ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Direct: An Alternative Entry Pathway to Pre-Service Teacher Education
Author: Pilkington, Kevin
Date: 2012-08-00
Type: Journal Articles
Subjects: Academic Achievement,Preservice Teacher Education,Foreign Countries,Preservice Teachers,Teacher Persistence,Student Diversity,Universities,Higher Education,Alternative Teacher Certification,Nontraditional Education,Nontraditional Students,Comparative Analysis,Case Studies

Universities in Australia are offering alternative entrance pathways to attract students from a range of backgrounds. These alternative pathways will undoubtedly be reviewed due to the recommendation in the Review of Australian Higher Education (Bradley, Noonan, Nugent &amp; Scales, 2008) concerning increasing the diversity of university entrants. This paper discusses an alternative entry pathway, Education Direct (ED), offered by the School of Education at Edith Cowan University, and commences with a review of the literature about such pathways. The next section explores the development and nature of the ED pathway, before outlining the research design and identifying the research questions, which concentrate on retention, academic achievement, and progression rates of ED students. The findings indicate that students who have entered pre-service teacher education via ED are enjoying academic success at comparable levels to students who enrolled through more traditional pathways. Furthermore, their retention and progression rates are not notably different to those of other students. (Contains 7 tables.)
Self-Determination: Using Agency, Efficacy and Resilience (AER) to Counter Novice Teachers' Experiences of Intensification
Author: Keogh, Jayne
Date: 2012-08-00
Type: Journal Articles
Subjects: Teaching Experience,Electronic Mail,Beginning Teachers,Self Determination,Self Efficacy,Resilience (Psychology),Teacher Attitudes,Computer Mediated Communication,Teacher Persistence,Social Support Groups,Case Studies,Foreign Countries

The intensification process associated with the first year of teaching has a significant impact on beginning teachers' personal and professional lives. This paper uses a narrative approach to investigate the electronic conversations of 16 beginning teachers on a self-initiated group email site. The participants' electronic exchanges demonstrated their qualities of agency, efficacy and resilience (AER), and an increased sense of self-determination as they journeyed through the five phases typical of first year teacher experience. Findings suggest that the provision of similar peer-based support mechanisms would benefit other beginning teachers, perhaps working to counteract current high attrition rates from the profession.
What Pre-Service Teachers Need to Know to Be Effective at Values-Based Education
Author: Mergler, Amanda G.
Date: 2012-08-00
Type: Journal Articles
Subjects: Experienced Teachers,Preservice Teacher Education,Foreign Countries,Values Education,Student Diversity,Listening Skills,Reflection,Preservice Teachers,Teacher Effectiveness,Case Studies,Teacher Attitudes,Teaching Skills,Questioning Techniques,Student Development,Classroom Environment,Teaching Methods,Critical Thinking,Interviews

Evidence is mounting that values education is providing positive outcomes for students, teachers and schools (Benninga, Berkowitz, Kuehn, &amp; Smith, 2006; DEST, 2008; Hattie, 2003; Lovat, Clement, Dally, &amp; Toomey, 2010). Despite this, Australian pre-service teacher education does not appear to be changing in ways necessary to support skilling teachers to teach with a values focus (Lovat, Dally, Clement, and Toomey, 2011). This article presents findings from a case study that explored current teachers' perceptions of the skills pre-service teachers need to teach values education effectively. Teachers who currently teach with a values focus highlighted that pre-service teacher education degrees need to encourage an ongoing commitment to continual learning, critical reflection and growth in pre-service teachers, along with excellent questioning and listening skills. Further, they argued that pre-service teachers need to be skilled in recognising and responding to student diversity. This article ends by arguing for some changes that need to occur in pre-service teacher education in order for teachers to teach effectively with a values focus, including the need for stronger connections between pre-service and experienced teachers.
&quot;Talking to Learn&quot;: Focussing Teacher Education on &quot;Dialogue&quot; as a Core Practice for Teaching and Learning
Author: Edwards-Groves, Christine J.
Date: 2012-08-00
Type: Journal Articles
Subjects: Teaching Methods,Preservice Teacher Education,Interaction,Foreign Countries,Educational Practices,Teacher Education,Learning,Preservice Teachers,Mentors,Focus Groups,Interviews,Feedback (Response),Dialogs (Language)

Classroom interaction, as a core practice of teaching and learning, remains a &quot;taken-for-granted&quot; and under-examined dimension of teacher education. This paper reports preliminary findings from an empirical investigation of pre-service teacher's development of skills in classroom interaction as core educational practice. Specifically, the paper presents findings from a faculty-wide initiative involving first year Bachelor of Education students from one rural/regional university in NSW, Australia. The research investigated the impact that a focus on the role of dialogue for learning--both in university subjects and practising in classroom sites--has on 124 first year education pre-service teachers' interaction practices with students in their professional experience placements. Findings show that if pre-service teachers experience classroom interactive practices as the object of overt focus during their undergraduate studies, understandings about effective pedagogy and teacher development will develop from beyond a &quot;taken-for-granted&quot; dimension of teaching   practice. (Contains 1 figure.)
Consequences of Increased Self-Regulated Learning Opportunities on Student Teachers' Motivation and Use of Metacognitive Skills
Author: Vrieling, Emmy
Date: 2012-08-00
Type: Journal Articles
Subjects: Student Motivation,Learning Strategies,Metacognition,Student Teachers,Teacher Educators,Correlation,Intervention,Questionnaires,Teacher Motivation,Academic Achievement,Teacher Education,Higher Education,Likert Scales,Pretests Posttests

This intervention study focused on the relationships between primary student teachers' self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers. During one semester, teacher educators and student teachers were monitored by questionnaires measuring opportunities for SRL offered by the program. Questionnaires were also administered monitoring student teachers' motivation and metacognition. During data collection, teacher educators participated in training courses and tutorial conversations aimed at increasing student teachers' SRL opportunities in the curriculum. At the end of the research period, all teacher educators and a sample of student teachers were interviewed. Results indicate that student teachers' use of metacognitive skills increased significantly in learning environments with increased SRL opportunities. Student teachers' motivation for learning was also enhanced, although to a lesser degree. Finally, significant correlations were found between the metacognitive study process construct and the motivational constructs measured. (Contains 6 tables.)
Rethinking Sport Teaching in Physical Education: A Case Study of Research Based Innovation in Teacher Education
Author: Pill, Shane
Date: 2012-08-00
Type: Journal Articles
Subjects: Physical Education,Instructional Innovation,Preservice Teacher Education,Physical Education Teachers,Research Design,Teacher Educators,Education Courses,Student Attitudes,Literacy,Teaching Methods,Curriculum,Case Studies,Prior Learning,Foreign Countries,Educational Research

This paper focuses on the significance of physical education teacher education (PETE) in the diffusion of &quot;new&quot; thinking about sport teaching in physical education. It explores issues arising from a case study investigation that sought to respond to the critical commentary about the form and substance of sport teaching in physical education by supporting innovation in school curriculum and pedagogy through pre-service teacher education. The study was designed to challenge PETE pre-service teachers' thinking about sport curriculum and pedagogy in physical education, introduce them to new thinking about models and specifically, the sport literacy model (Drummond &amp; Pill, 2011; Pill, 2009, 2010). Details of the research design are presented and the insights that the data have provided in relation to challenges and opportunities that teacher educators and teacher education courses confront in seeking to promote and support curriculum and pedagogical innovation are discussed. (Contains 2 tables and 1 figure.)
Codes of Ethics in Australian Education: Towards a National Perspective
Author: Forster, Daniella J.
Date: 2012-09-00
Type: Journal Articles
Subjects: Personal Autonomy,Ethics,Foreign Countries,Integrity,Teacher Role,Moral Values,Comparative Analysis,Teacher Behavior,Behavior Standards

Teachers have a dual moral responsibility as both values educators and moral agents representing the integrity of the profession. Codes of ethics and conduct in teaching articulate shared professional values and aim to provide some guidance for action around recognised issues special to the profession but are also instruments of regulation which position teachers in sanctioned roles. This paper offers a rationale for reviewing the purposes of codes of ethics in Australia as instruments which profoundly influence teacher morality and have significant educational implications. As one of the first comparative reviews of Australian state and territory codes of ethics and conduct procedures the author finds that policies around ethical action in teaching can be characterised as either &quot;aspirational&quot; or &quot;procedural&quot;; each type shaping teacher role morality differently. The aim is to spur dialogue about notions of &quot;value&quot; and to articulate problems of individual autonomy, regulatory control and collective integrity. (Contains 1 table.)
Are They Ready? Final Year Pre-Service Teachers' Learning about Managing Student Behaviour
Author: Peters, Judy H.
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Best Practices,Teacher Attitudes,Student Behavior,Preservice Teachers,Questionnaires,Likert Scales,Learner Engagement,Student Diversity,Stakeholders,Classroom Techniques,Discipline

This paper presents findings from a study addressing final year pre-service teachers' perceptions of their confidence and competence in managing student behaviour. Data were collected by means of a written survey administered shortly after the end of their last professional experience. Themes derived from analysing survey responses are examined in relation to seven principles identified by the MCEETYA funded Student Behaviour Management Project as best practice in Australia (De Jong, 2005). The findings reveal that although the majority of participating pre-service teachers felt confident and competent to manage student behaviour, their reporting of strategies indicated a narrow &quot;behaviourist&quot; conception of management that may limit their chances of successfully responding to more complex challenges as beginning teachers--challenges such as responding to the diversity of student backgrounds and behaviours, engaging all learners and working with a range of stake-holders. (Contains 2 tables.)
Discover--Deepen--Do: A 3D Pedagogical Approach for Developing Newly Qualified Teachers as Professional Learners
Author: Graham, Sally
Date: 2012-09-00
Type: Journal Articles
Subjects: Evaluation Methods,Teaching Methods,Teacher Education,Teacher Educators,Higher Education,Models,Reflection,Professional Development,Foreign Countries,Feedback (Response)

This article presents a strategy for teaching newly qualified teachers (NQTs) during their first year of teaching, developed by teacher educators from the University of Hertfordshire School of Education. The strategy included a new learning and teaching approach designed to enable NQTs to: develop as critically reflective teachers; build confidence in their professional &quot;voices&quot;; learn collaboratively; and assess their learning. Pedagogical tools created to support the new approach included &quot;Discover--Deepen--Do&quot; (3D), a model for driving change in teaching through analysing critical incidents or critical moments. The NQTs who completed the Master's level module used the 3D model, completed critically reflective &quot;learning journals&quot; and were assessed through &quot;learning conversations&quot;. This article describes the learning and teaching approach and evaluation method. Findings from the evaluation provide insight into the participants' perspectives of the approach, and the NQTs' development as confident and critically reflective teachers and as professional learners. (Contains 6 tables and 1 figure.)
The Silenced Discourse: Students with Intellectual Disabilities at the Academy of Music in Sweden
Author: Nilsson, Marie-Helene Zimmerman
Date: 2012-09-00
Type: Journal Articles
Subjects: Music,Foreign Countries,Video Technology,Politics of Education,Mental Retardation,Student Teachers,Research Projects,Cooperation,Partnerships in Education,Higher Education,Disabilities,Music Teachers,Music Education

In this article, based on a larger research project, the ambition is to critically discuss the first collaboration between students with intellectual disabilities and the Academy of Music in Sweden. The article presents an analysis of video observations of lessons in rhythmics, related to an encounter between the students with intellectual disabilities and a group of student teachers. The theoretical and methodological framework emanates from post-structuralist and social constructionist theories. The results show that the silenced discourse, the unspoken, is constructed from the fact that the students with disabilities both are insufficiently skilled for the task as leaders in rhythmics, and less skilled than the student teachers. Finally, the silenced discourse is discussed, where assumptions of normality and issues of inclusion are addressed as well as a hegemonic discourse in the Swedish politics of education.
Challenging Student Satisfaction through the Education of Desires
Author: Webster, R. Scott
Date: 2012-09-00
Type: Journal Articles
Subjects: Teacher Educators,Satisfaction,Teacher Education,Teacher Education Programs,Higher Education,Evaluation,Education,Neoliberalism,Accountability

This article challenges the practice of encouraging teacher educators to strive and raise the levels of student satisfaction in their classes as if such a criterion provides a measure of good teaching. Such a practice involves what Giroux describes as "corporate pedagogy" which conforms to the neoliberal inclination to meet the demands of the customer in the market. However it is argued in this paper that educative teaching, as especially described by Dewey, ought to challenge and re-evaluate the expectations and desires that students bring with them to class. Rather than aiming to satisfy customer expectations, teacher educators ought to lead the tertiary sector by challenging the notion of good quality teaching through educating the desires of students. Perhaps this may involve educators aiming to "dissatisfy" students as per Mill's "dissatisfied Socrates".
The Analysis of the Problems the Pre-Service Teachers Experience in Posing Problems about Equations
Author: Isik, Cemalettin
Date: 2012-09-00
Type: Journal Articles
Subjects: Equations (Mathematics),Foreign Countries,Problem Solving,Semi Structured Interviews,Measures (Individuals),Preservice Teachers,Algebra,Mathematical Concepts

The present study aimed to analyse the potential difficulties in the problems posed by pre-service teachers about first degree equations with one unknown and equation pairs with two unknowns. It was carried out with 20 pre-service teachers studying in the Department of Elementary Mathematics Educations at a university in Eastern Turkey. The problem Posing Test (PPT) including five items concerning the equation types was used as the data collection instrument. Furthermore, semi-structured interviews were made with each pre-service teacher. It was found that the pre-service teachers had difficulties in seven categories of problem posing. These difficulties were centered on incorrect translation of mathematical notations into problem statements, unrealistic values assigned to unknowns, and posing problems by changing the equation structure. Moreover, the pre-service teachers were found to have greater difficulty in posing problems about equations pairs. (Contains 3 tables.)
&quot;There's No Big Book on How to Care&quot;: Primary Pre-Service Teachers' Experiences of Caring
Author: Kemp, Hellen R.
Date: 2012-09-00
Type: Journal Articles
Subjects: School Location,Caring,Foreign Countries,Teacher Attitudes,Teacher Role,Preservice Teachers,Elementary School Teachers,Interviews,Teacher Education,Barriers,Qualitative Research,Teacher Student Relationship,Gender Differences

This study investigated primary, pre-service teachers' experiences regarding their caring role, and the barriers they face when caring for students. Thirteen Australian primary pre-service teachers were individually interviewed. Within a qualitative framework, transcripts were thematically analysed, alongside member checks. While results indicated highly individualised notions of care, common themes included difficulties in navigating the caring teacher role, the caring student-teacher relationship and gaps in training around notions of care. A continuum of care was identified, mediated by student and teacher factors as well as school location. This continuum provides a framework within which pre-service teachers might explore boundary issues. (Contains 1 table and 1 figure.)
Professional Pathways of Aboriginal Early Childhood Teachers: Intersections of Community, Indigeneity, and Complexity
Author: Fleet, Alma
Date: 2012-09-00
Type: Journal Articles
Subjects: Qualifications,Indigenous Populations,Educational Opportunities,Employment Patterns,College Graduates,Foreign Countries,Pragmatics,Education Majors,Higher Education,Teacher Persistence,Family Work Relationship,Early Childhood Education,Preschool Teachers,Teacher Education Programs

Little information is available about the employment trajectories of Aboriginal and Torres Strait islander peoples pursuing university professional qualifications. This article describes a context in which cultural space, issues of identity, pragmatics of employment, family and community and a bureaucratic regulatory environment intersect to create scenarios that are multi-facetted and layered in complexity. As has been demonstrated clearly in other arenas (Richardson &amp; Watt, 2006), the move towards professional teacher education qualification is not linear or straightforward. To add to the knowledge base in this area, the focus in this study is on university graduates of a teacher education degree targeting people of Aboriginal and Torres Strait Islander heritage. This landscape of professional pathways offers material for educators and policy-makers to consider in the drive to &quot;close the gap&quot; in Indigenous educational opportunity in Australia and in related circumstances elsewhere. Note that terms such as &quot;Aboriginal&quot; and &quot;Indigenous peoples&quot; are used as general signifiers and may not be the group terms favoured by the people to whom they refer, but have been accepted as place-holders for complex identifications of lineage and personal identification. Aboriginal peoples should also be aware that this paper may refer to people who are no longer with us. (Contains 1 table.)
Applying the Theory of Variation in Teaching Reading
Author: Tong, Siu Yin Annie
Date: 2012-10-00
Type: Journal Articles
Subjects: Secondary School Students,Reading Skills,Reading Instruction,Teaching Methods,Reading,Foreign Countries,Investigations,Grade 10,Faculty Development,Models,Academic Achievement,Reading Achievement,Program Effectiveness,English (Second Language),Learning Theories,Action Research,Interviews,Pretests Posttests,Outcomes of Education,Second Language Learning

This paper presents a model of collaborative and reflective professional development for teachers that focuses on student learning. The model comprises a cyclical series of lessons that were carried out in Hong Kong with 94 Secondary Four (Grade 10) students. The lessons were designed to develop the reading skill of inferring characters' traits from the events of a story--a skill that presents difficulties for many secondary school students of English as a second language. The learning activities in the research lessons were underpinned by the Theory of Variation proposed by Marton and Booth (1997), which allows students to discern the critical features of the particular skill to be learnt. Findings indicate that the lessons were successful in helping the students develop the skill. Teachers also benefitted from the collaborative reflections and investigations. The paper suggests that this model may enhance both student learning and teacher professional development. (Contains 3 tables and 1 figure.)
Reflective Writing in Pre-Service Teachers' Teaching: What Does It Promote?
Author: Cohen-Sayag, Etty
Date: 2012-10-00
Type: Journal Articles
Subjects: Learning Problems,Grades (Scholastic),Special Education,Preservice Teacher Education,Correlation,Reflective Teaching,Special Education Teachers,Comparative Analysis,Teacher Improvement,Severe Mental Retardation,Journal Writing,Preservice Teachers,Field Experience Programs,Foreign Countries,Reflection

In this study, we examined changes in levels of pre service teachers' reflective writing and tried to identify links between these changes and pre service teachers' success in teaching. Participants were two groups of pre-service special education teachers that taught in two different special education settings: learning difficulties classes and multiple and profound intellectual disabilities classes. Data collection was performed during two consecutive academic semesters, including a monthly structured journal about teaching events during field experience and summative grades, assessing pre service teachers' teaching activities for each semester. Journal analysis referred to three reflective levels of explanations, descriptive, comparative and critical. Results indicated that both groups improved in descriptive levels of explanations, but only one group improved in higher levels of reflective (comparative and critical) explanations. Differences between the two groups were explained in context of different settings in field experience, lack of former knowledge and experience in one group, participants' characteristics and different supervisor's responses to the journals. These differences explain the higher levels of reflective thinking in one group. A positive correlation was found between grades in field experience and descriptive and comparative explanations in the first semester for both groups. In the second semester, field experience grades correlated only with critical explanations, meaning that only those who reached critical level of explanations also improved their teaching acts correspondently. These results point towards a professional developmental relation between reflective writing and teaching during teacher education process. (Contains 2 tables.)