ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Preservice Primary Teachers' Confidence and Competence in Arts Education Using Principles of Authentic Learning
Author: Russell-Bowie, Deirdre E.
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Education Courses,Art Education,Competence,Elementary Education,Graduate Students,Preservice Teacher Education,Course Descriptions,College Instruction,Instructional Effectiveness,Student Attitudes,Educational Policy,Educational Principles,Student Surveys,Art,Preservice Teachers

Arts education research over the years has highlighted the situation of non-specialist preservice primary arts teachers as having little confidence in their own artistic ability and their ability to teach the arts to children. Added to this, problems such a lack of resources, confidence, priority, time, knowledge and experience appear to inhibit the regular teaching of the arts by generalist classroom teachers while at the same time, face-to-face hours for preservice primary arts education have decreased significantly over the recent years. This paper describes how one subject within a Primary Teacher Education course responded to these challenges. This subject was based on Herrington, Oliver and Reeves' (2003) framework for creating authentic learning environments then triangulates this authentic learning framework with what students wanted to learn in the subject and how they perceived they had developed their confidence and competence in creative arts education. (Contains 2 tables.)
Personalising Learning in Teacher Education through the Use of Technology
Author: Jones, Mellita M.
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Teacher Education Curriculum,Preservice Teacher Education,Educational Technology,Technology Integration,Multimedia Materials,Course Descriptions,College Instruction,Teaching Methods,Models,Qualitative Research,Questionnaires,Student Diversity,Educational Assessment,Student Evaluation,Course Evaluation

The meaningful integration of technology in teaching and learning is consistently called for in all sectors of education. Recently it has appeared as a key tenet for achieving what has been termed as personalising learning. Personalising learning, a concept that addresses a range of current best-practice approaches with an added emphasis on ICT and the voice of individual learners, is becoming more prevalent in both general discussion, and in some countries, in policy regarding education. If its prevalence continues to grow, teacher educators need to consider how they too can incorporate personalising learning approaches in their courses to ensure graduate teachers are equipped with the necessary skills and knowledge to implement personalising learning approaches in their own classrooms. This paper considers the components of personalising learning and describes one approach to creating a technology-infused learning environment that has been trialled in the tertiary sector. The key focus of this trial was the effective integration of technology as an enabler of personalising learning. Findings indicate that meaningful student learning experiences can be achieved through a personalised approach which also supports the emerging tenets of effective, pedagogical use of ICT for learning. These findings led to a model of Technology for Personalising Learning (TPL) which is presented as a planning framework through which personalising learning with technology can be achieved in higher education. (Contains 1 table and 1 figure.)
Exploring the Beliefs of Commencing Early Childhood Education Graduate Students: Providing Insights to Improve Teacher Education Programs
Author: Garvis, Susanne
Date: 2012-01-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Graduate Students,Teacher Education Programs,Early Childhood Education,Young Children,Foreign Countries,Teacher Educators,Student Teacher Attitudes,Preservice Teachers,Teacher Effectiveness,Qualitative Research,Questionnaires,Career Choice,Teacher Characteristics

In response to the increased demand for qualified early childhood educators in Queensland, many universities are being challenged to tailor make programs and identify innovative practices that support individuals interested in pursuing such a teaching qualification. Although research indicates that beliefs and perceptions are an important influence on pre-service teacher success in teacher education programs as well as in the workforce, little is known about those of students as they enter early childhood education programs. This study focuses on the beliefs and perceptions that students bring to a Graduate Diploma in Early Childhood Education (GDipECE) being offered at Griffith University in Queensland, Australia. This snapshot provides key messages for teacher educators interested in improving the quality of teaching and learning. (Contains 4 figures.)
Moving Physical Activity beyond the School Classroom: A Social-Ecological Insight for Teachers of the Facilitators and Barriers to Students' Non-Curricular Physical Activity
Author: Hyndman, Brendon
Date: 2012-02-00
Type: Journal Articles
Subjects: Physical Activities,Physical Activity Level,Focus Groups,Physical Environment,Barriers,Play,Recess Breaks,Freehand Drawing,Influences,Elementary School Students,Secondary School Students,Comparative Analysis,Student Attitudes,Teacher Role,Foreign Countries

Non-curricular avenues such as active play during school breaks have been established as a major source for children's physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students' non-curricular physical activity. During this study focus groups and drawing were used to explore the broader influences on primary (n=47) and secondary (n=29) school students' physical activity behaviour beyond the classroom. Barriers and facilitators to children's physical activity were categorised using a multi-level social-ecological framework incorporating intrapersonal, interpersonal, physical environment and policy factors. Based on the drawings, comparisons between students' existing play spaces and their perception of their ideal play space were made. Additionally, students depicted what features within a play space would encourage them to be active. The findings of the study indicate secondary school play spaces may need to incorporate more features to facilitate physical activity. The barriers and facilitators identified in this study provide information for teachers and school decision makers to consider when targeting children's physical activity beyond school classrooms. (Contains 5 tables and 1 figure.)
Understanding Learning and Teaching in Papua New Guinea: Elementary Teacher Trainers Engaged in Cultural Authorship in the Context of National Educational Reforms
Author: Brownlee, Joanne M.
Date: 2012-02-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Community Leaders,Elementary Education,Change Agents,Educational Change,Learning Processes,Early Childhood Education,Capacity Building,Faculty Development,Epistemology,Culturally Relevant Education,Journal Writing,Teacher Education Programs,Teacher Education Curriculum,Teacher Role,Instructional Effectiveness,Questionnaires,Community Role,Family Role,Partnerships in Education,Inservice Teacher Education,Teacher Educator Education,Professional Identity,Teacher Educators,Educational Policy,Educational Principles,Educational Philosophy,Role of Education,Content Analysis,Program Descriptions

Over the last decade, Papua New Guinea (PNG) has pursued educational reform in elementary teacher education. Because elementary teachers and teacher education are central to the reform agenda, there is a need to gain empirical evidence about how PNG teacher trainers' understandings about learning and teaching impact on their practice. The study uses cultural-authorship as a theoretical framework to investigate the nature of changes in understanding about learning and teaching for 18 teacher trainers as they progressed through a two-year Bachelor of Early Childhood upgrade course. It addresses the research question: What do elementary teacher trainers in PNG understanding about learning and teaching and how has this changed during their course? The focus on such understandings provides valuable insights into their professional identities at a critical time in PNG's education reform agenda. Analysis of journal entries at the beginning and end of the course showed that, over time, teacher trainers described increasingly more complex ways of understanding learning and teaching. By the end of the degree program, teacher trainers referred to the critical role of communities and families in educational processes and the notion of the teacher as a change agent. This watershed finding demonstrates notable shifts in teacher trainers' professional identities from trainers to community leaders in elementary education. (Contains 2 tables and 1 figure.)
Pre-Service Chemistry Teachers' Expectations and Experiences in the School Experience Course
Author: Kirbulut, Zubeyde D.
Date: 2012-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Chemistry,Interviews,Educational Experience,Teaching Methods,Student Attitudes,Science Instruction,Case Studies,Expectation,College Faculty,Classification,Placement,Lesson Plans,Semi Structured Interviews,Observation,Check Lists,Foreign Countries

The purpose of this study is to investigate prospective chemistry teachers' expectations and experiences of teaching practice. Six (four females and two males) pre-service chemistry teachers taking a School Experience II course participated in the study. A case study design was employed. The data were collected from multiple sources including observations, lesson plans, and semi-structured interviews before and after the school experience course. Pre-service teachers' expectations and experiences were categorized regarding the faculty, placement school, and teaching practice. It was found that school experience courses are crucial for pre-service teachers in deciding whether to continue in the teaching profession. It is also concluded that the harmony between pre-service teachers' expectations of and experiences in the school experience course had an influence on their opinions related to the teaching profession. (Contains 2 tables.)
Teacher Professional Development: Who Is the Learner?
Author: Petrie, Kirsten
Date: 2012-02-00
Type: Journal Articles
Subjects: National Curriculum,Physical Education,Physical Activities,Foreign Countries,Professional Development,Teacher Improvement,Elementary School Teachers,Program Design,Program Implementation,Models,Context Effect,Inservice Teacher Education,Curriculum Development,Questionnaires,Interviews,Focus Groups,Role Playing

One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a plethora of curriculum policy and reform initiatives. This paper explores how the design and delivery of one PD programme, the Physical Activity Initiative (PAI), positioned and supported teachers as learners. An evaluation of the programme sought data from 25 teachers and 14 advisers to schools. The focus was the impact of the PD on how and what teachers learnt about teaching physical education and how their learning impacted upon their classroom practices. The data highlight the difficulty of accommodating the teacher as a learner, within a &quot;one size fits all&quot; PD model. Little attention was paid to the learning differences among the teachers. It is argued that providers of PD need to understand the unique complex web of contextual factors that impacted upon each teacher, and that each teacher's learning needs and learning approaches vary and this needs to be accounted for in the design and the delivery of PD. (Contains 1 figure.)
Grammar Teaching Revisited: EFL Teachers between Grammar Abstinence and Formal Grammar Teaching
Author: Nazari, Ahmad
Date: 2012-02-00
Type: Journal Articles
Subjects: Native Speakers,English (Second Language),Second Language Instruction,Second Language Learning,Schemata (Cognition),Teaching Methods,Grammar,Teacher Attitudes,Databases,Interviews,Language Teachers,Teacher Education,Error Correction

The study of English language teachers' cognitions and its relationship to teachers' classroom practices have recently been the focus of language teaching and teacher education (Borg, 2006 & 2010). However, rarely have the studies delved into teachers' knowledge about grammar (reviewed by Borg, 2001) or investigated the relationships between teachers' knowledge about grammar and teachers' actions (Borg, 2003; Sanchez, 2010). Moreover, these studies have been mostly conducted by English native speaker researchers who do not necessarily have the same cultural or linguistic background of the participants in the studies (Andrew, 2001 cited in Sanchez, 2010, p. 45). Also, they are largely confined to English native speaker teachers and few have addressed non-native speaker teachers in countries where English is a foreign language (Sanchez, 2010, p. 45). In response to these gaps in the area of second language teaching, this study investigates four English as a Foreign Language (EFL) teachers' views about grammar teaching to give an aggregate picture of the way they teach grammar. The research database consists of audio-recordings of these teachers' lessons and interviews in which they explain why they adopt a deductive or an inductive approach, how they teach grammar and how they respond to students' errors. Implications for non-native EFL teacher education are also discussed. (Contains 1 footnote.)
Listening to Unheard Voices: Professional Development Reforms for Pakistani Tertiary Teachers
Author: Chaudary, Imran Anjum
Date: 2012-02-00
Type: Journal Articles
Subjects: Socialization,Educational Change,Foreign Countries,Faculty Development,Professional Development,Case Studies,College Faculty,Ethnography,Educational Environment,Teaching Methods,Teacher Attitudes

Fragmented, unfocused, and top down approaches to professional development are unrealistic, ineffective and do not promise anything significant to teachers and their contexts. This paper questions professional development for tertiary teachers in Pakistan. It does so from the perspectives of Pakistani tertiary teachers gained through a qualitative, ethnographic case study. The analysis of these previously unheard voices revealed themes that expand our understanding of the problematic nature of professional development. The results of this study indicate the need to reform professional development and to assist in these reforms, the study suggests that teachers need to gain a wide repertoire of teaching to become better practitioners. To do so, a school-based provision of professional development with social learning as the pedagogy is preferred as a design.
Facilitating Preservice Teacher Induction through Learning in Partnership
Author: Carter, Briony
Date: 2012-02-00
Type: Journal Articles
Subjects: Communities of Practice,Preservice Teacher Education,Preservice Teachers,Teacher Education Programs,Action Research,Professional Development,Partnerships in Education,Beginning Teacher Induction,Educational Practices,Change Strategies,Educational Strategies,Training Methods,Foreign Countries

Partnership in teacher education is usually seen as needing to occur between the university and a school. This teacher education program, however, considers partnership across many stakeholders, in addition: employer authorities, community agencies and pre-service teachers themselves as active partners. Using Wenger's (1998) concept of communities of practice, this paper explores several action research cycles of a teacher educator, examining changing practices in a regional/rural initiative. The paper explores strategies at the university to promote induction into the profession, examples of university pedagogies to facilitate professional growth and understanding of professionalism, orientation to the regional community, orientation to the school, and the support of the development of a peer group among the cohort. Pre-service teacher learning became a vehicle not only for their own professional growth but also as a vehicle for the learning of other partners, including the teacher education program itself.
Promoting Pre-Service Teachers' Ideas about Nature of Science through Educational Research Apprenticeship
Author: Cakmakci, Gultekin
Date: 2012-02-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Educational Research,Scientific Principles,Foreign Countries,Science Teachers,Apprenticeships,Teacher Researchers,Questionnaires,Interviews,Pretests Posttests,Teaching Models,Scientific Methodology,Scientific Research,Research Methodology,Research Skills,Educational Strategies,Teaching Methods,Instructional Effectiveness

This study suggests a novel approach, which integrates an explicit-reflective nature of science (NOS) instruction into the teachers-as-researchers approach to improve pre-service science teachers' conceptions of NOS. Participants were 48 university fourth-year students in a four-year pre-service science teacher-training program in Turkey. The participants received explicit-reflective NOS instruction and were introduced to some techniques for critically evaluating academic articles, designing and conducting a research project, writing a research report and preparing materials to share the findings of their studies with students and staff of their department at a poster conference. During these activities, the lecturer explicitly addressed the target aspects of NOS and made pre-service science teachers' thinking more visible and reflective. The Views of Nature of Science Questionnaire (VNOS-C) was used in conjunction with individual interviews to assess participants' NOS views at the beginning and conclusion of the study. The results indicated that compared with their ideas at the beginning of the course, many pre-service science teachers had developed more &quot;informed ideas about NOS&quot; throughout the course. The significance of this study is that carrying out an educational research with the incorporation of an explicit-reflective instructional model seems to be a promising avenue to improve pre-service science teachers' ideas about NOS. Some possible implications for pre-service and in-service teacher education and further research are discussed. (Contains 2 tables and 1 figure.)
The Use of the European Portfolio for Student Teachers of Languages (EPOSTL) to Foster Teacher Autonomy: English Language Teaching (ELT) Student Teachers' and Teacher Trainers' Views
Author: Cakir, Abdulvahit
Date: 2012-03-00
Type: Journal Articles
Subjects: Professional Autonomy,Teacher Education,Student Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Preservice Teacher Education,Language Teachers,Student Attitudes,Interviews,Portfolios (Background Materials),Metacognition,Reflective Teaching,Self Evaluation (Individuals),Teacher Attitudes,Foreign Countries

It was the aim of this pilot study to investigate ELT student teachers' and teacher trainers' views on the use of the EPOSTL in pre-service language teacher education of a Turkish state university. Upon the implementation of the EPOSTL as a reflection tool for the second semester of 2010, 25 student teachers and 4 teacher trainers were interviewed through the questions prepared and piloted. The findings indicated that both student teachers and teacher trainers found the use of the EPOSTL beneficial in terms of reflection, self-assessment and awareness. In the light of the findings, it is proposed that the EPOSTL should not only be integrated into teacher education programmes but also be converted into an online format to make it more convenient for the student teachers.
School Co-Ordinators: Leaders of Learning in Professional Experience
Author: Le Cornu, Rosie J.
Date: 2012-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Student Teachers,Mentors,School Personnel,Teacher Educators,Coordinators,Administrator Role,Partnerships in Education,College School Cooperation,Instructional Leadership,Elementary Education,Communities of Practice,Teacher Education Curriculum,Program Descriptions,Content Analysis,Practicums,Student Teacher Supervisors,Semi Structured Interviews,Focus Groups

It is widely accepted that professional experience or practicum is &quot;a critically important part of teacher education courses and is consistently valued highly by student teachers&quot; (eg Ramsey, 2000; Teaching Australia, 2006; Parliament of Australia, 2007). In Australia and overseas there is a growing emphasis on teacher educators working in partnership with schools to construct professional experiences that maximise student teacher engagement and learning (Parliament of Australia, 2007). The literature on professional experience in pre-service teacher education provides varied and detailed accounts of the roles of the Pre-service Teacher, the Mentor Teacher and the University Mentor (see for example, Gaffey &amp; Dobbins, 1996; Guyton &amp; McIntyre, 1990; Zeichner, 1999). However the School based Professional Experience Co-ordinator, usually the principal or deputy principal, has received very little attention in the literature. The study on which this article is primarily based fills a gap in the existing literature on professional experience with its focus on the School based Co-ordinator role. It will be argued that Co-ordinators are essential in developing &quot;new&quot; school-university partnerships which are necessary in ensuring high quality professional experiences.
The Efficacy of Simulation as a Pedagogy in Facilitating Pre-Service Teachers' Learning about Emotional Self-Regulation and Its Relevance to the Teaching Profession
Author: De Jong, Terry
Date: 2012-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Handheld Devices,Recall (Psychology),Course Evaluation,Affective Behavior,Self Management,Simulation,Vignettes,National Standards,Educational Technology,College Instruction,Teaching Methods,Qualitative Research,Computer Uses in Education,Education Courses,Teacher Role,Teacher Behavior,Student Attitudes,Statistical Analysis,Student Surveys,Instructional Effectiveness

This study was undertaken in response to the imperative of teacher education courses incorporating National Professional Standards for Teachers, in particular Standard 7, which deals with the professional engagement of teachers (AITSL, 2011). It aimed to evaluate the efficacy of simulation and active recall as a learner-centred pedagogy in facilitating pre-service teachers' learning about their capacity to self-regulate emotionally and its relevance to the profession. A simulated &quot;critical incident&quot; was used in a lecture to guide students (n=106) to analyse and understand their emotional responses to an altercation between the lecturer and a colleague. The evaluation involved both quantitative and qualitative data collection. The study generated six useful insights associated with the efficacy of simulation pedagogy and revealed convincingly that this pedagogy can engage students actively in learning about the importance of emotional self-regulation in relation to their professional role as a teacher.