ethanporcaro/eric-fulltext-meta huggingface dataset:
Interactive Whiteboards and the First Year Experience: Integrating IWBs into Pre-Service Teacher Education
Author: Campbell, Chris
Date: 2010-10-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Mathematics Education,Educational Technology,Visual Aids,Undergraduate Students,Undergraduate Study,Preservice Teachers,Foreign Countries,Blended Learning,Technology Integration,Technology Uses in Education,Electronic Learning

The focus of this paper is on how pre-service teachers investigate using interactive whiteboards (IWBs) to incorporate e-teaching into their lessons. Digital convergence in the classroom makes technology an integral part of teaching rather than an add-on feature (Kent, 2004a, 2004b). To establish a context for the use of IWB in schools, the paper first examines relevant literature on IWBs. It then describes a program designed to link knowledge gained in a first-semester Information and Communication Technology (ICT) unit of a first year pre-service teacher undergraduate course with the practical use of IWBs in a mathematics education unit, Working Mathematically, in second semester. During this transfer of knowledge, pre-service teachers also explore the pedagogical implications of using IWBs in the classroom.
Teachers' Influence on Integration of Tools into Mathematics Teaching
Author: Yesildere, Sibel
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Workshops,Instructional Materials,Mathematics Instruction,Elementary School Mathematics,Student Teaching,Teacher Influence

This paper examines the process through which three pre-service teachers learn to use mathematical tools; it also looks at pre-service teachers' instrumentation of tools into mathematics teaching. Three pre-service teachers were studying at a primary mathematics teacher training program at Dokuz Eylul University in Turkey. During an eight-week period, workshops were conducted on curriculum tools with pre-service teachers. Subsequently, pre-service teachers' lessons were observed in real school settings. The findings are underpinned by the theoretical framework based on the instrumental approach to tool use. Results indicate that pre-service teachers had difficulty in applying the appropriate use of tools, and teachers' instrumentation schemes influenced students' conceptual understanding. The analysis of data also suggests some implications about the usefulness of the instrumentation framework for effective integration of tools into mathematics teaching. (Contains 1 table and 6 figures.)
&quot;My Two Masters&quot;: Conflict, Contestation, and Identity Construction within a Teaching Practicum
Author: Trent, John
Date: 2010-11-00
Type: Journal Articles
Subjects: Student Teachers,Language Teachers,English (Second Language),Student Teaching,Student Attitudes,Beliefs,Self Concept,Resistance (Psychology),Conflict,Interviews,Preservice Teacher Education,Foreign Countries

This paper reports the results of a qualitative study into the teaching practice experiences of eight preservice English language teachers in Hong Kong. Using in-depth interviews, the preservice teachers' practicum experiences are explored in terms of their understandings of the requirements of their teacher education institution and their teaching placement school, their relations with full time teachers within their placement schools, as well as their own beliefs about the teaching and learning of the English language. A contribution of this study is to examine these experiences through the lens of teacher identity construction. Results indicated that participants constructed rigid divisions between different identity positions that they took on, resisted, and rejected during their teaching practice experiences, and that relations between these identity categories were often characterized by antagonism. It is argued that such antagonism may be detrimental to the preservice teachers during their practicum and as they move into full time teaching positions. How these divisions might be challenged is discussed and implications for future research are considered.
Historical Novels: Engaging Student Teachers in K-10 History Pre-Service Units
Author: Rodwell, Grant
Date: 2010-11-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Learner Engagement,Novels,Instructional Materials,History Instruction,Memory,Story Telling,Historical Interpretation,Foreign Countries

This paper aims to illustrate how the historical novel may be used as an engaging teacher/learning strategy for undergraduate student teachers in pre-service teacher education units, the vast majority of which simply provide for a single 10-credit point unit in order to prepare student teachers for the classroom. First, this paper will argue the historical fiction narrative is an engaging medium. It will then attempt a brief survey of the wider popularity of historical fiction in society-at-large and the way in which this is associated with the popularity of memory literature in general. It will then attempt an analysis of how historical fiction can assist in developing student teachers' appreciation of &quot;historical literacy&quot;. But what sort of historical literature should educators encourage student teachers to engage in? Social norms and values are constantly changing, so how do readers and critics interpret historical novels written years ago? In response to this question, the paper shall examine the issue of interpreting historical fiction, and what does literary interpretation mean? But how much faith should student teachers be encouraged to place in the veracity of historical fiction? This question is examined in conclusion to this paper.
Mentors Report on Their Own Mentoring Practices
Author: Hudson, Peter
Date: 2010-11-00
Type: Journal Articles
Subjects: National Curriculum,Preservice Teachers,Mentors,Professional Development,Science Instruction,Mathematics Instruction,Qualitative Research,Statistical Analysis,Foreign Countries,Instructional Effectiveness,Elementary School Teachers,Questionnaires,Teacher Surveys

Implementing an Australian National Curriculum will require targeting both teachers and preservice teachers. Classroom teachers in their roles as mentors are well situated for developing preservice teachers. This mixed-method study presents mentors' reports on their mentoring of primary preservice teachers (mentees) in mathematics (n=43) and science (n=29). Mentors claimed they mentored the teaching of mathematics more than the teaching of science; 20% or more indicated they did not provide mentoring practices for 25 out of 34 survey items in the science and 9 out of 34 items in the mathematics. Mentors also claimed that professional development on effective mentoring can enhance their skills. Implementing an Australian National Curriculum necessitates professional development for mentors on effective mentoring practices in order to increase the quality and quantity of mentoring for enhancing preservice teachers' practices. (Contains 6 tables and 2 figures.)
A Partnership in Induction and Mentoring: Noticing How We Improve Our Practice
Author: Moss, Julianne
Date: 2010-11-00
Type: Journal Articles
Subjects: Mentors,Foreign Countries,Beginning Teachers,Reflective Teaching,Teaching Methods,Beginning Teacher Induction,Elementary School Teachers,Suburban Schools,College School Cooperation,Partnerships in Education

This article focuses on the induction and mentoring of early career teachers. The context is a suburban primary school in Victoria, Australia, as the school develops mentoring networks for graduate and beginning teachers. Instigated from a school-university partnership, the research draws from the traditions of practitioner research. In the research design and likewise in successful mentoring the importance of a genuine commitment to the discipline of reflective practice or what we have come to describe as &quot;noticing&quot; (Mason, 2002; Moss et al., 2004) is illustrated. The approach offers a new method for small scale-close up research in teacher education. (Contains 1 table.)
The Impact on Final Year Pre-Service Secondary Teachers of a Unit in Teaching Literacy and Numeracy across the Curriculum
Author: White, Paul
Date: 2010-11-00
Type: Journal Articles
Subjects: Literacy,Numeracy,Preservice Teacher Education,Preservice Teachers,College Seniors,Secondary Education,Units of Study,Instructional Effectiveness,Student Attitudes,Student Teaching,Student Teacher Supervisors,Observation,Case Studies

Addressing literacy and numeracy as social practices in different teaching content areas create challenges for teachers and teacher education. Literacy and numeracy skills and understandings are generally addressed incidentally in teacher education courses and often overlooked by teachers in secondary schools. This paper reports on a study which examined the impact of a unit called "Curriculum Literacies" in the final year of a Secondary Bachelor of Teaching/ Bachelor of Arts course. The unit developed students' personal skills and understanding of literacy and numeracy and their application to teaching in particular discipline areas. Findings show the unit had positive effects on most students' personal knowledge and pedagogy. However, these effects varied depending on content area and literacy was generally found to be more relevant and more easily integrated than numeracy. The results of this study confirm the value of such units in teaching degrees. (Contains 3 tables.)
Minding the &quot;P&quot;s for Implementing Online Education: Purpose, Pedagogy, and Practicalities
Author: Sutherland-Smith, Wendy
Date: 2010-11-00
Type: Journal Articles
Subjects: Online Courses,Human Resources,Teacher Educators,Higher Education,Foreign Countries,Colleges,Electronic Learning,Interviews,Administrators,Technology Integration,Educational Finance,Educational Objectives,College Instruction,Barriers,Educational Planning,Teacher Education

Online education has a presence in most Australian universities, and its uptake has been broadly understood as being driven by external imperatives associated with intensive competition within the global knowledge economy. However, the implementation of online education does not take place uniformly, and tensions can arise as a consequence of the considerable variation in approaches taken by institutions, faculties, departments and individual educators. In this paper, we analyse interview data from five Australian universities to consider how senior administrators, teacher educators and educational designers interpret the drivers of and barriers to online education. Our findings indicate that there are considerable tensions between the economic considerations driving online delivery, the pedagogical approaches embraced by many teaching academics, and the practicalities associated with financial and human resource costs, technological supports and succession planning. We argue that minding the &quot;P&quot;s of purpose, pedagogy and practicalities can be a valuable and productive way forward for addressing ongoing issues of quality and sustainability in online education.
Teachers of Poor Communities: The Tale of Instructional Media Use in Primary Schools of &quot;Gedeo&quot; Zone, Southern Ethiopia
Author: Abdo, Mehadi
Date: 2010-11-00
Type: Journal Articles
Subjects: Factor Analysis,Educational Media,Foreign Countries,Educational Environment,Elementary Schools,Poverty,Teaching Methods,Teaching Conditions,Elementary School Teachers,Rural Schools,Urban Schools,Questionnaires,Barriers,Educational Technology,School Culture

The purpose of this study was to investigate the impact of working conditions at school on teachers' level of instructional media use in the primary school system of Gedeo Zone, southern Ethiopia. The survey was made on a sample of 139 (24.4% female and male 75.6%) teachers who were randomly drawn from 9 primary schools (four rural and five urban primary schools). The instruments used to generate data were self-reported questionnaires tapping the level of instructional media use and the associated school-level environmental factors. The findings based on Factor Analysis revealed three independent dimensions of school environment factors related to the use of instructional media by teachers. It is further disclosed that the level of use of instructional media is low with an average frequency of use swinging between once in two weeks to twice in three weeks during four weeks of instruction. The implications of the findings related to pre-service and in-service teacher training are also discussed. (Contains 2 tables and 2 figures.)
Schools as Sites of Race Relations and Intercultural Tension
Author: Mansouri, Fethi
Date: 2010-11-00
Type: Journal Articles
Subjects: Race,Teacher Education Programs,Social Attitudes,Cultural Pluralism,Racial Relations,Foreign Countries,Educational Environment,Racial Bias,Social Bias,Social Influences,Cultural Influences,Secondary Schools,Public Schools,Catholic Schools,Indigenous Populations

Australia's education system endeavours to provide an environment in which students can learn in a safe and comfortable manner, free of fear of verbal or physical abuse. However, for many schools, the ability to create this safe environment has been undermined by a recent rise in society-wide intercultural tensions that inevitably permeate the school boundary. Empirical data from a national project about racism among Australian youth provides evidence that these intercultural tensions are generating an unsettling level of verbal, and in some cases, physical abuse in Australian secondary schools. These project findings inform the discussion presented in this paper that schools, as sites of intercultural relations, reflect wider societal attitudes. Nevertheless, this paper also contends that schools as microcosms of social realities have the potential to change social attitudes gradually, including those about diversity, culture and race. To do so, schools need to be supported by teacher education programs which explore the ways in which issues of race, culture and diversity can be incorporated in the content choice in school curriculum. This will influence positively the way in which graduating teachers approach diversity and inter-cultural tensions within their own classrooms and the wider school. (Contains 4 tables, 2 figures and 1 footnote.)
Barriers to Providing Physical Education and Physical Activity in Victorian State Secondary Schools
Author: Jenkinson, Kate A.
Date: 2010-12-00
Type: Journal Articles
Subjects: Secondary Schools,Physical Education,Physical Activities,Student Participation,Physical Education Teachers,Educational Environment,Foreign Countries,Questionnaires,Barriers,Physical Activity Level,Student Interests,Elementary Schools,Teaching Conditions,Teacher Competencies,Faculty Development,Instructional Leadership,Financial Support

An on-line questionnaire was completed by 115 physical education teachers to establish the barriers to their implementation of physical education in Victorian state secondary schools. In addition, the barriers perceived by teachers to impact on students' participation in school-based physical education and physical activity were examined. The barriers to the provision of physical education were found to be largely institutional, although two-thirds of respondents recognised their own difficulties in engaging students when teaching as potential obstacles to student participation. Students were also perceived to be influenced by their own (45 per cent) and their peers (62 per cent) low levels of interest when choosing to participate. An awareness of these barriers has implications for physical education teaching, curriculum design, teacher training and adolescent participation in the school environment. (Contains 2 tables and 3 figures.)
Stress among Prospective Teachers: A Review of the Literature
Author: Gardner, Sallie
Date: 2010-12-00
Type: Information Analyses
Subjects: Stress Management,Holistic Approach,Psychology,Postsecondary Education,Student Teachers,Student Teaching,College Students,College Faculty,Teaching (Occupation),Stress Variables,Coping,Well Being,Foreign Countries,Teachers,Depression (Psychology),Anxiety

Student-teacher distress has the potential to impact on the individuals who are to become teachers, the profession and the education system. This review examines what is known of psychological distress among university students, teachers and student-teachers, the demands associated with their practical experiences and the known impact of psychological distress. A brief overview of contemporary stress management approaches is also presented. The reviewer contends that the potential problem for prospective teachers requires a holistic approach, beginning through understanding contemporary strategies available to individual university students, and preventative stress management programs provided within tertiary education, which may be made available to future student-teachers.
Meeting the Standards? Exploring Preparedness for Teaching
Author: Swabey, Karen
Date: 2010-12-00
Type: Journal Articles
Subjects: Physical Education,Teacher Attitudes,Beginning Teachers,Preservice Teacher Education,Preservice Teachers,Physical Education Teachers,Health Education,Knowledge Base for Teaching,Pedagogical Content Knowledge,Questionnaires,Interviews,Learning Strategies,Evaluation Methods,Teaching (Occupation),Qualitative Research,Foreign Countries,Student Behavior,Behavior Modification,Teacher Education,Interprofessional Relationship,Literacy,Numeracy,Information Technology,Standards

This research focused on the perceptions of pre-service and beginning health and physical education (HPE) teachers in relation to their preparedness for teaching. A questionnaire was designed to engage with teacher professional standards addressing (i), professional knowledge; (ii), professional relationships and (iii), professional practice. Follow-up interviews with randomly-selected teachers facilitated deeper interrogation of the issues. Findings indicated that both groups felt that their training had prepared them well in relation to most elements of the three aspects of the professional standards. Pre-service teachers had concerns with some elements of professional knowledge: specifically, knowledge and understanding of numeracy, ICT and literacy as they related to the teaching of HPE; and behaviour management. Beginning teachers had similar concerns in relation to professional knowledge and about their ability to plan and use valid and reliable assessment strategies. Data supported previous research that emphasised the ongoing nature of learning as a teacher. (Contains 2 footnotes.)
Preparing Quality Teachers: Making Learning Visible
Author: McArdle, Felicity
Date: 2010-12-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Effectiveness,Educational Change,Foreign Countries,Accountability,Teacher Competencies,Reliability,Teacher Education Curriculum,Teacher Education Programs,Schools of Education,Educational Policy,Expectation,Standards

Teacher quality is recognised as a lynchpin for education reforms internationally, and both Federal and State governments in Australia have turned their attention to teacher education institutions: the starting point for preparing quality teachers. Changes to policy and shifts in expectations impact on Faculties of Education, despite the fact that little is known about what makes a quality teacher preparation program effective. New accountability measures, mandated Professional Standards, and proposals to test all graduates before registration, mean that teacher preparation programs need capacity for flexibility and responsiveness. The risk is that undergraduate degree programs can become &quot;patchwork quilts&quot; with traces of the old and new stitched together, sometimes at the expense of coherence and integrity. This paper provides a roadmap used by one large Faculty of Education in Queensland for reforming and reconceptualising the curriculum for a 4-year undergraduate program, in response to new demands from government and the professional bodies. (Contains 3 figures.)
The Relationships between University Students' Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs
Author: Kurbanoglu, N. Izzet
Date: 2010-12-00
Type: Journal Articles
Subjects: Self Efficacy,Chemistry,Measures (Individuals),Science Laboratories,Anxiety,Student Attitudes,Undergraduate Students,Correlation,Prediction,Science Instruction,Foreign Countries

The aim of this study is to examine the relationships between chemistry laboratory anxiety, chemistry attitudes, and self-efficacy. Participants were 395 university students. Participants completed the Chemistry Laboratory Anxiety Scale, the Chemistry Attitudes Scale, and the Self-efficacy Scale. Results showed that chemistry laboratory anxiety was correlated negatively to chemistry attitudes and to self-efficacy. On the other hand, chemistry attitudes were found to be positively associated with self-efficacy. The path model showed that self-efficacy predicted chemistry laboratory anxiety in a negative way. Also, self-efficacy has a direct and positive effect on chemistry attitudes which in turn affects chemistry laboratory anxiety. Finally, chemistry laboratory anxiety was explained negatively by chemistry attitudes. Results were discussed in the light of literature. (Contains 1 table and 1 figure.)
Chinese Teachers' Views on the Increasing Use of Putonghua as a Medium of Instruction in Hong Kong Schools
Author: Gao, Xuesong
Date: 2010-12-00
Type: Journal Articles
Subjects: Multilingualism,Foreign Countries,Mandarin Chinese,Language Usage,Language of Instruction,Teacher Attitudes,Political Issues,Curriculum Development,Teaching Methods,Cultural Influences,Personal Narratives

The use of a particular language as medium of instruction (MOI) is a complex issue in multilingual and post-colonial contexts such as Hong Kong, on which teachers' voices are often neglected. To capture their voices, this paper reports on an interpretive inquiry of eight experienced Chinese teachers' professional experiences with a focus on their perceptions concerning the increasing use of Putonghua as MOI in Chinese classes in Hong Kong. Through a collaborative interpretative process, the study revealed a wide spectrum of perceptions including reservations and enthusiasm for the switch to Putonghua as MOI. The findings suggest that the participants' perceptions could be explained by references to shifting political, demographical conditions, the participants' experiences of curriculum reforms and their concerns with pedagogical conditions. The paper ends with a discussion for the study's implications for Chinese language teacher education in Hong Kong and elsewhere. (Contains 2 tables and 1 figure.)
A Brief History of Knowledge Building
Author: Scardamalia, Marlene
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Networks,Research and Development,Intentional Learning,Educational History,Expertise,Educational Innovation,Educational Principles,Constructivism (Learning),Classroom Communication,Program Descriptions,Computer Mediated Communication,Web Sites,Computer Assisted Instruction,Educational Technology,Internet

Knowledge Building as a theoretical, pedagogical, and technological innovation focuses on the 21st century need to work creatively with knowledge. The team now advancing Knowledge Building spans multiple disciplines, sectors, and cultural contexts. Several teacher-researcher-government partnerships have formed to bring about the systemic changes required to accommodate pedagogical innovations that range from elementary to tertiary education and require new forms of teacher education. This paper tracks the evolution of Knowledge Building, starting with research on &quot;knowledge transforming,&quot; &quot;intentional learning,&quot; and other processes leading to the development of expertise. It provides an account of how the first networked collaborative learning environment was developed to support such processes and next-generation research and development to advance education for innovation and knowledge creation.