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  Subjects -> EDUCATION (Total: 1744 journals)
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EDUCATION (1456 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  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 5)
Academic Medicine     Full-text available via subscription   (Followers: 58)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 54)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 49)
Accounting & Finance     Hybrid Journal   (Followers: 46)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 15)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 3)
Across the Disciplines     Open Access   (Followers: 7)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 56)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 39)
Active Learning in Higher Education     Hybrid Journal   (Followers: 242)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 148)
Adult Education Quarterly     Hybrid Journal   (Followers: 173)
Advanced Education     Open Access   (Followers: 5)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 22)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 6)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
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: 5)
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: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 18)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 13)
American Educational Research Journal     Hybrid Journal   (Followers: 141)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 28)
American Journal of Education     Full-text available via subscription   (Followers: 165)
American Journal of Educational Research     Open Access   (Followers: 55)
American Journal of Health Education     Hybrid Journal   (Followers: 28)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 13)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 19)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 33)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 14)
Asia Pacific Education Review     Hybrid Journal   (Followers: 10)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 19)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 18)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 11)
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: 125)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 36)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 14)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 19)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 12)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 30)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 406)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Autism     Hybrid Journal   (Followers: 194)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 41)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 168)
British Journal of Educational Studies     Hybrid Journal   (Followers: 190)
British Journal of Educational Technology     Hybrid Journal   (Followers: 126)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 46)
British Journal of Special Education     Hybrid Journal   (Followers: 39)
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: 18)
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 Educação, Tecnologia e Sociedade     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  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 96)
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: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 5)
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: 14)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
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: 14)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
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: 2)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 25)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 15)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
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: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 18)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 27)
Comparative Education Review     Full-text available via subscription   (Followers: 32)
Comparative Professional Pedagogy     Open Access   (Followers: 2)

        1 2 3 4 5 6 7 8 | Last

Journal Cover Australian Journal of Teacher Education
  [SJR: 0.496]   [H-I: 12]   [21 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 0313-5373
   Published by Edith Cowan University Homepage  [5 journals]
  • Student-Athletes in my Classroom: Australian Teachers’ Perspectives of
           the Problems Faced by Student-Athletes Balancing School and Sport

    • Authors: Maureen M. O'Neill et al.
      Abstract: This paper emerged from a larger project about Australian high performance school age athletes self-identified problems in balancing their academic and sporting lives. Teachers of student-athletes are ideally placed to observe stresses faced by these students, but little is published about teacher perspectives on this topic. A qualitative analysis of interview data from 10 teachers, across 10 Australian secondary schools, revealed critical information about the similarities and differences in their perspectives compared to those of student-athletes and parents. Teachers identified five main areas where student-athletes required dedicated support, and provided examples of solutions to address these. Their practical strategies complement the characteristics of the ‘athlete-friendly’ school and serve as examples of best practice support that other schools could adopt. On analysis, these strategies align with the Australian Professional Standards for Teachers. Consequently, the focus of this paper relates to the teacher perspectives and how this impacts teacher practice.
      PubDate: Mon, 11 Sep 2017 23:06:34 PDT
  • Pranayama Meditation (Yoga Breathing) for Stress Relief: Is it Beneficial
           for Teachers'

    • Authors: Stevie-Jae Hepburn et al.
      Abstract: The effects of stress can have a significant impact on an individual’s personal life, relationship with colleagues, job satisfaction and career prospects. If unmanaged, stress can be the trigger that drives talented, motivated teachers out of our classrooms and into other professions. Yoga and meditation have been prescribed as a form of complementary alternative medicine for the treatment of stress, anxiety and depression. The current exploratory, mixed-methods case study aimed to determine if the participants in a five-week pranayama meditation (yoga breathing) course experienced a degree of stress relief. The course included one 60-minute weekly meditation class focusing on breath awareness. The Perceived Stress Scale was administered pre and post-course, weekly journal reflections were recorded, and a structured interview was completed at the conclusion of the course. Findings indicated that the participants experienced a decrease in their perceived level of stress. Participants reported benefits in both their professional and personal lives.
      PubDate: Mon, 11 Sep 2017 23:06:29 PDT
  • How Ideological Differences Influence Pre-Service Teachers’
           Understandings of Educational Success

    • Authors: Justin Sim
      Abstract: This paper explores how popular ideological discourses within public policy are influencing the views and practices of pre-service teachers at a university in Melbourne. The research began by examining how educational success has been historically understood by individuals vis-à-vis government discourse. Three values and four corresponding ideological positions were used to create a theoretical framework. The researcher then surveyed a small cross-section of pre-service teachers to investigate how these values contributed to their understandings of educational success, and how these understandings were used to justify their receptions of neoliberal reforms in education. The data shows that democratic equality was the most influential value in participant understandings of educational success. However, attitudes and justifications towards the reforms diverged significantly, suggesting that these values were being positioned differently in discourse. The results were then critically analysed with reference to the theoretical framework. The paper concludes with a discussion of potential implications for policymaking in teacher education, and highlights the importance of preserving the intellectual autonomy of pre-service teachers as they enter the profession.
      PubDate: Mon, 11 Sep 2017 23:06:25 PDT
  • Implications of the University of South Africa's (UNISA) shift to
           Open Distance e-Learning on Teacher Education

    • Authors: Sindile A. Ngubane-Mokiwa
      Abstract: This conceptual and exploratory article seeks to explore the implications of the University of South Africa’s (Unisa) shift from open distance learning (ODL) to open distance e-learning (ODeL) on Teacher Education. In addition, the article problematizes the shift as a policy imperative. Unisa’s mandate to provide teacher education opportunities to previously disadvantaged African students who were excluded from higher education opportunities by apartheid policies and legislation is considered. With this in mind, the blind spot is that the intended shift from ODL to ODeL presumes existence of a culture of use, and reliance on modern electronic technologies. Put simply, the shift has unintended consequences of perpetuating socio-economic inequalities. In this paper, I shall argue that the promise of global e-learning can only be realized if Unisa was to strive for a better understanding of teaching and learning in the context of previously disadvantaged space(s).
      PubDate: Mon, 11 Sep 2017 23:06:21 PDT
  • Heads You Win, Tails I Lose: The Dilemma Mandatory Reporting Poses for

    • Authors: Meredith Falkiner et al.
      Abstract: Australian teachers are mandated to report instances of child maltreatment should they suspect a child is being maltreated. Some teachers are reluctant to make a report based on suspicion alone. This review examines the barriers that may prevent teachers from reporting. It is suggested that to overcome these barriers and form a reasonable belief that a child is being maltreated, teachers may attempt to seek out proof by questioning the suspected victim. Inappropriate questioning can have detrimental consequences such as wrongful reporting when maltreatment is not occurring, or worse, no report made when a child is being maltreated. Based on the review of the literature presented in this paper and given the changing landscape of mandatory reporting in Australia, research is recommended. First, to determine if the barriers for reporting still hold true and, secondly, to establish the motivations of teachers who may question a child when they suspect maltreatment, along with exploration on how they approach this task.
      PubDate: Mon, 11 Sep 2017 23:06:17 PDT
  • English Classrooms and Curricular Justice for the Recognition of LGBT
           Individuals: What Can Teachers Do'

    • Authors: Jane Pearce et al.
      Abstract: Discrimination against LGBT[1] individuals remains widespread across Australia. Since schools continue to promote regimes of heterosexuality and cis-normativity, teachers have a crucial role in creating contexts in which LGBT young people feel accepted and safe. Drawing on North’s (2006) work on social justice and Connell’s (2012) discussion of curricular justice, this article explores opportunities and constraints experienced by a group of English secondary teachers attempting to practise in socially just ways. Results indicate that through the English curriculum, it is possible for teachers to find moments to achieve social justice for LGBT individuals.
      [1] In reference to lesbian, gay, bisexual and transgender people, the acronym LGBT is used in this manuscript. Whilst we appreciate that different terms such as LGBTQI may be used for people who may not self-identify as heterosexual and/or cisgendered, in this article we limit the terminology to LGBT given that teacher participants spoke only about this group of students.
      PubDate: Mon, 11 Sep 2017 23:06:13 PDT
  • Education or Quality of Teaching' Implications for Australian

    • Authors: R. Scott Webster
      Abstract: The argument being made here is that democratic life is more likely if educators actually ‘educate’, rather than comply with quality of teaching approaches as promoted by the Australian federal government. Engaging with some philosophy of education can assist educators to resist being seduced by notions such as ‘quality teaching’, ‘evidence-based’ practices and ‘impact’ and to exercise the intellectual and political resolve necessary to ensure educational practices promote democracy (Biesta, 2010a) and are not surrendered to the control of non-educators. Blake et al. (2000, p. xiii) identify that philosophy is usually avoided in discussions regarding quality, evidence-based approaches and accountability because bureaucrats are “intolerant of philosophical debate”. By drawing largely upon the works of Dewey and his notions of education, democracy and the science of education, it is argued that what is needed is for teacher-educators to focus on ‘educating’ teachers, as professionals, to be critically scientific and democratic.
      PubDate: Mon, 11 Sep 2017 23:06:09 PDT
  • International Students Experience in Teacher Education: Creating Context
           Through Play Workshops

    • Authors: Dawn Joseph et al.
      Abstract: Higher education in Australia attracts many international students. Universities are challenged to prepare them with the necessary understandings, knowledge and skills to effectively participate in their study. For international students, understanding Early Childhood contexts in Australia is a new way of viewing teaching and learning from their own cultural perspective. This paper situates itself as part of a wider study “Improving work placement for international students, their mentors and other stakeholders”. A pilot program was run at Deakin University for the Master of Teaching Early Childhood students to undertake play workshops before commencing placement. Questionnaires were analysed using Interpretative Phenomenological Analysis. Three themes emerged and are discussed. The findings show that while play workshops may provide a ‘place and space’ for international students to gain knowledge, skills and understandings before going out on placement, they do have some limitations. Generalisations to other institutions cannot be made.
      PubDate: Mon, 11 Sep 2017 23:06:05 PDT
  • Fostering Creative Ecologies in Australasian Secondary Schools

    • Authors: Leon R. de Bruin et al.
      Abstract: This study investigates and compares elements of creativity in secondary schools and classrooms in Australia and Singapore. Statistical analysis and qualitative investigation of teacher, student and leadership perceptions of the emergence, fostering and absence of creativity in school learning environments is explored. This large-scale international study (n=717) reveals the impact of teacher behaviours, teaching environments and school leadership approaches that promote and impede the enhancement of creative, critical, and innovative thinking, organisation, and curriculum structures. Implications for Australian schools and teaching urge for secondary education to challenge current, practices, pedagogies and environments, arguing for school-based strategies and considerations that enhance creativity and critical thinking and the fostering of creative ecologies within Australian schools.
      PubDate: Mon, 11 Sep 2017 23:06:01 PDT
  • Influences of Instructional Policies on Novice Teacher Cognition: Help or
           a Hindrance'

    • Authors: Gokcen Gok et al.
      Abstract: This study investigates how novice English as a foreign language teachers (EFL) navigate their teaching in a university setting while attending an in-service teacher training program to improve their teaching skills. The purpose is to explore the influences of the curriculum followed at an intensive English program on novice teachers’ cognitions. Two Turkish novice teachers of English took part in this study, in which qualitative data collection was employed. Findings revealed that the teachers encountered certain challenges in realizing the curriculum objectives. These included confusions regarding the curriculum followed in their teaching context and tensions between their beliefs and practices while realizing the curriculum objectives which prevented them from teaching in line with their beliefs. The study also found that the teachers responded to the curriculum requirements in classrooms in different ways mostly compromising their own beliefs. The teachers’ classroom practices coupled with the influences of the curriculum on their beliefs and practices indicated that the curriculum was a hindrance for them rather than a help. This calls for a more inclusive approach to curriculum development. The study suggests that institutions should encourage teachers’ participation in decision-making processes of curriculum development and implementation. Otherwise, teachers will feel disempowered in the interpretation and application of the curriculum in their teaching contexts.
      PubDate: Mon, 11 Sep 2017 23:05:56 PDT
  • The Role of Teachers in Identifying and Supporting Homeless Secondary
           School Students: Important Lessons for Teacher Education

    • Authors: Monica Thielking et al.
      Abstract: Young people entering homelessness often do so while still at school. This study explores Australian teachers’ and other student support staff perspectives of the experiences of students who are running away from home, the barriers to student help-seeking, and how local youth services can best support secondary schools to provide necessary services to keep students at school and at home or in some other form of safe and secure accommodation. The study revealed that although teachers and student support staff report awareness that student couch surfing exists; there are a range of barriers which prevent a student from seeking help. Teachers called for stronger relationships between schools and youth homelessness services to achieve a more effective and informed early intervention response. Teachers also asked for guidance on how to respond when students are homeless. The overall results have important implications for teacher education and practice as well as informing education welfare policies.
      PubDate: Sun, 13 Aug 2017 21:43:54 PDT
  • The Impact of Conducting Practitioner Research Projects on Teachers’
           Professional Growth

    • Authors: Annette Hilton et al.
      Abstract: There is growing interest in the effectiveness of practitioner research for promoting teachers’ professional learning. It is important to determine if and why practitioner research is effective for teachers, however, it is also necessary to determine what support they need to develop research skills to design and implement practitioner research. This article reports on a year-long pilot study that aimed to design a model of professional learning to enhance teachers’ research skills and support them to conduct their own research. The study involved 11 participants from four schools. Eight full-day workshops were designed to develop research skills and scaffold the research projects. Participants were surveyed at the beginning of the study and interviewed mid-way and at the end. The findings indicated professional growth for all participants both in terms of research skills and other professional outcomes, such as enhanced classroom or school-wide practice.
      PubDate: Sun, 13 Aug 2017 21:43:49 PDT
  • What EFL Student Teachers Think about their Professional Preparation:
           Evaluation of an English Language Teacher Education Programme in Spain

    • Authors: Juan de Dios Martínez Agudo
      Abstract: Given the importance of programme evaluation in the EFL teacher education, this research paper of exploratory-interpretive nature mainly focuses on both strengths and weaknesses identified through the analysis and/or critical evaluation of an EFL teacher education programme carried out in Spain. Both quantitative and qualitative research methodologies were used in the study. The current TEFL programme has several strengths, but also certain significant shortcomings in light of the high percentage of undecided responses. The TEFL programme was evaluated positively by participant student teachers in general, in terms of pedagogic competence and promotion of reflection, although more input on English proficiency is actually needed and the amount of practice teaching should also be increased. Additionally, the findings of this study also offer some helpful suggestions and/or recommendations for improving the current EFL teacher education programme at least in the Spanish evaluation context.
      PubDate: Sun, 13 Aug 2017 21:43:45 PDT
  • Motivations and Concerns: Voices from Pre-service Language Teachers

    • Authors: Suzan Kavanoz et al.
      Abstract: Contemporary interactionist theories conceive identity formation as a dynamic process that is continuously co-constructed within a social context. For pre-service language teachers, teacher education programs constitute the context in which their professional identities are formed. This cross-sectional qualitative study aims at exploring variations in pre-service language teachers’ motivations, and concerns in order to understand how their identity is developed throughout teacher education programs. Data were collected from 121 pre-service language teachers at a state university in Turkey through their written reports. The differences across years with respect to their motivations and concerns indicated that as pre-service language teachers proceed along their education; their professional identity does not remain stable. The fluctuations observed among different year levels demonstrate the interplay between the context and the self. We suggest that these personal attributes need to be monitored in order to enhance language teacher education programs.

      PubDate: Sun, 13 Aug 2017 21:43:40 PDT
  • Practical and Theoretical Knowledge in Contrast: Teacher Educators´
           Discursive Positions

    • Authors: Marie-Helene Zimmerman Nilsson
      Abstract: Higher education in general and teacher education in particular have been subjected to significant changes. As there are few studies examining how actors rhetorically position themselves within this context, the ambition of the paper is to study conversations between teacher educators related to norms and values in education. The aim of the paper is to study interpretative repertoires and subject positions that are constructed in conversations between teacher educators and to discuss these in relation to qualities in teacher education.The theoretical framework emanates from post-structuralist and social constructionist theories. The empirical material consists of group conversations with teacher educators. The findings reveal that the practical and theoretical appear to be in contrast, which in turn seem to affect education quality. Finally, implications of the findings are discussed, where a future diagonal diverse discourse, combining theoretical and practical knowledge, is argued for.
      PubDate: Sun, 13 Aug 2017 21:43:36 PDT
  • Listening to the Voices of Education Professionals Involved in

    • Authors: Maria Lennox et al.
      Abstract: This paper explores teachers’ and teacher assistants’ self-efficacy of delivering PrepSTART, a classroom based, oral language and early literacy program for five-year-old students. In the current study, speech pathologists developed, provided training and monitored program implementation. Teachers and teacher assistants (n = 17) shared their experiences of delivering PrepSTART through a series of focus groups. A content analysis was conducted to determine key themes in participant responses. These themes were then analysed in relation to the four self-efficacy components (mastery, experience, vicarious experience, verbal persuasion and emotional arousal). Differences in levels of understanding about oral language development, communication between professionals, and the importance of building networks emerged as key themes. An improved understanding of the self-efficacy of professionals regarding the implementation of oral language programs will further facilitate the interdisciplinary approach that is needed to promote early academic success for students.
      PubDate: Sun, 13 Aug 2017 21:43:31 PDT
  • Preservice Teachers’ Identity Development during the Teaching

    • Authors: Tran Le Huu Nghia et al.
      Abstract: This article reports the analysis of two preservice teachers’ narratives to highlight the process of teacher identity development during their teaching internship. The analysis showed that their teacher identities had been shaped before they entered the teacher education program where it continued to be shaped by educational experts. In that way, they formed expectations or imaginations of their professional roles and responsibilities prior to the teaching internships. When entering the teaching internships, these pre-existing expectations or imaginations were challenged by the reality they faced. Their engagement with the internship, resilience and negotiations of professional practices were found to be significant for the development of their teacher identities. The article discusses some important implications for teacher education programs.
      PubDate: Sun, 13 Aug 2017 21:43:27 PDT
  • Criticality in Physical Education Teacher Education: Do Graduating
           Standards Constrain and or Inhibit Curriculum Implementation

    • Authors: Ian Culpan
      Abstract: Over the last decade and a half, physical education curricula in New Zealand and Australia have had a strong socio-cultural-critical orientation, providing in depth opportunities for critical inquiry. This article suggests that trying to achieve a criticality maybe impeded and or constrained by present graduating teacher standards. In the discussion, it is highlighted that neither New Zealand nor Australia graduating teacher standards overtly suggest critical inquiry as a part of beginning teachers’ required knowledge, skills or dispositions. This could be a significant constraint on maximising the intent of the New Zealand and Australia physical education curricula. As a result, this article makes suggestions as to how a pedagogical constructive framework, with an emphasis on critical constructivism, might provide a way forward.

      PubDate: Mon, 31 Jul 2017 22:37:32 PDT
  • From Swan to Ugly Duckling' Mentoring Dynamics and Preservice
           Teachers’ Readiness to Teach

    • Authors: Mahsa Izadinia
      Abstract: This study focuses on two preservice teachers who experienced significantly different mentoring relationships in their two placements during a one-year teaching degree in a university in Western Australia. Data were collected through three rounds of semi-structured interviews, reflective journals and classroom observations. The findings indicated that mentor teachers’ mentoring styles considerably informed the preservice teachers’ perceptions of themselves as teachers and facilitated or inhibited their professional development. Implications for practice include teacher education programs invest more time and rigour in selecting and preparing mentors for their crucial role.
      PubDate: Mon, 31 Jul 2017 22:37:29 PDT
  • Transforming Pre-Service Teachers’ Beliefs and Understandings about
           Design and Technologies

    • Authors: Marnie Best
      Abstract: Design and Technologies challenges students to think differently: to think critically and creatively. Yet, how, when and why students are exposed to Design and Technologies curriculum in school classrooms is at the prerogative of their teacher. For this reason, it is imperative that pre-service teachers are inspired by and engaged through relevant, rigorous and responsive courses throughout their undergraduate teaching program. Situated within the Bachelor of Education (Primary and Middle) degree at the University of South Australia, Australia, this study captures pre-service teachers’ emerging beliefs, attitudes and understandings of Design and Technologies. Drawing on the comparative responses of pre-service teachers collected at the commencement and conclusion of an undergraduate Design and Technologies course, this paper highlights how immersion in a curriculum area can transform pre-service teachers’ theoretical, conceptual and practical understandings and how this may influence how, when and why they incorporate the learning area in their subsequent teaching experiences.

      PubDate: Mon, 31 Jul 2017 22:37:25 PDT
School of Mathematical and Computer Sciences
Heriot-Watt University
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Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
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