ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers' Attitudes towards Overseas Professional Experience: Implications for Professional Practice
Author: Chinnappan, Mohan
Date: 2013-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Student Teacher Attitudes,Work Attitudes,Skill Analysis,Educational Needs,Pretests Posttests,Professional Development,Foreign Countries,Learning Experience,Global Education,Cross Cultural Training,International Educational Exchange,Teacher Exchange Programs,Teaching Experience,Student Teaching,Mixed Methods Research,Semi Structured Interviews,Questionnaires

Reforms in Australia about the education of future teachers has placed a high degree of emphasis on the development of knowledge and skills that are necessary for practitioners who will ply their trade in culturally rich and diverse classrooms (Ramsey, 2000). There is now a broad consensus from key stakeholders (Australian Institute for Teaching and School Leadership, 2012) that pre-service teachers need to be provided with a range of opportunities that are grounded in classroom practices including exposure to teaching students overseas. The aim of the study that is reported here is to better understand the skills and knowledge that pre-service teachers need in order to function in and gain from their overseas professional experiences (OSPEX). In this study, we compared a cohort of pre-service teachers' perceptions of OSPEX before and after their completed their professional experiences in Fiji. Results indicate that pre-service teachers need to be better prepared locally before attempting an OSPEX visit. (Contains 4 tables.)
Enriching the Professional Learning of Early Years Teachers in Disadvantaged Contexts: The Impact of Quality Resources and Quality Professional Learning
Author: Warren, Elizabeth A.
Date: 2013-07-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Interviews,Teacher Attitudes,Teacher Education,Pretests Posttests,Scores,Educational Quality,Educational Resources,Teacher Characteristics,Specialists,Foreign Countries,Economically Disadvantaged,Mathematics Instruction,Models,Reflective Teaching,Pedagogical Content Knowledge,Faculty Development,Semi Structured Interviews,Comparative Analysis,Grounded Theory

Studies indicate that very few teachers entering disadvantaged contexts feel prepared academically or professionally to teach effectively. This study focuses on the impact of a model for professional learning, the RoleM Professional Learning model (RPL), situated in a disadvantaged context over a three-year period. The participating teachers (n = 12) in this study taught in the first three years of school (Foundation to Year 2). To ascertain the effectiveness of RPL, teachers were interviewed three times a year and students' pre and post-test scores were also considered. The results indicate that quality teaching is related to the establishment of quality resources and quality professional learning. Additionally, students demonstrated significant gains between the pre and post-test scores. Furthermore, as teachers move towards exhibiting the characteristics of expert teachers they progress through five stages and it takes at least two years for this progression to occur. (Contains 2 figures and 6 tables.)
Wider Professional Experiences: The Value of Pre-Service Teachers Learning in Wider Contexts
Author: Salter, Peta
Date: 2013-12-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Teacher Education,Standards,Surveys,Semi Structured Interviews,Accreditation (Institutions),Educational Change,Student Teaching,Internship Programs

Within teacher education, professional standards across Australian jurisdictions consistently note the importance of developing the ability to &quot;engage professionally&quot; with a community (QCT, 2009; AITSL, 2012). Paralleling this however, are calls for more &quot;classroom&quot; time (Australian Government, 2012). This paper explores opportunities to provide students with experiences outside  the classroom; both the space made available in professional standards and how this space is taken up in teacher education programs. It will be argued that wider professional experiences are crucial in developing future teachers who are cognisant of and engaged with the complexities of the communities in which they teach. (Contains 1 figure.)
Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity
Author: Mockler, Nicole
Date: 2012-10-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Foreign Countries,Teacher Effectiveness,Standards,Professional Identity,Teacher Competencies,Faculty Development,Educational Policy,Accountability,Democratic Values,Neoliberalism,Activism,Educational Change,Political Influences,Discourse Analysis,Instructional Effectiveness

This paper examines the current shape of teacher professional learning, or in-service teacher education, in Australia. Increasingly, teacher professional learning is positioned as both a sure-fire solution to some of the intransigent educational problems of our time, as well as a policy problem in and of itself. In this paper I explore some of the dominant discourses surrounding teacher learning, such as those related to professional standards, teacher professionalism and teacher quality, which regard teacher learning predominantly as about skill acquisition and competency development. I argue that the civil society aspirations of  the Melbourne Declaration will better be met by conceptualising teacher professional learning as &quot;identity work&quot;. The paper concludes with some questions that might be used to guide thinking about teacher learning and development consistent with these aspirations. (Contains 1 table.)
Effects of Epistemological and Pedagogical Beliefs on the Instructional Practices of Teachers: A Chinese Perspective
Author: Lee, John Chi-Kin
Date: 2013-12-00
Type: Journal Articles
Subjects: Epistemology,Foreign Countries,Teaching Methods,Teacher Attitudes,Secondary School Teachers,Learning Processes,Constructivism (Learning),Questionnaires,Structural Equation Models,Factor Structure,Validity,Goodness of Fit,Factor Analysis

This study examines how the beliefs of Chinese in-service teachers regarding knowledge and knowledge acquisition influence their instructional classroom practices in junior secondary schools directly or indirectly through their conceptions of teaching and learning. The results indicate that the factor of learning effort/process is highly valued by Chinese in-service teachers in their epistemological beliefs, and that the constructivist approach is the dominant conception on teaching and learning for junior secondary school teachers. In addition, the constructivist conception of teaching and learning is found to be positively related to three types of classroom instructional practices, whereas the traditional conception about teaching and learning is found to be only significantly and negatively linked to standard contemporary practices. (Contains 9 tables and 2 figures.)
A Content Analysis of Early Childhood Teachers' Theoretical and Practical Experiences with Infants and Toddlers in Australian Teacher Education Programs
Author: Garvis, Susanne
Date: 2013-09-00
Type: Journal Articles
Subjects: Content Analysis,Early Childhood Education,Preschool Teachers,Infants,Toddlers,Foreign Countries,Teacher Qualifications,Teacher Education Programs,Child Care,Web Sites,Futures (of Society),Program Content,Course Content,Program Evaluation,Knowledge Level,Knowledge Base for Teaching

In Australia, the growth in the provision of early childhood services for very young children aged birth to three years has placed increased demands on pre-service teachers as new policy stipulates the need for qualified early childhood teachers. While many teacher education programs offer early childhood courses, they have traditionally had a greater focus on kindergarten and the formal years of schooling. Less is known about the amount of time devoted to developing the specialist educational capacity for teaching and caring for infants and toddlers. This paper explores 55 Australian early childhood teacher undergraduate education programs to provide data regarding what pre-service teachers learn about children from birth to three years of age during their formal program of study. It explores: if pre-service teachers engage in practical experiences with this age range; what content they learn; and how knowledge for this age range is assessed. Utilising information from fully accessible public program websites, data in the form of course details were examined to reveal the extent and nature of courses inclusive of teaching and learning focusing on children aged from birth to three years. Of the 55 programs, 18 programs provided practical experience with infants and toddlers, and to a lesser extent content was evident and assessed. Most of the programs which included a focus on birth to three years of age were delivered by Victorian institutions. Findings are important for the future of early childhood teacher education in Australia and hold key messages for teacher registration bodies. (Contains 3 tables.)
Towards Internationalising the Curriculum: A Case Study of Chinese Language Teacher Education Programs in China and Australia
Author: Wang, Danping
Date: 2013-09-00
Type: Journal Articles
Subjects: Teacher Education Programs,Foreign Countries,Interviews,Language Teachers,Chinese,Case Studies,International Education,Second Language Instruction,Teaching Methods,Dialects,Curriculum,Second Language Learning,Pedagogical Content Knowledge,Comparative Education,Program Content,Program Descriptions,Teacher Attitudes,Student Attitudes,Preservice Teachers,Agenda Setting,Teacher Supply and Demand

This paper presents a comparative curricular inquiry of teacher education programs of Chinese as a foreign language in China and Australia. While there is an increasing demand for qualified Chinese language teachers both within China and Western countries, pre-service teacher training is regarded as one of the major factors in impeding success in effective student learning. Using an interpretative approach, this paper captures voices from teacher educators and pre-service teachers through in-depth interviews to supplement curriculum document reviews. The results identify curriculum differences in educational aims and objectives, learning content, methods of delivery and assessment. The study suggests aspects of curriculum which must be negotiated, in moving towards the internationalisation of the curriculum, to facilitate the mobility and adaptation required in overseas teaching contexts. The study ends with a discussion for urgent development of an internationalised curriculum of Chinese language teacher education and situated teacher education programs. (Contains 1 figure and 2 tables.)
Challenges for Curriculum Leadership in Contemporary Teacher Education
Author: Parkes, Robert J.
Date: 2013-07-00
Type: Journal Articles
Subjects: Teacher Education Programs,Teacher Education Curriculum,Instructional Design,Curriculum Design,Curriculum Development,Foreign Countries,Context Effect,Conflict,Student Centered Curriculum,Alternative Teacher Certification,Educational Development,Educational Policy,Discourse Analysis

This paper outlines the complex contemporary milieu of Australian teacher education within which curriculum leaders responsible for designing teacher education programs must make their program design decisions. Particular attention is paid to the collision of vertical (&quot;hierarchical&quot; or &quot;academic rationalist&quot;) and horizontal (&quot;flat&quot; or &quot;student-centred&quot;) curriculum discourses as a program design problem that has emerged within the current context; how it is intensified by an unexpected alliance between progressivist and new managerial curriculum discourses; and how this problem may be amplified in graduate entry teacher education programs. This paper concludes with a provocation to see the curriculum tensions and conditions outlined as offering a challenging design problem for the current generation of curriculum leaders responsible for the assembly of teacher education programs.
Seeing the Bigger Picture: Investigating the State of the Arts in Teacher Education Programs in Australia
Author: Barton, Georgina
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Teacher Education Programs,Teacher Educators,Teacher Role,Preservice Teachers,Art Education,Art Teachers,Teacher Attitudes,Inquiry,Personal Narratives,Professional Identity,College Faculty,Qualitative Research,Semi Structured Interviews,Educational Change,Advocacy

There is extensive research that shows how the arts provide many benefits for all students yet there is evidence that arts education offerings and experiences are decreasing across both university and school sectors. It is important that we recognize the essential role of teacher educators in preparing pre-service teachers to be aware of the &quot;bigger picture&quot; of arts education before beginning their work with students. Drawing on interview data from eight tertiary arts educators, this paper will provide a timely national snapshot view of their perceptions. It explores their experiences as arts educators in higher education contexts in regards to the &quot;state of the arts&quot; at their respective institutions. Together with a narrative inquiry approach, this research investigates deeper, lived experiences of the authors in relation to their experiences as arts educators and offers suggestions for improvement to arts education in teacher education programs.
English Language Teacher Educators' Pedagogical Knowledge Base: The Macro and Micro Categories
Author: Moradkhani, Shahab
Date: 2013-10-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,English Teachers,Semi Structured Interviews,College Faculty,Teacher Educators,Knowledge Base for Teaching,English Instruction,Foreign Countries,Cluster Grouping,Second Language Instruction,English (Second Language),Mixed Methods Research

The aim of this study was to determine the major categories of English language teacher educators' pedagogical knowledge base. To this  end, semi-structured interviews were conducted with 5 teachers, teacher  educators, and university professors (15 participants in total). The results  of data analysis indicated that teacher educators' pedagogical knowledge  encompasses eight macro categories; namely, knowledge of language and  related disciplines, knowledge of ELT theories, skills, and techniques,  knowledge of context and social relations, knowledge of class, time, and  learning management, knowledge of research and professional development, knowledge of practicum, knowledge of teachers and their  assessment, and knowledge of reflective and critical teaching. Among  these categories, the first four ones are shared by language teachers, while  the rest belong to the domain of teacher educators. The findings also  revealed no significant statistical difference among the categories proposed by the three groups of the participants. The results are discussed and suggestions are provided for future research. (Contains 2 tables and 1 figure.)
Examining the Alignment of Subject Learning Outcomes and Course Curricula through Curriculum Mapping
Author: Lam, Bick-Har
Date: 2013-12-00
Type: Journal Articles
Subjects: Foreign Countries,Content Analysis,Teacher Education,Teacher Education Curriculum,Teacher Education Programs,Schools of Education,Educational Objectives,Curriculum Development,Alignment (Education),Evaluation Methods,Professional Identity,Teaching Methods,Educational Assessment,Program Evaluation,Comparative Analysis,Outcomes of Education,Delphi Technique

Content analysis has been used to conduct curriculum mapping to map the course objectives, course content, and the assessment tasks of 14 compulsory courses, onto the five Subject Learning Objective (SLO) factors of the Department of Curriculum and Instruction (DC&amp;I) in a teacher education institution in Hong Kong. The results show that the SLO factors appear either as a cluster or a concentrated whole in the courses, suggesting a connective nature and dominated feature among them. The situation can be explained by the planned integrated learning experience as well as emphasis on specific SLO factors in response to change in educational context. Comparison of the coverage of SLO factors in the Bachelor of Education (BEd) and Postgraduate Diploma in Education (PGDE) is performed. The results suggest that the BEd program by design has more curriculum space for students to achieve this set of SLO factors than of the PGDE. It takes advantage of more curriculum space to adopt a spiral curriculum to facilitate complex learning in a logical progression. The study recommends that curriculum mapping is a useful tool to evaluate the extent to which the courses offered by an academic department are in alignment with its agreed SLOs. The methodologies can be used in other educational settings. Implications are made to enhance curriculum planning of teacher education programs. (Contains 3 figures and 4 tables.)
A Tale of Five Countries: Background and Confidence in Preservice Primary Teachers in Drama Education across Five Countries
Author: Russell-Bowie, Deirdre E.
Date: 2013-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Curriculum,Comparative Education,Drama,Art Education,Teacher Background,Self Efficacy,Foreign Countries,Correlation,Individual Differences,Likert Scales,Student Surveys,Factor Analysis,Knowledge Base for Teaching,Preservice Teacher Education

In many public primary schools across different countries, generalist primary teachers are required to teach all subjects, including music, dance, drama and visual arts. This study investigates the background and confidence of preservice primary teachers from five countries in relation to drama and drama education. It also examines if there is a difference between the preservice teachers' perceptions of their own background and confidence in drama education in relation to each of the five countries (Australia, South Africa, Namibia, USA and Ireland). On investigating the differences between countries, there were significant statistical differences in the means of responses from preservice teachers from the different countries in relation to both background and confidence in drama education. The paper concludes with suggestions for teacher educators, given their students' weak background in drama education. (Contains 5 tables.)
The Effect of Dynamic Software on Prospective Mathematics Teachers' Perceptions Regarding Information and Communication Technology
Author: Tatar, Enver
Date: 2013-12-00
Type: Journal Articles
Subjects: Computer Software,Mathematics Instruction,Preservice Teachers,Student Teacher Attitudes,Mathematics Teachers,Secondary School Mathematics,Teacher Education Programs,Computer Assisted Instruction,Technology Integration,Foreign Countries,Algebra,Geometry,Teaching Methods,Mixed Methods Research,Pretests Posttests,Case Studies

The aim of this study was to determine the effect of dynamic software on prospective mathematics teachers' perception levels regarding information and communication technology (ICT). The study was conducted with senior prospective teachers studying in a department of secondary mathematics education. The data of the study used both quantitative and qualitative research approaches have been obtained using two different tests, namely &quot;Technology Perception Scale&quot; and &quot;Computer Assisted Mathematics Instruction Perception Scale&quot;. Consequently, it has been observed in the study that learning how to use dynamic software positively affects prospective mathematics teachers' perception levels in a statistically significant way regarding the use of technology in education. In addition, at the end of the study, almost all prospective mathematics teachers were of the opinion that mathematical software will contribute to teaching activities, and they have added that such a contribution will manifest itself in visualization, concretization and result in more effective teaching. (Contains 8 tables and 4 figures.)
Empowering Pre-Service Teacher Supervisors' Perspectives: A Relational-Cultural Approach towards Mentoring
Author: Uusimaki, Liisa
Date: 2013-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Mentors,Teacher Workshops,Teacher Supervision,Cooperating Teachers,Student Teacher Supervisors,Collegiality,Professional Development Schools,College School Cooperation,Formative Evaluation,Action Research,Cultural Context,Focus Groups,Professional Development,Expectation,Interpersonal Communication,Supervisor Supervisee Relationship,Supervisory Methods,Foreign Countries,Personal Narratives

Positive relationship building between the university and the schools that receive their pre-service teachers are crucial to developing quality educators fit for the teaching profession. This paper presents an overview of a mentor workshop that was introduced by the professional experience unit of a regional university in Australia. The aim of the mentor workshop was to explore classroom teachers' concerns when supervising pre-service teachers and find ways to better support them in the supervisor role. In addition, different ways and ideas about how to best meet the high (and growing) demand for professional experience placements were explored. Findings suggest that closer relations between university and the schools were warranted to ensure the desired quality of supervision envisaged by all stakeholders. Findings also indicate a strong interest from some classroom teachers in further postgraduate studies in education. This has positive implications for university postgraduate education programs and corollary potential to increase postgraduate intake. (Contains 2 tables.)
Impact of Awareness Raising about Listening Micro-Skills on the Listening Comprehension Enhancement: An Exploration of the Listening Micro-Skills in EFL Classes
Author: Rezaei, Amir
Date: 2013-08-00
Type: Journal Articles
Subjects: Listening Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Consciousness Raising,Task Analysis,Experimental Groups,Control Groups,Females,College Faculty,Metalinguistics,Specialists,Linguistic Input,Language Tests,Listening Comprehension Tests,Foreign Countries,College Students,Listening Skills,Universities

It is common practice in the classes that teachers focus on the outcome of listening rather than the listening process itself. Based on the interventionist view of language teaching, one of the ways proposed for teaching listening is to break it into smaller micro-skills and give learners awareness about them. But before giving awareness, it is important to identify the micro-skills that learners need mostly in performing listening tasks. This study was aimed at exploring the most frequently used listening micro-skills in EFL classes at lower levels. Also, an attempt was made to investigate the impact of awareness raising about these micro-skills on the EFL learners' listening comprehension enhancement. For studying the effect of awareness raising, 252 EFL female learners took part in the study and 30 experts and teachers from different universities took part in identifying the most frequently used micro-skills in the EFL context. After gathering data, 10 listening micro-skills were identified as being the most frequently used skills for performing tasks in EFL classes. Also, after awareness raising activities about these micro-skills, a significant difference was found between the learners in the experimental and control groups. The results of the study are discussed in the light of teachers' language awareness (TLA) and implications for the educators and task designers. (Contains 5 tables and 1 figure.)