Australian Journal of Teacher Education

http://ro.ecu.edu.au/ajte/

List of Papers (Total 2,074)

“I Learned Quite a Lot of the Maths Stuff Now That I Think of It”: Māori Medium Students Reflecting on Their Initial Teacher Education

Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics...

Teachers’ Perceptions of Financial Literacy and the Implications for Professional Learning

Consumer, economic and financial literacy education at school is central to active and informed citizenship. Over the past decade, the Australian Securities and Investments Commission has led various policy initiatives and influenced curriculum and resource development in this area. However, there remains a paucity of research exploring how Australian teachers make sense of and...

Teaching for ‘Historical Understanding’: What Knowledge(s) do Teachers Need to Teach History?

Recent curriculum reform in history in Australia promotes ‘historical understanding’ through discipline-based teaching practice. However, many middle school teachers are new to the scope of historical knowledge and skills required. This paper reports on a case study of five Queensland teachers in one secondary school who undertook a school-based trial of the Year 8 Australian...

Attitudes of Classroom Teachers to Cultural Diversity and Multicultural Education in Country New South Wales, Australia

Views of country school teachers towards multicultural education and anti-racism policy directives are examined against a background of a largely ‘white’ landscape but increasing numbers of language background other than English (LBOTE) immigrants. A 10 per cent response from a self-administered online survey of government primary and secondary classroom teachers in country New...

“I Learned Quite a Lot of the Maths Stuff Now That I Think of It”: Māori Medium Students Reflecting on Their Initial Teacher Education

Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics...

Teaching for ‘Historical Understanding’: What Knowledge(s) do Teachers Need to Teach History?

Recent curriculum reform in history in Australia promotes ‘historical understanding’ through discipline-based teaching practice. However, many middle school teachers are new to the scope of historical knowledge and skills required. This paper reports on a case study of five Queensland teachers in one secondary school who undertook a school-based trial of the Year 8 Australian...

Attitudes of Classroom Teachers to Cultural Diversity and Multicultural Education in Country New South Wales, Australia

Views of country school teachers towards multicultural education and anti-racism policy directives are examined against a background of a largely ‘white’ landscape but increasing numbers of language background other than English (LBOTE) immigrants. A 10 per cent response from a self-administered online survey of government primary and secondary classroom teachers in country New...

Thinking with/through The Contradictions of Social Justice in Teacher Education: Self-Reflection on NETDS Experience

Improving teacher quality has become the hallmark of Australian education reform with a plethora of measures introduced in teacher education to improve future teachers’ instructional competencies. This policy focus has also changed the discussion of strategies for addressing disadvantages in schools; improving teacher quality, as opposed to addressing structural inequalities in...

Becoming Exceptional: Exploring selves and assemblages in the National Exceptional Teaching in Disadvantaged Schools program

This paper explores the work of ‘becoming exceptional’ amongst a group of preservice teachers taking part in the National Exceptional Teaching for Disadvantaged Schools program (NETDS). The NETDS program is directed towards mentoring and supporting outstanding preservice teachers to transition into the schools where they can make a significant difference. For us, as teacher...

Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning

: Teachers’ professional development in Schools as Learning Communities may become a key process for the sustainability and transferability of this model worldwide. Learning Communities (LC) is a community-based project that aims to transform schools through dialogic learning and involves research-grounded schools that implement Successful Educational Actions (SEAs). More than...

School Leaders’ Perspectives on Educating Teachers to Work in Vulnerable Communities: New Insights from the Coal Face

Classroom teacher quality can significantly impact student learning outcomes. Increased access to skilled teachers in low socioeconomic status (SES) schools could substantially improve the learning outcomes and engagement levels of young people. The National Exceptional Teaching for Disadvantaged Schools (NETDS) programme is a university based Teacher Education programme that has...

Thinking with/through The Contradictions of Social Justice in Teacher Education: Self-Reflection on NETDS Experience

Improving teacher quality has become the hallmark of Australian education reform with a plethora of measures introduced in teacher education to improve future teachers’ instructional competencies. This policy focus has also changed the discussion of strategies for addressing disadvantages in schools; improving teacher quality, as opposed to addressing structural inequalities in...

The Western Sydney Rustbelt: Recognizing and Building on Strengths in Pre-service Teacher Education

Preparing pre-service teachers to address the disparities in educational attainment that occur in settings with complex demographics such as high poverty and super diversity (Vertovec, 2007) require a theoretically driven contextual and spacial (Soja, 1996) understanding of disadvantage. This understanding highlights the structural and systemic inequalities that exist between the...

Becoming Exceptional: Exploring selves and assemblages in the National Exceptional Teaching in Disadvantaged Schools program

This paper explores the work of ‘becoming exceptional’ amongst a group of preservice teachers taking part in the National Exceptional Teaching for Disadvantaged Schools program (NETDS). The NETDS program is directed towards mentoring and supporting outstanding preservice teachers to transition into the schools where they can make a significant difference. For us, as teacher...

Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning

: Teachers’ professional development in Schools as Learning Communities may become a key process for the sustainability and transferability of this model worldwide. Learning Communities (LC) is a community-based project that aims to transform schools through dialogic learning and involves research-grounded schools that implement Successful Educational Actions (SEAs). More than...

School Leaders’ Perspectives on Educating Teachers to Work in Vulnerable Communities: New Insights from the Coal Face

Classroom teacher quality can significantly impact student learning outcomes. Increased access to skilled teachers in low socioeconomic status (SES) schools could substantially improve the learning outcomes and engagement levels of young people. The National Exceptional Teaching for Disadvantaged Schools (NETDS) programme is a university based Teacher Education programme that has...

Forward to Special Issue: Teacher Education for High Poverty Schools

The six papers in this special issue are all related, in one way or another, to the National Exceptional Teaching for Disadvantaged Schools program (NETDS). NETDS began in 2009 at Queensland University of Technology (QUT) in Brisbane, Australia, and with the support of philanthropy expanded to another six universities nationally. Although the papers in this issue are all related...

Designing for Diverse Learning: Case study of place-based learning in Design and Technologies pre-service teacher education

Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with in-service teachers and learners within...

Designing for Diverse Learning: Case study of place-based learning in Design and Technologies pre-service teacher education

Place-based learning experiences in Design and Technologies education connect people and place with design processes and products. Drawing on place-based learning, this case study shares the experiences of eight final year pre-service Design and Technologies education students from the University of South Australia as they collaborated with in-service teachers and learners within...

Purpose-built, Web-based Professional Portfolios: Reflective, Developmental and Showcase

This pilot study examined student engagement with a web-based digital professional portfolio through the 3C process of collect-critique-curate. To overcome common problems associated with electronic portfolios, including cost; specificity; lifelong access; and ease of use, the study used Weebly as its portfolio platform. The creation and use of the portfolio was embedded into the...

Investigating Knowledge Exchange amongst School Teachers, University Teacher Educators and Industry Partners.

This article reports on a study in which teachers, university teacher educators and a software company formed a learning community which provided a mechanism for knowledge exchange regarding pedagogical approaches using mobile technologies. The study employed an interpretivist methodology. The findings indicated that the collaboration promoted reflection on practice and...