The Australian Educational Researcher最新文献_第4页

Enablers and constraints to teacher educator wellbeing amidst institutional accountability cultures: a PERMA perspective 机构问责文化中师范教育工作者福祉的促进因素和制约因素：PERMA 观点

The Australian Educational Researcher Pub Date : 2024-06-19 DOI: 10.1007/s13384-024-00738-9

Ellen Larsen, Georgina Barton, Kristina Turner, Susie Garvis

{"title":"Enablers and constraints to teacher educator wellbeing amidst institutional accountability cultures: a PERMA perspective","authors":"Ellen Larsen, Georgina Barton, Kristina Turner, Susie Garvis","doi":"10.1007/s13384-024-00738-9","DOIUrl":"https://doi.org/10.1007/s13384-024-00738-9","url":null,"abstract":"The work of contemporary teacher educators in university contexts is under increasing political and public scrutiny as the focus on Initial Teacher Education (ITE) reform intensifies. Consequently, there are growing concerns for teacher educators’ wellbeing amidst escalating expectations and pressures. While research has explored the wellbeing of university academics more generally, less is understood about teacher educators more specifically. This paper aims to deepen understanding of the perceived enablers and constraints influencing how teacher educators experience wellbeing within their everyday work as academics in higher education contexts. Using metalogue as method, nine teacher educators from two Australian universities collectively reflected on their wellbeing during an online focus group session guided by an arts-based activity. Framed by the key constructs of the PERMA wellbeing framework, the ensuing metalogue was analysed thematically. Findings highlighted the particular importance they place on feeling a sense of value, purpose, and meaning in their work as educators for their wellbeing. Findings further showed how the impact of current external reform-driven accountabilities on their work and that of educators in the profession more broadly constrain their wellbeing. These findings have implications for institutional leaders and teacher educators in Australia and internationally where academics are experiencing performative cultures.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141507417","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

Narratives of high school teachers’ identity renewal through teaching a new intercultural curriculum subject 高中教师通过教授新的跨文化课程科目更新身份的叙述

The Australian Educational Researcher Pub Date : 2024-06-13 DOI: 10.1007/s13384-024-00734-z

David Browning, J. Kriewaldt, Julie McLeod

引用次数: 0

Leveraging students' voices: understanding ways university support services can strengthen student support 利用学生的声音：了解大学支持服务如何加强对学生的支持

The Australian Educational Researcher Pub Date : 2024-06-12 DOI: 10.1007/s13384-024-00731-2

Elizabeth Hitches, Stuart Woodcock, Kerry-Ann O’Sullivan, John Ehrich

引用次数: 0

‘Sky’s the limit’: a case study in fostering young children’s creativity during STEM online learning experiences 天空的极限"：在 STEM 在线学习体验中培养幼儿创造力的案例研究

The Australian Educational Researcher Pub Date : 2024-06-12 DOI: 10.1007/s13384-024-00739-8

K. Maslin, Karen Murcia, S. Blackley, Geoff Lowe

引用次数: 0

The impact of Learning from Country on teachers’ understandings of place and community: insights from the Culturally Nourishing Schooling project 从乡村学习 "对教师理解地方和社区的影响："文化滋养学校教育 "项目的启示

The Australian Educational Researcher Pub Date : 2024-06-11 DOI: 10.1007/s13384-024-00735-y

David Coombs, Shanna Langdon, Zana Jabir, Cathie Burgess, Rose Amazan

引用次数: 0

Schools as inclusive workplaces: understanding the needs of a diverse teaching workforce in Australian schools 作为包容性工作场所的学校：了解澳大利亚学校多元化教师队伍的需求

The Australian Educational Researcher Pub Date : 2024-06-11 DOI: 10.1007/s13384-024-00740-1

Rachael Dwyer, Rachael Jacobs, Jiao Tuxworth, Jing Qi, Daniel X. Harris, Catherine Manathunga

引用次数: 0

Indigenous student voice: the astute witnesses of schooling 原住民学生的声音：学校教育的精明见证人

The Australian Educational Researcher Pub Date : 2024-06-07 DOI: 10.1007/s13384-024-00730-3

Camilla Highfield, Melinda Webber, Rachel Woods

引用次数: 0

The things students don’t say: theorising Narrative Identity to understand non-traditional students’ experiences in higher education 学生不说的话：通过叙事身份理论理解非传统学生的高等教育经历

The Australian Educational Researcher Pub Date : 2024-06-05 DOI: 10.1007/s13384-024-00732-1

Myfanwy Tilley

引用次数: 0

The school-wide pedagogical framework at an Australian primary school: experiences and perspectives of teachers 澳大利亚一所小学的全校教学框架：教师的经验和观点

The Australian Educational Researcher Pub Date : 2024-05-30 DOI: 10.1007/s13384-024-00727-y

Wendi Beamish, Kathy Gibbs, Anh Hai Le

{"title":"The school-wide pedagogical framework at an Australian primary school: experiences and perspectives of teachers","authors":"Wendi Beamish, Kathy Gibbs, Anh Hai Le","doi":"10.1007/s13384-024-00727-y","DOIUrl":"https://doi.org/10.1007/s13384-024-00727-y","url":null,"abstract":"Teachers play a pivotal role in the implementation of school-based pedagogical reforms. The study reported here explored how participating teachers (n = 54) viewed the pedagogical framework developed at their Australian primary school to improve teaching and learning. Responses to an online survey revealed that teachers understood the pedagogical components of the framework, were confident implementers of the framework, and strongly endorsed its use throughout their school. Strength-based properties were associated with school-wide consistency, increased learning, and the monitoring of student progress while implementation challenges were related to (a) time constraints and teacher performance demands, and (b) catering for the needs of specific student groups. Additionally, a list of improvements was offered, including practical ideas to address the identified challenges and recommendations related to increasing professional flexibility, professional wellbeing, and professional development. While these findings are site specific, they provide directions for further research into pedagogical reforms for school improvement.","PeriodicalId":501129,"journal":{"name":"The Australian Educational Researcher","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141193388","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

Academic literacy in enabling education programs in Australian universities: a shared pedagogy 澳大利亚大学赋能教育课程中的学术素养：共享教学法

The Australian Educational Researcher Pub Date : 2024-05-28 DOI: 10.1007/s13384-024-00729-w

Charmaine Davis, Kathryn Lawson, Lisa Duffy

引用次数: 0