Australian Journal of Teacher Education
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Open Access journal
ISSN (Print) 0313-5373
Published by Edith Cowan University [5 journals]
- Designing for Diverse Learning: Case study of place-based learning in
Design and Technologies pre-service teacher education
Authors: Marnie Best et al.
Abstract: Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with in-service teachers and learners within a secondary special education setting. This study reports on the design and development processes that pre-service teachers adopted to produce a sensory teaching resource to stimulate interaction, coordination and fine motor skills for students with diverse learning needs. Qualitative data, incorporating a survey and group design folio, were collected from pre-service teachers to capture how design-based decisions were influenced through place-based experiences. Findings suggest that place-based learning facilitated opportunities for meaningful educational and social connections between people and communities. Through engagement in an authentic special education context, place-based experiences enabled pre-service teachers to develop an enhanced sense of civic responsibility and valuing of communities and citizens at a local level. Importantly, engagement in place-based learning scaffolded a deeper and richer understanding of the role that education can play in supporting individuals and communities to create preferred futures. This study suggests that higher education place-based learning experiences are valuable in providing opportunities for Design and Technologies pre-service teachers to foster knowledge, awareness and understanding of the relationship between design processes and products and the needs of people and place.
PubDate: Wed, 12 Apr 2017 18:35:19 PDT
- Investigating Knowledge Exchange amongst School Teachers, University
Teacher Educators and Industry Partners.
Authors: Damian Maher et al.
Abstract: This article reports on a study in which teachers, university teacher educators and a software company formed a learning community which provided a mechanism for knowledge exchange regarding pedagogical approaches using mobile technologies. The study employed an interpretivist methodology. The findings indicated that the collaboration promoted reflection on practice and facilitated development of innovative pedagogies. All partners benefited through this knowledge exchange: the teachers developed new approaches and ways of thinking about teaching; the teacher educators gained insights informing their practice and feedback on theory-practice alignment; and the industry partner derived insights on how to support other schools in technology knowledge exchange.
PubDate: Tue, 11 Apr 2017 00:45:36 PDT
- Improving the Computational Thinking Pedagogical Capabilities of School
Authors: Matt Bower et al.
Abstract: The idea of computational thinking as skills and universal competence which every child should possess emerged last decade and has been gaining traction ever since. This raises a number of questions, including how to integrate computational thinking into the curriculum, whether teachers have computational thinking pedagogical capabilities to teach children, and the important professional development and training areas for teachers. The aim of this paper is to address the strategic issues by illustrating a series of computational thinking workshops for Foundation to Year 8 teachers held at an Australian university. Data indicated that teachers' computational thinking understanding, pedagogical capabilities, technological know-how and confidence can be improved in a relatively short period of time through targeted professional learning.
PubDate: Tue, 11 Apr 2017 00:45:31 PDT
- Teacher Emotion and Learning as Praxis: Professional Development that
Authors: Joanne Yoo et al.
Abstract: This ethnographic study analyses the diverse emotions emerging within one teacher professional development workshop that engaged teachers as creative writers. Participating teachers revealed a vibrant range of positive and negative emotions as they worked within institutional discourses that conflicted with their intrinsic beliefs about effective teaching. They revealed their emotional investment in their roles and their desires for meaningful practice in spite of pressures to abide by managerial practices. Researchers documented high levels of vulnerability, engagement and hope as participants engaged in writing as ‘praxis’ to experience their beliefs about effective pedagogy firsthand. These findings suggest that since teaching and learning is inherently an emotional experience, professional development needs to acknowledge a teacher’s complex emotional identity and to cultivate positive emotional growth. This study is relevant to teacher educators, preservice and practising teachers as it explores meaningful learning opportunities as a basis for effective teaching practice.
PubDate: Tue, 11 Apr 2017 00:45:26 PDT
- Makerspace and Reflective Practice: Advancing Pre-service Teachers in STEM
Authors: Susan Blackley et al.
Abstract: The Makerspace phenomenon has morphed into three readily identifiable types characterised by accessibility: dedicated, distributed, and mobile. The research presented in this paper describes a type of Makerspace that is defined by its purpose: to improve the confidence and ability of primary education students in STEM education. This approach is innovative and timely given the renewed interest and investment of the federal and state governments into STEM education. A new model of professional learning that is currently being validated in an extended, funded project framed this research that involved 9 female teacher education students and 71 schoolgirls in Years 5 and 6. Whilst a large set of qualitative data was collected, this paper reports on the progress and reflections of the teacher education students, and shares insights into their personal learning and development as teachers.
PubDate: Tue, 11 Apr 2017 00:45:22 PDT
- The Changing Roles of Science Specialists during a Capacity Building
Program for Primary School Science
Authors: Sandra Herbert et al.
Abstract: Science education starts at primary school. Yet, recent research shows primary school teachers lack confidence and competence in teaching science (Prinsley & Johnston, 2015). A Victorian state government science specialist initiative responded to this concern by providing professional learning programs to schools across Victoria. Drawing on cultural historical activity theory (CHAT), this paper reports the analysis of transcripts of interviews with 17 science specialists from eleven schools. It presents the various perceived and enacted science specialist roles, and how they changed over time. The CHAT analysis of the transcripts revealed seven different stages describing trajectories of the science specialism. The variation in the trajectories indicate the importance of the influence of the community in the enactment of the science specialism. Affordances, constraints and challenges of implementing the science specialist role are discussed.
PubDate: Tue, 11 Apr 2017 00:45:16 PDT
- Children with Speech Sound Disorders at School: Challenges for Children,
Parents and Teachers
Authors: Graham R. Daniel et al.
Abstract: Teachers play a major role in supporting children’s educational, social, and emotional development although may be unprepared for supporting children with speech sound disorders. Interviews with 34 participants including six focus children, their parents, siblings, friends, teachers and other significant adults in their lives highlighted challenges for these children in school, and challenges for their parents and teachers in meeting these children’s developmental and educational needs. These challenges were centred on the need for specific expertise in the school setting, and access to additional classroom and professional services to support these students’ engagement in the learning and social environments of school. This research identifies frustrations that impact these families and teachers as they attempt to navigate the bureaucracies to which they are beholden.
PubDate: Sun, 05 Mar 2017 20:00:34 PST
- The Congruity/Incongruity of EFL Teachers’ Beliefs about Listening
Instruction and their Listening Instructional Practices
Authors: Mohammad Nabi Karimi et al.
Abstract: While research on EFL teachers’ beliefs and the realization of these beliefs in their classroom practices has recently gained momentum in the field of applied linguistics, the study of teachers’ beliefs as they relate to listening has received insufficient attention in the literature. This study was conducted to investigate Iranian EFL teachers’ beliefs about listening and their beliefs-driven instructional practices. To this end, a listening beliefs questionnaire was administered to a total of 85 teachers (BA= 49, MA= 36), followed by classroom observation of 12 teachers (6 teachers per group) who were given an audio to teach. The results revealed that there was no significant difference between BA and MA teachers regarding their listening beliefs and beliefs-driven practices. The results of the Phi coefficient of correlation indicated that there was no significant relationship between teachers’ beliefs about listening instruction and their listening instructional practices. Furthermore, the results of the interview showed that time, besides other impediments, was the major obstacle for teachers to actualize their listening beliefs. The implications of the study for teacher education are discussed.
PubDate: Sun, 05 Mar 2017 20:00:30 PST
- Primary Mathematics Trainee Teacher Confidence and it’s Relationship
to Mathematical Knowledge
Authors: Stephen J. Norton
Abstract: The purpose of this paper is to examine trainee primary school teachers’ confidence in their mathematical content knowledge (MCK) and confidence to teach specific primary mathematics concepts (mathematics pedagogical content knowledge –MPCK) which was correlated to their actual MCK on specific tasks. For this correlational study survey and test data were collected from a cohort of 210 trainee teachers. It was found that confidence to do and to teach mathematics was reasonably strongly correlated with competence. Trainee teachers’ confidence varied greatly depending on the specific mathematics they were attempting. When presented with specific tasks, trainees were well aware of the link between personal numeracy levels and their potential to teach primary mathematics. A further finding was that the trainee teachers tended to over report their confidence. It is unknown if this is a cultural manifestation or a limitation of the scale. The data also add to the body of knowledge with respect to the MCK of about-to-graduate primary teachers.
PubDate: Sun, 05 Mar 2017 20:00:26 PST
- Teaching as a Career Choice: Triggers and Drivers
Authors: Ee Ling LOW et al.
Abstract: Why people are drawn to teaching has been a focal research area. However, previous studies seem to centre on the traditional conceptualisations of intrinsic, altruistic, and extrinsic motivations as well as some other similar categorisations. This study attempts to discuss the issue from a different conceptual stance, proposing a distinction between the “triggers” and the “drivers”. The influences on the motivation for joining teaching were explored through in-depth interviews with 26 student teachers. Results show that student teachers’ motivations for joining teaching in Singapore may differ in important ways from that of their counterparts in other places. More importantly, the results highlighted differences between “triggers” and “drivers” as well as the inter-relatedness between them. Some practical implications are drawn for teacher education both within Singapore and internationally.
PubDate: Sun, 05 Mar 2017 20:00:22 PST
- Primary Pre-Service Teachers’ Perceptions of Course Related Factors that
Enhance Instructional Self-Efficacy
Authors: Beverly J. Christian
Abstract: Pre-service teachers’ instructional self-efficacy, that is, their belief in their own ability to foster learning with instructional tactics, is one predictor of classroom effectiveness. This qualitative investigation used focus groups to gather data from fifty-one pre-service teachers enrolled in one Bachelor of Education (Primary) degree in Australia. Pre-service teachers were asked their perceptions of course related factors that increased their instructional self-efficacy. Focus group transcripts were themed and triangulated with prioritised lists developed by each of the focus groups. Pre-service teachers identified vicarious and enactive modelling, accompanied by professional conversations and a supportive learning culture as contributors to instructional self-efficacy. They also identified the need for continued scaffolding in mastery components of the course, recommending a specific strategy to enhance mastery learning
PubDate: Sun, 05 Mar 2017 20:00:19 PST
- Pre-service Teachers’ Reflections: The Influence of School 1:1 Laptop
Programs on their Developing Teaching Practice.
Authors: Susan Blackley et al.
Abstract: Throughout Australia, many government and non-government schools have implemented a one-laptop-per-student (1:1) policy. Whilst there was initial interest in the implementation of these programs, little has been done to track the uptake of digital learning technologies afforded by access to the laptops. This study examined pre-service teachers’ reflections on their experiences with 1:1 laptop programs in their secondary schooling. The lens for this reflection was their consideration of their aspirational teaching practice. Qualitative data were collected from two successive cohorts (2014 and 2015) of the first year of a Bachelor of Education course. The objectives of the research presented in this paper were to: capture recollections of the students’ experience of 1:1 laptop programs; categorise these recollections into positive and negative experiences; and investigate the impact of 1:1 laptop programs on students’ perceptions of teaching with ICTs and their personal learning at university.
PubDate: Sun, 05 Mar 2017 20:00:15 PST
- A Simulation Pedagogical Approach to Engaging Generalist Pre-service
Teachers in Physical Education Online: The GoPro Trial 1.0
Authors: Brendon P. Hyndman
Abstract: There has been a continuous increase in enrolments within teacher education programs in recent years delivered via online and external modes. Such levels of enrolment have raised discussion around the theory-practice nexus and whether pre-service teachers (PSTs) can optimally engage with practical learning components via online platforms. This paper provides insight into the potential and feasibility of using GoPro video technology as an innovation in online teacher education delivery of practical physical education (PE) classes. Upon completion of the university semester, qualitative data was collected detailing the generalist PSTs’ perceptions relating to the potential of using GoPro video footage to capture practical PE classes. Field note observations also documented implementation considerations for integrating GoPro technology into practical PE lessons. The findings from the GoPro trial provide valuable insight for teacher education providers for future planning and delivery of university practical PE classes online
PubDate: Thu, 23 Feb 2017 20:35:33 PST
- Evaluating the Effectiveness of Using Peer-Dialogue Assessment (PDA) for
Improving Pre-Service Teachers' Perceived Confidence and Competence
to Teach Physical Education
Authors: Narelle Eather et al.
Abstract: Developing effective methods for improving student learning in higher education is a priority. Recent findings have shown that feedback on student work can effectively facilitate learning if students are engaged as active participants in the feedback cycle; where they seek, generate and use feedback in the form of dialogue. This novel study investigates the use of peer dialogue assessment as an assessment for learning tool used in an existing undergraduate physical education course. Our findings demonstrate that when thirty six undergraduate physical education students were provided with instruction and practice using peer dialogue assessment after consecutive teaching performances, they exhibit significant improvements in perceived teaching confidence and competence, and teaching self-efficacy. Process evaluation results implying thatembedding peer dialogue assessment in higher education courses may be a feasible approach for facilitating learning, and that students were satisfied with using peer dialogue as a feedback method for improving teaching practices.
PubDate: Thu, 23 Feb 2017 20:35:29 PST
- Illness as Teacher: Learning from Illness
Authors: Joanne Yoo
Abstract: This article is a conceptual exploration into the value of illness, bodies and embodied practice in teacher education. It draws on my reflections and practitioner accounts of poor health to investigate the potential to learn from illness. I position myself in this discussion as a non-tenured academic who experiences the challenges of her uncertain work environment through her body. I examine the functionalist approaches that devalues the body and explain how the disruptions triggered by illness can enable individuals to create more authentic professional narratives. This paper explores the author’s growing awareness of illness, its impact and learning opportunities. Finally, the author investigates the value of writing about illness and the significance of teaching as a witnessing act. Such discussions of illness are pertinent to teacher education as illness is an inevitable part of life and can evoke powerful learning experiences.
PubDate: Thu, 23 Feb 2017 20:35:26 PST
- Raising the Curtain: Investigating the Practicum Experiences of
Pre-service Drama Teachers
Authors: Christina C. Gray et al.
Abstract: The practicum is internationally recognised as a valuable component of teacher education. It is an opportunity for pre-service teachers to develop teaching skills in authentic ways and pursue professional inquiry into practice. While extensive research has been conducted into the practicum generally, little research focuses on the practicum experience for pre-service drama teachers. This article, investigates the preparation of drama teachers for the profession with a particular focus on the practicum component of pre-service education. Drawing on the experiences of 19 pre-service drama teachers from a Western Australian university, focus-groups were conducted in order to scope the key components of the enablers and constraints embedded in their practicum. Four key themes were identified: stress, self-efficacy, mentoring practices, and teaching craft. In addition, the dimensions of each theme in relation to the adequate preparation of drama teachers were further revealed. Particular to the research was the role played by the extra curricula demands associated with drama as a learning area, and the mismatch between participant’s experience of drama and the culture shock many experienced in contemporary times. The research further emphasised the highs and lows of practicum, illuminating conditions most conducive to a quality practicum where pre-service drama teachers are able to develop pedagogy and the self-efficacy necessary to be an effective drama teacher, and importantly, one who remains in the profession.
PubDate: Thu, 23 Feb 2017 20:35:22 PST
- Educational Reforms and Implications on Teachers’ World of Work:
Perspectives of Fijian Primary Teachers
Authors: Govinda Lingam et al.
Abstract: This preliminary study reports on educational changes and its impact on primary teachers’ world of work in Fiji. Data were gathered from 38 primary teachers, using a questionnaire of Likert scale items and open-ended questions aiming to identify the intensity of the changes that have occurred in their work. The data analysis reveals the educational reforms as having intensified the work of teachers. In this regard, the principal stakeholder needs to be mindful of cumulative ongoing changes, to avoid any serious ramifications for teachers’ workload and in turn children’s learning outcomes. Teachers themselves highlighted the need for future changes to include more opportunities for continuous professional development to enable them to cope well with new demands of work. Implications of the study’s findings are also pertinent to other developing contexts such as those in the Pacific region and beyond because of ongoing transformations occurring in education systems worldwide
PubDate: Thu, 23 Feb 2017 20:35:19 PST
- Dimensions of Professional Growth in Work-Related Teacher Education
Authors: Leena Aarto-Pesonen et al.
Abstract: This article conceptualises adult learners’ professional growth in a tailored, work-related, teacher-qualification programme in physical education. The study data consisted of the reflective-learning diaries of 20 adult learners during a 2-year tertiary and work-related teacher-qualification programme. The data were analysed using data-driven open coding analysis, which was conducted using the constant comparative method of the grounded theory approach. This article presents the horizontal dimensions (egocentric learner, researching professional and expert within society) and the vertical dimensions (transforming self-image, expanding professional self-expression and widening agency) of the adult learners’ multifaceted professional growth process. In addition, the article discusses pedagogical implications in relation to developing teacher education in general and the education of physical education teachers in particular.
PubDate: Thu, 23 Feb 2017 20:35:14 PST
- Advocating School-University Partnership for Responsive Teacher Education
and Classroom-based Curricula: Evidence from Teachers’ Cognitions about
Principles of Curriculum Design and Their Own Roles
Authors: Muhammad Rahimi et al.
Abstract: This study investigated the differences between novice and experienced non-native English-speaking English-as-a-foreign-language (EFL) teachers’ cognitions about EFL curriculum design principles and their own roles in designing an EFL curriculum. The challenge these teachers faced in their roles and the support system they needed were also explored. Data were collected from 40 non-natives English-speaking EFL teachers using a questionnaire and open-ended questions. The results show that the observed differences between the two groups’ cognitions about EFL curriculum design principles were not statistically significant. Results also reveal that both groups believed they lacked the required theoretical knowledge, practical skills, and time and financial resources to develop the classroom-based EFL curriculum and assumed the role of material adapters for themselves. Teachers asserted that they tried to accommodate their students’ needs, interests, and other contextual factors through teaching strategies. They expressed aspirations for ongoing support from local scholars and experienced teachers to update their theoretical knowledge and to meet the challenges arising from their teaching contexts. Implied in the teachers’ responses was their need for developing a classroom-based EFL curriculum. In light of the findings, we recommend initiating school-university partnership for developing responsive teacher education programmes for pre-service as well as in-service teacher education.
PubDate: Thu, 09 Feb 2017 19:10:39 PST
- Assessing Curriculum Planning for Humanities Inquiry: The Challenges and
Opportunities of Poster Presentation
Authors: Heather D. Wallace et al.
Abstract: Authentic assessment has been promoted in teacher education as a means of addressing the challenge that pre-service teachers often face in translating theory into practice. In this article, we outline one approach to authentic assessment that utilises a poster format to present a humanities inquiry sequence. Drawing on a practice-based research project into inquiry learning, we explore the challenges and opportunities of this mode of assessment in meeting our curriculum aims. While we acknowledge limitations in this method, we conclude that posters provide a succinct and engaging means of organising, disseminating and assessing inquiry planning in humanities.
PubDate: Thu, 09 Feb 2017 19:10:34 PST