发布求助
文献互助 智能选刊 最新文献

Australian Journal of Teacher Education最新文献

筛选
英文 中文
A Study of Victorian Teachers’ Beliefs About Student Behaviour and Their Perception of Preparation and Confidence to Engage inand Their Perception of Preparation and Confidence to Engage in Evidence-based Behaviour SupportEvidence-based Behaviour Support 维多利亚时期教师对学生行为的信念及其参与准备和信心的感知以及参与循证行为支持的准备和信心的感知研究
IF 0.6
Australian Journal of Teacher Education Pub Date : 2022-01-01 DOI: 10.14221/ajte.2022v47n1.2
R. Fox, U. Sharma, Erin S. Leif
{"title":"A Study of Victorian Teachers’ Beliefs About Student Behaviour and Their Perception of Preparation and Confidence to Engage inand Their Perception of Preparation and Confidence to Engage in Evidence-based Behaviour SupportEvidence-based Behaviour Support","authors":"R. Fox, U. Sharma, Erin S. Leif","doi":"10.14221/ajte.2022v47n1.2","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n1.2","url":null,"abstract":"Positive and proactive approaches to behaviour support have been recognised as one component required to create effective and inclusive school environments (Finkelstein et al., 2019). States and territories within Australia have increasingly adopted school- wide positive behavioural interventions and supports (SWPBIS) as a means to creating effective social and behavioural change (Poed & Whitefield, 2020). However, ensuring staff implement SWPBIS as it is intended has been a challenge, both in Australia and internationally (McIntosh et al., 2016; NSW Ombudsman, 2017). The current study identifies and seeks to address two gaps in the existing literature exploring noted barriers to the successful and sustained implementation of SWPBIS. First, limited exploration of teachers’ perceptions of their preparation (pre-service and in-service) and confidence to engage in SWPBIS practices and supports has been undertaken in Australia. Additionally, the degree to which teachers agree with a functional approach to understanding and supporting student behaviour has not been undertaken in an Australian context. The findings from such exploration may be used to inform the development of teacher training programs, and support efforts to successfully and sustainably implement SWPBIS in Australian schools.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"47 2 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82177783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Preservice Teachers’ Wellbeing in Mathematics Education 职前教师在数学教育中的幸福感
IF 0.6
Australian Journal of Teacher Education Pub Date : 2022-01-01 DOI: 10.14221/1835-517x.5980
Philemon Chigeza
{"title":"Preservice Teachers’ Wellbeing in Mathematics Education","authors":"Philemon Chigeza","doi":"10.14221/1835-517x.5980","DOIUrl":"https://doi.org/10.14221/1835-517x.5980","url":null,"abstract":": The study investigated first-year preservice teachers’ affective, conative, cognitive, social, and physical wellbeing in a mathematics education subject at a regional university in Far North Queensland. Data collected included pre and post surveys with forty-nine preservice teachers, and interviews with preservice teachers and teacher educators. The pre and post surveys evaluated preservice teachers’ belief statements about their wellbeing before and after a six-week module. Before the module, their belief statements suggested significant challenges. The post survey suggested an increased confidence with mathematics. Four themes that emerged from interview data analysis included the need to: address the emerging unbalanced wellbeing; address overlapping challenges for both preservice teachers and educators that negatively affect learning; understand that lack of challenges is detrimental to wellbeing balance; and develop guiding frameworks to address the emerging challenges. The paper discusses possible implications to the practice of teaching and learning in mathematics education and other subject areas.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"53 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91254918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teachers’ Perceptions and Experiences during an Annual Performance and Development Cycle 教师在年度绩效和发展周期中的看法和经验
IF 0.6
Australian Journal of Teacher Education Pub Date : 2022-01-01 DOI: 10.14221/1835-517x.5622
Kerry Elliott, J. Hattie, Lorraine Graham
{"title":"Teachers’ Perceptions and Experiences during an Annual Performance and Development Cycle","authors":"Kerry Elliott, J. Hattie, Lorraine Graham","doi":"10.14221/1835-517x.5622","DOIUrl":"https://doi.org/10.14221/1835-517x.5622","url":null,"abstract":": In this study, the perceptions and experiences of eighteen teachers across three primary schools in Victoria, Australia, were examined as they participated in an annual performance and development cycle, guided by the Australian Teacher Performance and Development Framework. The study sought to investigate teachers’ experiences and perceptions of the cycle to understand the aspects perceived as valuable to these teachers . Semi-structured interviews and focus groups were held with teachers at the beginning and end of each school’s annual performance and development cycle, and responses were thematically analysed . Findings suggest that school leaders perform a critical role in the success of performance and development processes, and cultivating a culture of learning and development with a focus on individual and collective improvement helped teachers feel connected to these processes and empowered as learners. The findings of this study have implications for the individual and collective nature of performance and development. Based on research and findings, a five-step model is proposed to support the design and implementation of meaningful teacher performance and development processes.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"33 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72825801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations 培养职前教师使用课堂情景练习困难对话的有效教师概念
IF 0.6
Australian Journal of Teacher Education Pub Date : 2021-12-01 DOI: 10.14221/ajte.2021v46n12.2
Denise L. Lindstrom, Gwenan Jones, Meredith M. Thompson, Joshua Hertlein
{"title":"Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations","authors":"Denise L. Lindstrom, Gwenan Jones, Meredith M. Thompson, Joshua Hertlein","doi":"10.14221/ajte.2021v46n12.2","DOIUrl":"https://doi.org/10.14221/ajte.2021v46n12.2","url":null,"abstract":"Faculty from three different teacher preparation programs implemented classroom scenarios to help preservice teachers practice holding difficult conversations with students. The goal was to enhance critical reflection and discussion around creating culturally responsive classrooms to change preservice teacher conceptions of effective teachers' qualities. Results indicate that preservice teacher conceptions of effective teachers shifted from a focus on personal attributes to teaching skills. This study addresses the need for practice-based teacher education that has advanced in parallel with efforts to find new ways to the practical knowledge needed to be culturally responsive teachers.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"184 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85677253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Supporting Urban-Oriented Teacher Candidates to Experience Rural Schooling: The Story of a Virtual Adapted Practicum 支持面向城市的教师候选人体验农村教育:一个虚拟改编实习的故事
IF 0.6
Australian Journal of Teacher Education Pub Date : 2021-12-01 DOI: 10.14221/ajte.2021v46n12.6
Joanne Pattison-Meek
{"title":"Supporting Urban-Oriented Teacher Candidates to Experience Rural Schooling: The Story of a Virtual Adapted Practicum","authors":"Joanne Pattison-Meek","doi":"10.14221/ajte.2021v46n12.6","DOIUrl":"https://doi.org/10.14221/ajte.2021v46n12.6","url":null,"abstract":"In the fall of 2020, due to the institutional impacts of COVID-19, the Master of Teaching Program in the Ontario Institute for Studies in Education, University of Toronto (Canada) transitioned to a modified practicum program. In this article, I draw on self-study (Kitchen et al., 2020) to examine and share my experiences as a Practicum Advisor tasked to design and deliver a four-week virtual practicum program for 30 teacher candidates, without access to high school classrooms. I reflect on how my rural teacher and researcher selves informed my practicum design in one of Canada’s largest urban faculties of education, including teacher candidates’ development of data portraits based on one rural case study high school. A virtual adapted practicum presented me with a narrow opening, in an otherwise urban-dominant curriculum, to expand teacher candidates’ gaze beyond the metropolis.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"138 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89475308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Role of the Teacher as Assessor: Developing Student Teachers’ Assessment Identity 教师作为评估者的角色:培养学生教师的评估认同
IF 0.6
Australian Journal of Teacher Education Pub Date : 2021-12-01 DOI: 10.14221/ajte.2021v46n12.4
A. Doyle, Marie C. Johnson, Enda Donlon, E. McDonald, P. Sexton
{"title":"The Role of the Teacher as Assessor: Developing Student Teachers’ Assessment Identity","authors":"A. Doyle, Marie C. Johnson, Enda Donlon, E. McDonald, P. Sexton","doi":"10.14221/ajte.2021v46n12.4","DOIUrl":"https://doi.org/10.14221/ajte.2021v46n12.4","url":null,"abstract":"The closure of schools across the globe due to the Covid-19 pandemic had the potential to have a catastrophic impact on a fundamental pillar of initial teacher education: school placement. This paper maps a new “site” of professional practice for “school placement” called “Teacher Online Programme” (TOP) using Xu and Brown’s (2016) conceptual framework of teacher assessment literacy in practice. Its main focus lies in the integration of the assessment baseline knowledge into the programme under the seven elements proposed by the framework. A case study methodology informed the approach taken. Data was collected and analysed in three phases: the Teaching Online Programme Year 3 (TOP3) initiative; Student-teacher and Tutor Questionnaires and Student-teacher and Tutor focus group interviews. The findings highlight the complex and multifaceted process of building teacher assessment identity which nests in the larger purposes for education. They encourage an emergentist and collaborative approach to assessment knowledge and view working in communities of practice as a threshold for creativity and innovation.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"25 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79311004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
The UK’s Project Faraday and Secondary STEM Education 英国的法拉第计划和中等STEM教育
IF 0.6
Australian Journal of Teacher Education Pub Date : 2021-12-01 DOI: 10.14221/ajte.2021v46n12.5
Geoffrey W. Lummis, J. Boston, P. Mildenhall, S. Winn
{"title":"The UK’s Project Faraday and Secondary STEM Education","authors":"Geoffrey W. Lummis, J. Boston, P. Mildenhall, S. Winn","doi":"10.14221/ajte.2021v46n12.5","DOIUrl":"https://doi.org/10.14221/ajte.2021v46n12.5","url":null,"abstract":"This ethnographic study reports on the findings from seven English secondary schools that participated in Project Faraday. The project was funded by the Department for Children, Schools and Families to build innovative learning environments to encourage students into upper secondary inquiry-based STEM. Despite the innovative classrooms, the schools emphasised A-Level university entrance science. Technicians prepared for specific science subjects, although teachers acknowledged the value of inquiry-based pedagogies. UK policies prioritising A-Level assessment were found to be impeding inquiry-based STEM, although wealthy schools had the resources to facilitating both A-Level science and inquiry-based STEM through clubs and co-curricular programs. Our data elicited important general design principles to inform makerspaces for inquiry-based STEM for adult learners. We concluded that initial teacher education programs should provide graduates with pedagogical experiences in makerspaces that enabled them to appraise contemporary school learning environments; and be informed about securing safe, flexible, and durable equipment for students.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"135 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77982569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
The Professional Profile of Teachers Working with Roma Students based on their Perceptions of Cultural Diversity. A Study in Compulsory Education 基于罗姆学生对文化多样性的认知，教师与罗姆学生合作的专业概况。义务教育研究
IF 0.6
Australian Journal of Teacher Education Pub Date : 2021-12-01 DOI: 10.14221/ajte.2021v46n12.1
M. López-López, Clemente Rodrguez-Sabiote, Stefania La Malfa
{"title":"The Professional Profile of Teachers Working with Roma Students based on their Perceptions of Cultural Diversity. A Study in Compulsory Education","authors":"M. López-López, Clemente Rodrguez-Sabiote, Stefania La Malfa","doi":"10.14221/ajte.2021v46n12.1","DOIUrl":"https://doi.org/10.14221/ajte.2021v46n12.1","url":null,"abstract":"Encouraging inclusive and intercultural education has become one of the key objectives for a number of international organisations and educational systems. However, moving towards this goal is impossible without the collaboration of teachers as their perceptions influence the way they organise and carry out their professional activities. The aim of this paper is to define the professional profile of compulsory education teachers working with Roma students in the Italian city of Messina. It is based on a study of their perceptions of cultural diversity and involves 182 teachers responsible for teaching students in the first cycle of compulsory education (6-14 year olds). A quantitative design using descriptive statistics resulted in the identification of two types of teacher profile, one with positions favourable to cultural diversity and the other with views and practices not favourable to it.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79371245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
“Why I Don’t Teach As I was Trained”: Vietnamese Early Career ESOL Teachers’ Experience of Reality Shock “为什么我不像训练的那样教学”:越南早期职业英语教师的现实冲击体验
IF 0.6
Australian Journal of Teacher Education Pub Date : 2021-12-01 DOI: 10.14221/ajte.2021v46n12.3
Vu Tran-Than
{"title":"“Why I Don’t Teach As I was Trained”: Vietnamese Early Career ESOL Teachers’ Experience of Reality Shock","authors":"Vu Tran-Than","doi":"10.14221/ajte.2021v46n12.3","DOIUrl":"https://doi.org/10.14221/ajte.2021v46n12.3","url":null,"abstract":"Trained intensively in teaching English for communication, beginning Vietnamese ESOL teachers still follow the traditional approach in their classroom, i.e., teaching for grammar-and-vocabulary exams. This contrast in pedagogical practices is caused by “reality shock”, which happens for most teachers during the first few years into teaching. The current study aims to explore how reality shock influences and transforms early career ESOL teachers’ teaching methodologies. It employs an interpretative case study research design to outline both external and internal factors that characterize reality shock. The results show that besides English education policy, students’ cooperativeness and professional support, the participants were also affected by their own pedagogical competence, beliefs, and attitudes. Recommendations for assessment policies, professional development and further research have also been put forward.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"331 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76904091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Leveraging Social Media and Scholarly Discussion for Educator Empowerment 利用社会媒体和学术讨论为教育工作者赋权
IF 0.6
Australian Journal of Teacher Education Pub Date : 2021-11-01 DOI: 10.14221/ajte.2021v46n11.3
S. Kolber, Sandy Nicoll, K. McGraw, Nicholas Gaube, Keith Heggart
{"title":"Leveraging Social Media and Scholarly Discussion for Educator Empowerment","authors":"S. Kolber, Sandy Nicoll, K. McGraw, Nicholas Gaube, Keith Heggart","doi":"10.14221/ajte.2021v46n11.3","DOIUrl":"https://doi.org/10.14221/ajte.2021v46n11.3","url":null,"abstract":"This paper shares insights from an international community of educators who have been using social media as a virtual space for a scholarly reading group: #edureading. The collection of educator narratives presented in this paper show how social networks on Twitter and Flipgrid were used as inclusive environments for teacher-led professional development. This paper is both a report of research involving five practitioners inquiring into their collective experience, and an exercise in building the scholarly capacity of the #edureading group. The accessibility of the social media platforms, as well as the collaborative, inquiry-based approach to scholarly reading, emerge as key themes in the educator narratives. The findings of this research emphasise that professional learning occurring in virtual spaces is open to social mediation using the norms of social networks, rather than the norms of workplaces, jurisdictions or education sectors, and that this can lead to a greater sense of empowerment for educators","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"33 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73676453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信