Hybrid Journal   (Followers: 51)
Active Learning in Higher Education     Hybrid Journal   (Followers: 371)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 15)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 245)
Adult Education Quarterly     Hybrid Journal   (Followers: 246)
Advanced Education     Open Access   (Followers: 16)
Advances in Building Education     Open Access   (Followers: 7)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 36)
Advances in High Energy Physics     Open Access   (Followers: 25)
Advances in School Mental Health Promotion     Partially Free   (Followers: 12)
AERA Open     Open Access   (Followers: 11)
Africa Education Review     Hybrid Journal   (Followers: 30)
African Journal of Chemical Education     Open Access   (Followers: 5)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 10)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 11)
African Journal of Teacher Education     Open Access   (Followers: 1)
Agora     Full-text available via subscription   (Followers: 6)
AGORA Magazine     Open Access  
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 3)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 8)
Ainedidaktiikka     Open Access  
Akadémiai Értesítö     Full-text available via subscription  
Akademos     Open Access   (Followers: 1)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 3)
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access   (Followers: 1)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access   (Followers: 3)
Al-Bahith Journal     Open Access   (Followers: 1)
Al-Fikrah     Open Access   (Followers: 4)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access   (Followers: 1)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alan Eğitimi Araştırmaları Dergisi     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 9)
Aldaba     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 17)
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: 19)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 235)
American Journal of Business Education     Open Access   (Followers: 16)
American Journal of Distance Education     Hybrid Journal   (Followers: 33)
American Journal of Education     Full-text available via subscription   (Followers: 279)
American Journal of Educational Research     Open Access   (Followers: 72)
American Journal of Health Education     Hybrid Journal   (Followers: 36)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
American String Teacher     Full-text available via subscription   (Followers: 2)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access  
Anadolu Journal Of Educational Sciences International     Open Access   (Followers: 1)
Anadolu University Journal of Education Faculty     Open Access  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 4)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access   (Followers: 9)
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 11)
Annals of Modern Education     Full-text available via subscription   (Followers: 6)
Antistasis : An Open Educational Journal     Open Access   (Followers: 10)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 3)
Apex : New Zealand Journal of Gifted Children     Open Access   (Followers: 1)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 19)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyatuna : Jurnal Bahasa Arab     Open Access  
Archivos de Ciencias de la Educación     Open Access   (Followers: 2)
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     Open Access   (Followers: 1)
Arrancada     Open Access   (Followers: 1)
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 30)
Arte e Investigación     Open Access   (Followers: 1)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 45)
Arts Education Policy Review     Hybrid Journal   (Followers: 7)
Artseduca : Revista electrónica de educación en las ARTES     Open Access   (Followers: 1)
ASEAN Journal of Education     Open Access   (Followers: 3)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 21)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 24)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 14)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 27)
Asian Journal of Distance Education     Open Access   (Followers: 3)
Asian Journal of Education and Social Studies     Open Access   (Followers: 2)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 17)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 2)
ASp     Open Access   (Followers: 4)
Assessing Writing     Hybrid Journal   (Followers: 15)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 244)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 16)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 49)
Assessment Update     Hybrid Journal   (Followers: 5)
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  
ATENA Didaktik     Open Access   (Followers: 5)
Atenas : Revista Científico Pedagógica     Open Access   (Followers: 1)
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Atthulab : Islamic Religion Teaching and Learning Journal     Open Access   (Followers: 1)
Aula Abierta     Open Access   (Followers: 2)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 21)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 2)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 7)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational Researcher     Hybrid Journal   (Followers: 31)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 15)
Australian Journal of Career Development     Hybrid Journal   (Followers: 4)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 42)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 10)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 11)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 6)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 476)
Australian Journal of Teacher Education     Open Access   (Followers: 28)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 6)
Australian Screen Education Online     Full-text available via subscription   (Followers: 3)
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: 343)
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: 2)
Baltic Journal of Career Education and Management     Open Access   (Followers: 1)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access   (Followers: 10)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 5)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 10)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 9)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 7)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access   (Followers: 1)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access   (Followers: 1)
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 9)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access   (Followers: 1)
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 50)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 12)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access   (Followers: 1)
British (Jurnal Bahasa dan Sastra Inggris)     Open Access   (Followers: 1)
British Educational Research Journal     Hybrid Journal   (Followers: 251)
British Journal of Educational Studies     Hybrid Journal   (Followers: 203)
British Journal of Educational Technology     Hybrid Journal   (Followers: 203)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Australian Journal of Teacher Education
Journal Prestige (SJR): 0.473
Citation Impact (citeScore): 1
Number of Followers: 28  

  This is an Open Access Journal Open Access journal
ISSN (Print) 0313-5373
Published by Edith Cowan University Homepage  [6 journals]
  • Examining Teacher Agency Among Teacher Educators: An Action Research In
           Vietnam

    • Authors: Tung Ngoc Vu
      Abstract: Teacher agency is an important topic in educational research, but its theoretical observations have not filtered down into practical Vietnamese teaching contexts. The action research project described here showcases a training-based intervention for teacher educators in various disciplines at eight universities in Vietnam. The intervention aimed to develop teaching skills and increase knowledge for teacher educators by helping them explore their students’ learning needs and facilitate their professional development. This study occurred within the context of changing Vietnamese political, cultural, economic, and social ways of being. Eight Vietnamese teacher educators of different cultural backgrounds, and working across a variety of subjects were invited to participate in the project. Two stages of research sought to help educators in higher education reflect on their exploration and perception of their teacher agency. The first stage involved training sessions that offered educators necessary knowledge and skills to exercise agency effectively. In the second stage, educators’ promotion of their agency in classrooms was analytically observed. Data collected included observation notes, reflective journals, and recordings from semi-structured interviews. Analysis of this data suggested that educators became more knowledgeable, intercultural, and inspirational agents in their classrooms after the educational intervention. Educators exhibited that the more positive attitudes, the more active participation. Conclusions discussed the benefits of fostering teacher agency and how this can be facilitated through professional development.
      PubDate: Wed, 21 Oct 2020 00:47:57 PDT
       
  • Exploring Zimbabwean Mathematics Teachers’ Integration Of
           Ethnomathematics Approaches Into The Teaching And Learning Of Geometry.

    • Authors: Gladys SUNZUMA et al.
      Abstract: This article reports on a study that explored how a group of in-service mathematics teachers integrated ethnomathematics approaches into the teaching and learning of geometry. The study used a convergent parallel mixed-methods design, which combined both quantitative and qualitative methods, to provide a deeper understanding of how the participants integrate ethnomathematics approaches into the teaching and learning of geometry. The data for the study were gathered from 40 in-service mathematics teachers through the use of questionnaires and focus group discussions. Results showed that the in-service teachers integrate ethnomathematics approaches into the teaching and learning of geometry as learning materials, resources, and the learning context. Based on the study, it is suggested that teachers should consider the incorporation of ethnomathematics approaches into the teaching and learning of geometry using technological means such as the internet, TV, and films. The findings have implications for continuous teacher professional development in the forms of workshops for the teachers involving the use of ethnomathematics approaches.
      PubDate: Wed, 21 Oct 2020 00:47:48 PDT
       
  • Voices on Data Literacy and Initial Teacher Education: Pre-service
           teachers’ reflections and recommendations

    • Authors: Shannon Kennedy-Clark et al.
      Abstract: The purpose of study was gain insight into pre-service teachers’ experiences in using classroom data to make learning and teaching decisions. The qualitative study is based on the reflections and recommendations of three pre-service teachers’ that participated in a data-driven decision-making intervention whilst on an immersive 10-week professional learning experience. This study is underpinned by an action research framework. There are many understandings of action research, here the approach is understood to be a systematic investigation into one’s own practice with the aim of improving teaching and learning. From the thematic analysis of the reflections, several recommendations were put forward by the pre-service teachers. They advocated for dedicated time to develop data collection, analysis, and visualisation skills and that these skills should be embedded in their degrees. Their reflections articulate the need to have a strong set of data related skills and competencies in order to be able to engage with professional practice.
      PubDate: Wed, 21 Oct 2020 00:47:37 PDT
       
  • An investigation of Early Childhood Staff and Their Transition to the New
           Western Australian Humanities and Social Sciences Curriculum .

    • Authors: Jane Loxton et al.
      Abstract: In 2017, a new Humanities and Social Sciences (HASS) curriculum was introduced into all of Western Australia’s classrooms. The aim of this study was to investigate how teachers transitioned to that new HASS curriculum. Using case study methodology, the experiences, opportunities and challenges faced by the early childhood (EC) staff in two Perth schools were investigated as they prepared for and implemented a new HASS Curriculum. The results suggested the need for strong leadership in times of change. The results also indicated that these small, independent schools needed good resources and professional development to help understand the changes. The research is significant because it starts a much-needed conversation about prioritising HASS in the early years of schooling as well as addressing the challenges faced by early childhood teachers as they transition to teaching new curriculum in a core learning area.
      PubDate: Wed, 21 Oct 2020 00:47:20 PDT
       
  • Investigation of Saudi Teachers’ Perceptions of Teaching and Learning
           after a 12-month Professional Development Programme in Australia

    • Authors: Gosia Klatt et al.
      Abstract: This study investigates the perceptions of teaching and learning of teachers from Saudi Arabia who participated in a 12-month professional development programme based in Australia. Considering the design of the programme and the vast differences between the education systems and cultures of the two countries, this study examines Saudi teachers’ classroom practices and challenges while teaching at schools in their home country, and whether their perceptions of teaching practice changed during and after participating in the professional development programme in Australia. Factors that might have influenced the changes to and nature of their teaching aspirations and plans for their students and schools in Saudi Arabia are also discussed.

      PubDate: Wed, 21 Oct 2020 00:47:07 PDT
       
  • Factor Structure of Multicultural Teaching Competency Scale for
           School-teachers in Hong Kong

    • Authors: Chi Hung Leung et al.
      Abstract: This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. The teachers all identified multicultural-teaching relationships as the most important component of multicultural-teaching competency. Future researchers should examine the concurrent validity of the MTCS and the cultural contexts of multicultural-teaching relationships. Recommendations are also made for incorporating the Confucian beliefs of fairness, justice, and equity into multicultural classroom.
      PubDate: Wed, 21 Oct 2020 00:46:57 PDT
       
  • Exploring Intersections of Work Intensity and Professional Learning:
           Female Teachers’ Responses to Research Engagement as Professional
           Learning

    • Authors: Jennifer Mitton-Kukner
      Abstract: Much research has focused upon the promise of teacher research engagement as a form of professional learning. Yet, little scholarship has looked closely at how female teachers juggle research engagement alongside personal and professional responsibilities. This inquiry into the research experiences of two mid-career teachers provides an up-close look at the ways they attempted to sustain engagement over a three-year period. Attending closely to participants’ accounts of time use, as they engaged in research activities, sheds light upon the presence of socio-cultural expectations, in these instances, constraining their efforts and, arguably, impacting the depth of their professional learning.
      PubDate: Mon, 19 Oct 2020 04:07:04 PDT
       
  • Being and Belonging: Student-Teachers’ Contextual Engagement in
           Schools

    • Authors: Enda Donlon et al.
      Abstract: While School Placement is long established as a central component of Initial Teacher Education programmes, there is an increasing awareness that these placement experiences should go beyond the practical activities most directly associated with teaching. This paper considers how engagement in a school placement period with a focus on non-teaching activities contributes to the professional and personal development of student-teachers, and to their sense of ‘belonging’ while on placement. Drawing primarily on the analysis of data obtained from online logs maintained by student-teachers during this predominantly non-teaching placement, it establishes the activities that they engaged in, and their reflections and opinions about the value of these experiences and this practicum placement. Findings include an increased sense of belonging to the school community, greater confidence and a stronger sense of identity as teacher.
      PubDate: Tue, 25 Aug 2020 23:33:38 PDT
       
  • Professional Learning in Reading Instruction: The Influence of Context on
           Engagement and Enactment

    • Authors: Susan Main et al.
      Abstract: Professional learning is widely acknowledged as an effective way to improve teacher practice and, consequently, student outcomes. However, this presupposes a direct link from professional learning to the enactment of the content of professional learning in teaching. This paper explores teachers’ engagement with a continuing professional learning (CPL) program intended to improve teachers’ knowledge and practice in reading instruction. Six case study subjects, self-selected from 10 schools participating in a year‑long CPL program, provided the opportunity to explore what teachers enacted from the professional learning. This research highlighted the significance of contextual factors on how teachers engaged with and enacted information from the CPL. Contextual factors included individual beliefs about reading instruction and the expectations of the systems in which they are operating. This research emphasised the need to identify the personal and professional contexts of teachers involved in CPL programs in order to more effectively influence practice.
      PubDate: Tue, 25 Aug 2020 23:33:28 PDT
       
  • Assessment of Literacy Pedagogy using Gratitude

    • Authors: Glenn Auld et al.
      Abstract: This paper considers aspects of a course redesign that focuses on motivating Pre-service Teachers to engage in negotiating relevant literacy teaching pedagogies in their discipline. The purpose of this article is to describe how we approached the teaching of literacy with Pre-service Teachers, in ways that valued the Pre-service Teachers’ relationships with secondary students using notes of gratitude. These notes provided the Pre-service Teachers with an opportunity to communicate in plain language to the students what they learnt from them about literacy pedagogy. The shift from the focus on the subject matter of literacy to the enactment of literacy teaching and learning through valued pre-service teacher and student relationships shifted the tenor of the course. Our conclusion emphasises how this innovation in assessment enabled us to emphasise the importance of relationality in teaching and to uphold ideals of social inclusion of school students and the professional growth of Pre-service Teachers.
      PubDate: Tue, 25 Aug 2020 23:33:17 PDT
       
  • Initial Education of Philosophy Teachers in Colombia: Association between
           new Public Policy Requirements and National Standardized Tests

    • Authors: Alejandro Farieta-Barrera
      Abstract: This paper evaluates the association between new public policy requirements for B.Ed. programs in Colombia —1) demand high-quality accreditation, 2) restrict distance modality, 3) restrict multidisciplinary programs, and 4) increase academic credits in education courses and pedagogical practices— and the outcomes of 1387 B.Ed. in Philosophy students in the National Saber Pro test 2016-2018, in ‘Education’ component. The methodology was multilevel linear regression; the residential region is the level variable, and were included other control variables (gender, age, ethnic minority, socioeconomic index, etc.). The results show that outcomes are associated with pedagogical practices and with non-multidisciplinary programs, supporting new regulations. Students attending on campus programs had better outcomes, but students in distance programs came from regions where there are no programs, so this must be taken carefully. Contrary to the hypothesis, high-quality accreditation was not significant. This should lead to a review of accreditation criteria and its mandatory nature.
      PubDate: Tue, 25 Aug 2020 23:33:09 PDT
       
  • Preservice Teachers as Document Detectives

    • Authors: Lorna Quinnell et al.
      Abstract: Literacy today relies on a readers’ ability to analyse text critically. This case study investigated preservice teachers’ critical analysis of media text containing visuals and representations. In particular, the analysis focused on mathematical factors that impact on readers’ interpretation of diverse visuals. Data was gathered from the 23 preservice teachers, enrolled in the Graduate Diploma program at one Australian university. They participated in a series of mathematics learning sessions focused on the critical analysis of a selection of media items. The paper argues that the ability to critically analyse graphs and visuals relies on mathematical knowledge and that the ability to critically analyse such representations is a necessary component of mathematical literacy and everyday literacy. Mathematics teachers require well-developed critical analysis competencies to enable them, and ultimately their students, to critically analyse representations in everyday text. The paper illustrates that drawing on diverse visuals from the media can be productively used to develop critical analysis competencies.
      PubDate: Tue, 25 Aug 2020 23:32:59 PDT
       
  • A Case-Based Tool Promoting Teacher’s Teflection on Intercultural
           Encounters

    • Authors: Anuleena Kimanen et al.
      Abstract: This design-based study explores what kind of reflection in-service or student teachers produced in case-based discussion workshops, and how. Worksheets on the case and tasks facilitated discussion in small groups. In this study, the targets of reflection written on those sheets are analysed. Three levels and seven categories of reflection emerged, ranging from context and practices to principles and power relations. Most of the reflection was superficial or on the meso-level, the level of deepest reflection was reached to greatly differing degrees depending on the group or case concerned. Both some in-service and some student teachers needed scaffolding by the instructor, but certain tasks in the case discussion sheets could also serve as scaffolds. Intercultural competences are often defined as knowledge, attitudes and skills, and reflection produced by the case-based tool covers all the three areas.

      PubDate: Tue, 25 Aug 2020 23:32:48 PDT
       
  • Investigating Probability Concepts of Secondary Pre-service Teachers in a
           Game Context

    • Authors: Hem Chand Dayal et al.
      Abstract: There is a rich literature on students’ and teachers’ intuitions and misconceptions about probability. However, less attention has been paid to the development of pre-service teachers’ probabilistic thinking in teacher education. Based on this, the second author developed a lesson sequence for teaching probability. In particular, it demonstrates how a game context can be used to explore the relationship between experimental and theoretical probabilities in a collaborative learning setting. The lesson sequence integrates concepts and processes related to probability and is grounded in socio-cultural theory. We trialed the sequence with secondary pre-service teachers. This paper focuses on their understanding of the probability concepts embedded in the sequence. Video and audio data indicates that while teachers used a range of strategies and data displays to explain the ideas integrated in the lessons, some reverted to equiprobability bias. The findings also reveal that pre-service teachers can modify their thinking when engaged in rich teaching and learning tasks.
      PubDate: Thu, 16 Jul 2020 23:11:02 PDT
       
  • Implementing a Teaching Performance Assessment: An Australian Case Study

    • Authors: John Buchanan et al.
      Abstract: This paper reports on the implementation of a Teaching Performance Assessment (TPA), a component of graduation recently introduced into the teaching workforce in Australia. The TPA typically requires graduates to demonstrate that they can plan, implement, assess and reflect on a series of lessons given to school students. This case study used grounded theory to analyse the initial implementation of a TPA at an Australian university, based on interviews, student focus groups, and a classroom readiness survey. We investigated the TPA’s contribution to final-year pre-service teachers’ learning and professional readiness. We conclude that the TPA, as a threshold task, is broadly beneficial to the profession and graduating teachers, and may strengthen professional bonds between schools and universities. We also warn of TPA-related fragilities and its potential to reinforce populist notions of ‘teaching as telling’ and to test surface-level quiz-knowledge to the exclusion of deeper, attitudinal learning outcomes.
      PubDate: Thu, 16 Jul 2020 23:10:49 PDT
       
  • Pre-Service Teachers’ Mobilising Health Literacy in Sun Safety
           Education

    • Authors: Donna Barwood et al.
      Abstract: School-based educational programs are identified as an effective means to increase awareness and promote sun protective behaviours in young people. Regardless, the adolescent age group are difficult to influence, somewhat resistant to sun protection and esteem tanned skin. The ability of Pre-Service Teachers (PSTs) to develop sun safety education for adolescents was tested at a teacher education institution in Western Australia. More particularly, to create understandings of their ability to mobilise health literacy in sun safety education. Thirty PSTs studying secondary education developed three consecutive lesson plans for use with adolescent students of Year 7. The three lesson plans comprised learning activities (n=444), which were categorised as teaching either functional, interactive or critical health literacy. Results indicate a significantly greater than expected frequency of functional activities, suggesting that PSTs need specific training to support the planning and development of teaching and learning that promotes critical health literacy skills.

      PubDate: Thu, 16 Jul 2020 23:10:38 PDT
       
  • Problem-seeking in teacher education: Empowering students to grapple with
           the complexities of the profession

    • Authors: Julie Ballantyne et al.
      Abstract: Preparing teachers for the realities of the profession is an ongoing concern for teacher education providers. In a climate where the future of teaching is largely unknown and the issues to be faced by teachers throughout their career largely imagined, the ability to identify and solve problems becomes increasingly important. This paper documents an evaluation of a pilot approach to preparing pre-service teachers for the realities of their profession. This approach, which centred on students utilising mobile technologies to problem-seek, was evaluated in terms of students’ perceived preparedness for the profession and their development of problem-solving skills and strategies. Results suggest that participating and engaging in the project may have in part contributed to reducing students’ anxiety around solving real-world problems, and improved their familiarity and preparedness for going into classroom settings.
      PubDate: Thu, 16 Jul 2020 23:10:28 PDT
       
  • Teacher Wellbeing in Remote Australian Communities

    • Authors: Alison S. Willis et al.
      Abstract: This paper reports on a project aimed at investigating teacher wellbeing in remote communities in Australia. It utilised a multiple case study methodology to investigate the lived experiences of remote Australian teachers, particularly how remote teachers simultaneously manage the wellbeing and academic needs of their students. Findings show how the challenges of working in remote places impact teacher wellbeing and provides six practical recommendations about how to better support remote teachers. There is a present need to develop a framework of remote teachers thriving, so systems and communities are not over-reliant upon teachers’ individual resilience in hard-to-staff places.

      PubDate: Thu, 16 Jul 2020 23:10:17 PDT
       
  • Analysis of Elementary School English Teachers’ Professional Dialogue as
           Their Professional Development

    • Authors: Chin-Wen Chien
      Abstract: This qualitative study analyzed the professional dialogue among 67 English teachers at seven elementary schools in New Taipei City in Taiwan. Based on the analysis of the documentation, observation, and interviews, the study has two major findings. First, the knowledge and skills covered in the professional dialogues of English teachers concerned planning, implementing, and managing instruction. Second, English teachers regarded their professional dialogues as effective and goal-oriented. In order to make professional dialogues into job-embedded professional development for English teachers, they must be goal-oriented and carried out in an environment of care and trust. Moreover, professional dialogue can take the form of curriculum development and lesson planning in order to help English teachers construct their professional knowledge and competence through social interaction.

      PubDate: Thu, 16 Jul 2020 23:10:07 PDT
       
  • Reflections on Journaling: An Initiative to Support Pre-service
           Mathematics and Science Teachers

    • Authors: Lisa O'Keeffe et al.
      Abstract: In this article the authors present two different ways in which journaling has been utilised with final year pre-service teacher students (PSTs) in their primary/middle science and mathematics pathway course. Pedagogical practices that model effective teaching and learning in a tertiary setting are an integral component of this course. As teacher educators exploring ways to develop our practices, we introduced journaling as a teaching and learning tool. The first results section of this article focuses on the journaling experiences of PSTs, including the different ways they chose to engage with journaling and factors contributing to their engagement or disengagement. The second presents four case studies of PSTs who used journaling as part of their action research and/or in their final teaching practice. The findings highlight a number of different approaches to journaling which support graduate and pre-service teachers in their endeavours to be reflective teachers of mathematics and science.

      PubDate: Mon, 15 Jun 2020 23:11:07 PDT
       
 
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