ethanporcaro/eric-fulltext-meta huggingface dataset:
Curriculum Integration: A Trial
Author: Grant, Pat
Date: 2007-10-00
Type: Journal Articles
Subjects: Integrated Curriculum,Student Teaching,Pretesting,Curriculum Development,Interdisciplinary Approach,Meetings,Assignments,Instructional Material Evaluation,Transcripts (Written Records),Teacher Workshops,Knowledge Base for Teaching,Classroom Techniques,Units of Study,Lesson Plans,Course Evaluation,Student Teacher Attitudes,Teacher Attitudes,Program Effectiveness,Teacher Education Programs,Preservice Teacher Education,Foreign Countries

Curriculum integration and working in teams are two key characteristics of middle schooling in Australia today. As part of a new primary/middle teacher education program an interdisciplinary team of academics has developed a course that aims to teach pre service teachers how to plan for and teach an integrated curriculum unit in an authentic context: their 6 week school placement. This paper will describe the first cycle of an action research project detailing the issues for the third year pre service teachers and for the staff involved in teaching the course as they come to grips with new ways of working. This is an action research project and the data includes course materials, staff notes and journals and student assignments. A number of key issues have emerged from this trial including pre services teachers' knowledge of how curriculum is constructed at this stage of their career and the difficulties of modeling this approach.
Texts and Contexts: International Sources and Universalistic Discourse in Australian Teacher Education 1900-1950
Author: Vick, Malcolm
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Educational Practices,Best Practices,Professional Isolation,Educational History,International Education,Educational Principles,Libraries,Reading Materials,Moral Values,Textbooks,Geographic Isolation

Australia has a long history of what has been pilloried as &quot;cultural cringe&quot;, and of bemoaning its isolation from &quot;overseas&quot; developments. In recent years, the valuing of ideas and practices from elsewhere has been transformed under the rubric of &quot;world best practice&quot; within a global economy and culture, both in political discourse generally, and in a raft of reports on the need for reform of teacher education in particular (see Vick, 2006a). Here, I document overseas borrowings in the form of texts in teacher education during the first half of last century, focusing on teachers colleges in Sydney, Melbourne and Adelaide. On the one hand, I seek to show that Australian teacher education has always sought to establish itself in relation to international rather than merely local practice. On the other hand, I aim to demonstrate that this was neither a &quot;cultural cringe&quot; nor a desperate bid to conform to other parts of the world, but a consequence of an understanding that proper practice was derived from universal truths and principles, independent of any geographic reference points (Vick, 2006a).
Defining and Interpreting Professional Knowledge in an Age of Performativity: A Scottish Case-Study
Author: Dickson, Beth
Date: 2007-10-00
Type: Journal Articles
Subjects: Foreign Countries,National Standards,Quality Assurance,Standards,Educational Policy,Knowledge Base for Teaching,Accountability,Epistemology,Teacher Education,Policy Formation,Teacher Competencies

This paper will argue that by considering in detail the Scottish &quot;Standard for Initial Teacher Education&quot; [&quot;SITE&quot;] (Quality Assurance Agency [QAA], 2000), the foundation document of the teaching profession in Scotland, a model exists that synthesises the positions of those involved in education who support a &quot;technical-rational&quot; position and others who support a &quot;values&quot; discourse. The paper will consider how the authors of &quot;SITE&quot; were affected by the contextual factors of policy and epistemology. Literary methods of reading will be used to show that &quot;SITE&quot; defines professional knowledge as being dynamic, intellectual, personal, developmental, research-informed and achieved in synthesis and it will be argued that the success of this definition lies in the breadth of these categories rather than in the enumeration of unwieldy lists of competences.
Many Treasure Soup: A School-Based Project for Pre-Service Teacher Educators
Author: Godinho, Sally
Date: 2007-10-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Educators,Evidence,Research Projects,Educational Research,Qualitative Research,Models,College School Cooperation,Partnerships in Education,Educational Improvement,Educational Quality,Ethnography,Participatory Research,Foreign Countries

This paper narrates the development of a project developed by four researchers with differing approaches to qualitative research. The aim of the study was to examine the value of a school-based approach to pedagogy and curriculum subjects for pre-service teachers. What emerged from our collaboration was the accommodation of significant differences about what constituted &quot;evidence.&quot; The article begins with an account of the project itself, followed by a number of research narratives. The researchers draw upon diverse traditions in qualitative research fields that include program evaluation, empirical research and narrative inquiry. Our study embraced Lather's (2006) notion of paradigm proliferation in order to elicit more interesting and useful ways of knowing. Our study reveals the importance of school-university partnerships in improving the quality of teacher education.
Excellent Teachers' Thinking Model: Implications for Effective Teaching
Author: Hamzah, Sahandri G.
Date: 2008-08-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Interviews,Multiple Regression Analysis,Observation,Thinking Skills,Questionnaires,Models,Teacher Expectations of Students,Role,Foreign Countries,Path Analysis,Pedagogical Content Knowledge,Elementary School Teachers,Secondary School Teachers,Educational Philosophy,Class Size,Classroom Environment,Qualitative Research,Statistical Analysis

This study aimed to suggest an Excellent Teacher Thinking Model that has the potential to be utilized in the development of excellent teachers. Interaction survey method using survey questions, observation, document review and interview was conducted in this study. One hundred and five excellent teachers were selected randomly as research respondents. Two sets of instrument constructed and used in this study were Teachers' Thinking questionnaire and Teachers' Teaching Performance observation form. Cronbach Alpha reliability value was between 0.73-0.92 for every component in each division. Multiple regression analysis (stepwise) was used to answer the research questions. R square value (R[superscript 2] = 0.31) showed that the overall contribution of the two significant variables (expectations and subject expertise) to teaching performance was 31.10 percent. The linear regression equation was Y = 40.30 + 13.39 (Expectations) - 1.37 (Subject Expertise). Excellent Teacher Thinking Model generated from this study showed that all five components of thinking domain contributed significantly to excellent teachers' teaching performance. Among the five thinking components, teacher expectation showed the highest contribution to excellent teacher teaching performance. This study showed that teacher expectations play a vital role in shaping the objectives, goals, curriculum, and instructional methods of schools. Hence, excellent teachers' professional development programs will help school teachers improve the profession.
A Cross-Cultural Teacher Training Program for Singaporean Muslim Students
Author: Bowering, Margaret
Date: 2007-08-00
Type: Journal Articles
Subjects: Cross Cultural Training,Religious Factors,Foreign Countries,Case Studies,International Education,Course Evaluation,Lecture Method,Student Attitudes,Curriculum Implementation,Cultural Influences,Muslims,Teaching Methods,Cognitive Style,Cultural Differences,Values,College Students,Questionnaires

Drawing upon evaluations of a teacher-training program for Muslim participants presented by Edith Cowan University staff in Singapore, this case study provides readers with insights into program design and management. It reports on lecturer and student attitudes as revealed in evaluations of the Singapore short course. In drawing the conclusion that attention must be given to cultural matters such as religious values and obligations and issues of language and assessment, the article asks the reader to rethink the universality of prevailing notions about internationalisation, particularly those relating to the necessary redesign of the curriculum. It ends with the suggestion that the by-product in terms of new knowledge and mutual understanding of such cross-cultural experiences for both teachers and learners may provide a valuable outcome of the internationalised curriculum.
Changing Preservice Teachers' Attitudes for Teaching in Rural Schools
Author: Hudson, Peter
Date: 2008-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Rural Schools,Teaching Experience,Attitude Change,Investigations,Rural Areas,Field Experience Programs,Sensitivity Training,Misconceptions,Personal Narratives,Reflection,Questionnaires,Learning Experience,Foreign Countries

Australia continues to face teaching shortages in rural schools. Indeed, preservice teachers may be reluctant to apply for rural teaching positions, particularly as most have had no rural teaching experiences. What may motivate non-rural preservice teachers to seek employment in rural schools? This study investigates 17 preservice teachers' first experiences of teaching and living in rural areas. These second and third-year preservice teachers were involved in a five-day rural experience, which included interacting with local communities, living with host families, observing teaching practices, and teaching rural middle-school students. These self-nominated preservice teachers were placed in a variety of rural schools centred around a feeder high school. Data from written transcripts before their rural placements and reflections on their teaching and rural experiences indicated very significant attitudinal changes for teaching in rural areas and dispelled misconceptions about rural living and teaching. Non-rural universities can contribute towards motivating their preservice teachers to seek employment in rural areas. Providing these preservice teachers with a rural experience can create attitudinal changes for teaching and living in rural areas.
Preservice Teachers' Epistemological Beliefs and Conceptions about Teaching and Learning: Cultural Implications for Research in Teacher Education
Author: Chan, Kwok-wai
Date: 2004-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Epistemology,Beliefs,Educational Attitudes,Cultural Context,Questionnaires,Foreign Countries,Multivariate Analysis,Constructivism (Learning),Correlation,Factor Analysis

Four epistemological belief and two teaching/learning conception dimensions were identified from a questionnaire study of a sample of Hong Kong preservice teacher education students. The epistemological belief dimensions were labelled Innate/Fixed Ability, Learning Effort/Process, Authority/Expert Knowledge and Certainty Knowledge. The somewhat different results on epistemological beliefs from Schommer's findings with North American college students suggested the possible influence of cultural contexts. The teaching/learning conceptions were labeled Traditional and Constructivist Conceptions. MANOVA indicated no significant statistical differences across age, gender and elective groups in their epistemological beliefs and conceptions. Canonical Correlation Analysis showed significant relations between epistemological beliefs and conceptions about teaching and learning. Implications were drawn for future research in teacher education with respect to the relations of epistemological beliefs and teaching/learning conceptions in different cultures.
Prospective Teachers of Secondary School Learners: Learning to Teach--Teaching to Learn
Author: Lewis, Felicity-Ann
Date: 2007-08-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Undergraduate Students,Elementary Secondary Education,Preservice Teacher Education,Journal Writing,Practicums,Student Teacher Attitudes,Educational Attitudes,Personal Narratives,Reflective Teaching

Prospective teachers in their third year of a Bachelor of Education degree in secondary teacher education use a journal to respond to a range of questions about their experiences as learners prior to, during and after their first practicum. These stories are used as a source of data to analyze how 14 prospective secondary teachers understand the interaction between university-based and school-based studies; the points of conjunction and disjunction that they experience. The paper shows that during the first teaching practicum their ideas about learners and pedagogy are challenged and argues that more can be done in both the university and school to make &quot;learning to teach&quot; a more connected experience for prospective teachers. This will require greater collaboration in a number of areas, along with the removal of structural barriers such as time and money.
Strategies in Values Education: Horse or Cart?
Author: Brady, Laurie
Date: 2008-10-00
Type: Journal Articles
Subjects: Values Education,Moral Values,Values Clarification,Cognitive Development,Role Playing,Theory Practice Relationship,Teaching Methods,Educational Strategies,Educational Practices,Instructional Effectiveness,Teacher Education,Educational Policy,Foreign Countries

This article describes briefly the growing emphasis in Australia on values education as evidenced by the Australian Government's National Framework for Values Education in Australian Schools (2005), and the responses of the respective States and Territories. Arguing that the major approaches to the teaching of values (the trait approach often taught through moral biography; values clarification; the cognitive developmental approach taught typically by discussion of moral dilemmas; and role playing) are markedly different in theory and practice, and that the National Framework is not prescriptive about the nature of teaching, the author suggests that the strategies embedded in the approaches, rather than fully predetermined content, should drive the enterprise of values education. The implications for teacher educators are discussed.
Reflecting on Teaching Practices Using Digital Video Representation in Teacher Education
Author: Newhouse, C. Paul
Date: 2007-00-00
Type: Journal Articles
Subjects: Teaching Methods,Reflection,Units of Study,Focus Groups,Learning Theories,Universities,Student Attitudes,Teacher Education Programs,Foreign Countries,Video Technology,Introductory Courses,Surveys,Theory Practice Relationship,Case Studies,Qualitative Research,Questionnaires,Interviews

This paper reports on the perceptions of teacher education student of the value of using digital tools to analyse video-based information on the practice of teachers in classrooms. This strategy was employed to address a dilemma in providing sufficient exposure to real examples of good classroom teaching to link theory with practice. The use of video of teachers in action could augment their practicum experience in schools but this required efficient and effective access to appropriate video material. For this purpose, the use of digital tools in a system called LessonLab was successfully implemented in an introductory unit focussed on learning theories at Edith Cowan University. Data collected using a survey of students and focus group discussion indicated that for almost all the students the experience was valued and the system operated effectively.
Unpacking the Millennials: A Cautionary Tale for Teacher Education
Author: Donnison, Sharn
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Generational Differences,Student Characteristics,Cohort Analysis,Early Experience,Student Experience,Age Groups,Literature Reviews,Developmentally Appropriate Practices,Influence of Technology,Peer Groups,Teacher Education Programs

This paper is about the millennial generation. Much has been written about the generation: their character; beliefs; motivations; values; and future potentialities. This literature has gained momentum as marketers, employers, and educators seek to understand the generation as they come of age and enter into positions of social responsibility. The purpose of this paper is to examine the claims made about the Millennials, determine who are making these claims and why, and discuss the utility of such claims for teacher educators. This paper argues that teacher educators should be cautious about accepting and adopting popular discourses about the generation as a basis for the designing and developing millennial appropriate educational practices and pedagogy.
Well-Being, Burnout and Competence: Implications for Teachers
Author: Pillay, Hitendra
Date: 2005-11-00
Type: Journal Articles
Subjects: Well Being,Teacher Burnout,Teacher Competencies,Teacher Effectiveness,Correlation,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Teacher Education Programs,Teacher Persistence,Teacher Role,Stress Variables,Teacher Attitudes,Measures (Individuals),Self Efficacy,Questionnaires

Traditionally, the teaching role has been one of nurturing and developing students' potential. However, teachers' work today comprises a complex mix of various factors that include teaching; learning new information and skills; keeping abreast of technological innovations and dealing with students, parents and the community. These are demanding roles and there are growing concerns about teacher well-being and competence. In particular, teachers are experiencing increasing levels of attrition, stress and burnout. This study investigated the relationship between burnout and competence for a sample of mid-career teachers in primary and secondary schools in Queensland. The results break new ground in reporting a negative association between the MBI subscale Depersonalization and competence that may be attributed to a distancing mechanism in difficult human interactions. Overall, the findings of this study hold implications for teacher training courses and the well-being and competence of teachers.
Education Policy, Research and Neuroscience: The Final Solution?
Author: Sankey, Derek
Date: 2008-06-00
Type: Journal Articles
Subjects: Educational Policy,Neurosciences,Educational Research,Antisocial Behavior,Empathy,Ethics,Scientific Research,Behavior Patterns,Educational Practices,Role,Educational Philosophy,Policy Formation

Taken as a whole, the findings of educational research are often inconclusive; far too many competing ideas and thus difficult for policy makers to decide what to believe, unless it says what they really want to hear. An alternative is to seek help from the much more &quot;scientifically reliable&quot; findings of neuroscience. Perhaps this will provide a means of uniting education policy and research. For example, it should be possible to scan the brains of children to see whether they are likely to become vicious criminals and so isolate them, before they commit crimes. Will this be the policy makers' final solution to the problem of children's anti-social behaviour? Philosophers of education and teacher educators need to provide informed responses to the evidence of neuroscience and its implications, making sure they are on-target. This paper presents some relevant neuroscientific evidence regarding empathy, truth and free-will, and engages in some preliminary target practice.
Learning How to Conduct Educational Research in Teacher Education: A Turkish Perspective
Author: Demircioglu, Ismail H.
Date: 2008-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Teacher Education,Student Teacher Attitudes,Social Studies,Research Projects,Assignments,Methods Courses,Questionnaires,Research Skills,Research Methodology,Action Research,Skill Development,Qualitative Research,Semi Structured Interviews

This paper examines the attitudes of student teachers in social studies towards an educational research assignment, undertaken in an educational research methods course given at the Fatih Faculty of Education at Karadeniz Technical University, Turkey. A questionnaire containing open-ended questions and an interview were used in the data-collection process of this research. 74 student teachers answered the questionnaire; 20 of these teachers were selected for interview through a random sampling method, and they then participated in a semi-structured interview. In the light of the data, it can be said that the majority of student teachers gained basic educational research skills as a result of the course, and specifically learned how to conduct a small-scale research project. By conducting a small-scale education research project and writing a report on it, student teachers learned important educational research skills, such as how to detect problems, construct hypotheses, review literature, select a suitable research methodology, choose data collecting instruments, gather and analyse data, cite references and write up an educational research project.
Enterprise in the New Zealand Curriculum and Its Challenge to Ethical Teacher Professionality
Author: Benade, Leon
Date: 2008-05-00
Type: Journal Articles
Subjects: Ethics,Teacher Role,Foreign Countries,Teacher Education,National Curriculum,Entrepreneurship,Standards,Professional Identity

The release in 2006 by the New Zealand Ministry of Education of a Draft national Curriculum set for release in November 2007 challenges schools and teachers to evolve their role to align with the priority to &quot;embed&quot; enterprise values and methodologies. These values and methodologies will be expressed in curricula that school communities will develop locally in line with the new national Curriculum. This paper contextualises the place of &quot;enterprise&quot; in the Draft New Zealand Curriculum of 2006 and considers some modifications in the final version released in November 2007. The possible impact of an emphasis on enterprise for teacher education is considered before evaluating &quot;enterprise&quot; in reference to the occupational role of teachers, expressed here as their &quot;teacher professionality&quot;, following the work of Hoyle &amp; John (1995). This paper extends the concept of &quot;professionality&quot; to what is termed &quot;ethical teacher professionality&quot;. It concludes by giving thought to how an enterprise focus in the New Zealand Curriculum challenges teacher education and the concept of ethical teacher professionality.