Pub Date : 2022-03-01DOI: 10.14221/ajte.2022v47n3.5
Margaret Lambert, S. Smith, S. Moss, M. Kirshbaum
The use of Emotional Freedom Techniques (EFT) as a class exercise was investigated to ascertain its effectiveness for student wellbeing. Although EFT has been validated in clinical settings, studies have not yet established whether this approach could be applied in classrooms to curb anxiety and improve wellbeing. A pragmatic, mixed methods study was conducted with 138 students in northern Australian primary schools. Student anxiety dissipated over two stages of intervention. Aside from class tapping sessions, students sometimes tapped surreptitiously, and teachers applied tapping for themselves on occasions. Students generally preferred a quieter, individual approach during class tapping sessions. Broader themes derived from student and teacher data suggested that tapping is a mechanism for change, the skills are transferable, and unsurprisingly, tapping is not always effective. EFT supports social and emotional learning and aligns with the Australian school curriculum. Findings suggest EFT used in classrooms can benefit students and teachers.
{"title":"Emotional Freedom Techniques (Tapping) to Improve Wellbeing and Reduce Anxiety in Primary School Classrooms","authors":"Margaret Lambert, S. Smith, S. Moss, M. Kirshbaum","doi":"10.14221/ajte.2022v47n3.5","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n3.5","url":null,"abstract":"The use of Emotional Freedom Techniques (EFT) as a class exercise was investigated to ascertain its effectiveness for student wellbeing. Although EFT has been validated in clinical settings, studies have not yet established whether this approach could be applied in classrooms to curb anxiety and improve wellbeing. A pragmatic, mixed methods study was conducted with 138 students in northern Australian primary schools. Student anxiety dissipated over two stages of intervention. Aside from class tapping sessions, students sometimes tapped surreptitiously, and teachers applied tapping for themselves on occasions. Students generally preferred a quieter, individual approach during class tapping sessions. Broader themes derived from student and teacher data suggested that tapping is a mechanism for change, the skills are transferable, and unsurprisingly, tapping is not always effective. EFT supports social and emotional learning and aligns with the Australian school curriculum. Findings suggest EFT used in classrooms can benefit students and teachers.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80123576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.14221/ajte.2022v47n3.4
Lisa O’Keeffe, Bruce White
Secondary mathematics teaching is often characterised by teacher-led pedagogies centred on practice and memorising formula which can dominate incoming pre-service teachers’ perceptions of mathematics teaching. Hence, creating opportunities for pre-service teachers (PSTs) - particularly those who have not experienced student-centered pedagogies – to see the power of alternative pedagogical approaches is crucial in the early experiences of their teacher training. This paper explores the potential of 360degree video recordings of micro teaching of PSTs to enhance initial reflections using the Knowledge Quartet. Drawing on four PSTs’ 360degree video reflections using the Knowledge Quartet framework we unpack the different ways that 360degree video provides additional opportunities for understanding the wider classroom impact of PST pedagogical decision making. The findings suggest that together these two tools offer an effective platform for PSTs to trial teaching approaches and reflect on their practice in a structured way.
{"title":"Supporting Mathematics Pre-Service Teachers Refection with 360degree Video and the Knowledge Quartet","authors":"Lisa O’Keeffe, Bruce White","doi":"10.14221/ajte.2022v47n3.4","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n3.4","url":null,"abstract":"Secondary mathematics teaching is often characterised by teacher-led pedagogies centred on practice and memorising formula which can dominate incoming pre-service teachers’ perceptions of mathematics teaching. Hence, creating opportunities for pre-service teachers (PSTs) - particularly those who have not experienced student-centered pedagogies – to see the power of alternative pedagogical approaches is crucial in the early experiences of their teacher training. This paper explores the potential of 360degree video recordings of micro teaching of PSTs to enhance initial reflections using the Knowledge Quartet. Drawing on four PSTs’ 360degree video reflections using the Knowledge Quartet framework we unpack the different ways that 360degree video provides additional opportunities for understanding the wider classroom impact of PST pedagogical decision making. The findings suggest that together these two tools offer an effective platform for PSTs to trial teaching approaches and reflect on their practice in a structured way.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82815729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.14221/ajte.2022v47n3.6
Philip Roberts, N. Downes, Jo-Anne Reid
The preparation of teachers for rural schools has been a significant focus of research for many decades. In this paper we update previous reports of the extent of Initial Teacher Education courses that prepare teachers for rural schools in Australia. We found that despite significant and continued calls for rural teacher education, there are still very few rural-teaching units offered in teacher education courses, and there are no courses at all that seek this as an explicit outcome. As the Australian Professional Standards for Teaching claim the importance of teachers understanding students and their contexts, we argue that effective teacher education must not only focus on understanding rurality, and developing awareness of the affordances of place, but must also address the pedagogical requirements for present day rural teaching. We argue that the lack of teacher preparation for locational, geographic forms of social difference works to produce and sustain educational disadvantage when these intersect with economic and cultural difference. On this basis we call for government to address this major failing in the provision of education for Australian children through policy change to teaching standards.
{"title":"Teacher Education for a Rural-Ready Teaching Force: Swings, Roundabouts, and Slippery Slides?","authors":"Philip Roberts, N. Downes, Jo-Anne Reid","doi":"10.14221/ajte.2022v47n3.6","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n3.6","url":null,"abstract":"The preparation of teachers for rural schools has been a significant focus of research for many decades. In this paper we update previous reports of the extent of Initial Teacher Education courses that prepare teachers for rural schools in Australia. We found that despite significant and continued calls for rural teacher education, there are still very few rural-teaching units offered in teacher education courses, and there are no courses at all that seek this as an explicit outcome. As the Australian Professional Standards for Teaching claim the importance of teachers understanding students and their contexts, we argue that effective teacher education must not only focus on understanding rurality, and developing awareness of the affordances of place, but must also address the pedagogical requirements for present day rural teaching. We argue that the lack of teacher preparation for locational, geographic forms of social difference works to produce and sustain educational disadvantage when these intersect with economic and cultural difference. On this basis we call for government to address this major failing in the provision of education for Australian children through policy change to teaching standards.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72438415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.14221/ajte.2022v47n3.2
A. Pinzón, P. Gómez, M. Gonzalez
A part of students learning in the classroom depends on how the teacher responds to their thinking. The literature has separately addressed teachers’ feedback responses to errors and unexpected strategies that students put into play when solving tasks. We propose a framework to analyze these responses together based on three criteria: the focus of the answers (teacher or student), the type of knowledge (conceptual or procedural) that the teacher puts into play in the teacher-centered answers, and the types of actions (asking and proposing) involved in student-centered responses. We codified and analyzed the feedback responses of a group of mathematics teachers to a questionnaire that inquired about their curricular practices. We found similarities in their reports of responses to students’ errors and unexpected strategies: two-thirds of teachers have a teacher-centered response. For the student-centered answers, the number of responses of the teacher in which he/she proposes activities is three times the number of responses in which he/she asks students questions. Furthermore, responses to unexpected strategies differ from responses to errors because teachers evaluate, correct, and accept those strategies.
{"title":"Mathematics Teachers’ Feedback Responses to Students’ Errors and Unexpected Strategies","authors":"A. Pinzón, P. Gómez, M. Gonzalez","doi":"10.14221/ajte.2022v47n3.2","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n3.2","url":null,"abstract":"A part of students learning in the classroom depends on how the teacher responds to their thinking. The literature has separately addressed teachers’ feedback responses to errors and unexpected strategies that students put into play when solving tasks. We propose a framework to analyze these responses together based on three criteria: the focus of the answers (teacher or student), the type of knowledge (conceptual or procedural) that the teacher puts into play in the teacher-centered answers, and the types of actions (asking and proposing) involved in student-centered responses. We codified and analyzed the feedback responses of a group of mathematics teachers to a questionnaire that inquired about their curricular practices. We found similarities in their reports of responses to students’ errors and unexpected strategies: two-thirds of teachers have a teacher-centered response. For the student-centered answers, the number of responses of the teacher in which he/she proposes activities is three times the number of responses in which he/she asks students questions. Furthermore, responses to unexpected strategies differ from responses to errors because teachers evaluate, correct, and accept those strategies.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90178374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.14221/ajte.2022v47n2.1
Gülten Koşar
Seeing the significance of exploring associate teachers’ views about teaching practicum, this qualitative case study aims to seek answers to the questions of what the self-perceived roles of four Turkish associate teachers in teaching practicum are and what their perceptions concerning the adequacy of the length of teaching practicum in Turkey are. Additionally, the present research targets finding answers to the questions of whether teaching practicum contributed to the professional development of the last trainee teachers the associate teachers have mentored and if mentoring fosters their own professional development. The results indicated they considered offering professional and emotional support to trainee teachers as their pivotal roles in teaching practicum and the length of teaching practicum as insufficient. The findings also demonstrated that the associate teachers believed teaching practicum substantially contributed to the professional development of the last trainee teachers they had mentored and mentoring enhanced their own professional development.
{"title":"An Examination on Views on Teaching Practicum Held by Associate Teachers: A Qualitative Case Study","authors":"Gülten Koşar","doi":"10.14221/ajte.2022v47n2.1","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n2.1","url":null,"abstract":"Seeing the significance of exploring associate teachers’ views about teaching practicum, this qualitative case study aims to seek answers to the questions of what the self-perceived roles of four Turkish associate teachers in teaching practicum are and what their perceptions concerning the adequacy of the length of teaching practicum in Turkey are. Additionally, the present research targets finding answers to the questions of whether teaching practicum contributed to the professional development of the last trainee teachers the associate teachers have mentored and if mentoring fosters their own professional development. The results indicated they considered offering professional and emotional support to trainee teachers as their pivotal roles in teaching practicum and the length of teaching practicum as insufficient. The findings also demonstrated that the associate teachers believed teaching practicum substantially contributed to the professional development of the last trainee teachers they had mentored and mentoring enhanced their own professional development.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89700576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.14221/ajte.2022v47n2.2
Katherine Ashman, K. Turner, Dona Martin
In a direct effort to build a greater understanding of higher education teaching and learning opportunities, this study shares the journey of three university lecturers working to ensure best practice outcomes from criterion-referenced assessment [CRA]. The work was built on a belief that our respective higher education undergraduate students did not fully value the design structure or feedback outcomes inherent in CRA. Using a collaborative autoethnographic lens we pooled experiences, outcomes, challenges, assumptions, and accounts of unconscious biases from across our different tertiary education schools and subjects. Our examination enriched our understanding, our teaching, and our student outcomes. In sharing our journey we offer three unique, yet jointly considered perspectives on using CRA to extend and enhance learning.
{"title":"Engaging First Year Students in Assessment Rubrics: Three Personal Experiences","authors":"Katherine Ashman, K. Turner, Dona Martin","doi":"10.14221/ajte.2022v47n2.2","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n2.2","url":null,"abstract":"In a direct effort to build a greater understanding of higher education teaching and learning opportunities, this study shares the journey of three university lecturers working to ensure best practice outcomes from criterion-referenced assessment [CRA]. The work was built on a belief that our respective higher education undergraduate students did not fully value the design structure or feedback outcomes inherent in CRA. Using a collaborative autoethnographic lens we pooled experiences, outcomes, challenges, assumptions, and accounts of unconscious biases from across our different tertiary education schools and subjects. Our examination enriched our understanding, our teaching, and our student outcomes. In sharing our journey we offer three unique, yet jointly considered perspectives on using CRA to extend and enhance learning.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86695625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.14221/ajte.2022v47n2.6
Glenys Oberg, I. Bryce
There are many studies documenting the negative impacts of trauma in childhood. However, despite schools and teachers being a known protective factor which have the potential to modify the negative impacts of complex trauma, limited research examining the perspectives of primary teachers working with traumatised children and their perceptions of preparedness to teach students living with complex trauma has been conducted. Thus a systematic literature review was conducted to collate and synthesise available empirical research on this topic. The review followed PRISMA guidelines and searches were conducted across academic databases for peer reviewed studies published between 2011 and 2022. Only articles which discussed complex trauma, teachers of primary-aged students, and perceptions of preparedness were included. Four articles were ultimately selected as meeting the criteria for review. The lack of available studies in this area is considered a notable finding in and of itself and highlights a need for further research into teacher experiences and perceptions as well as policies and protocols. The results of this review suggest a need for additional training, clarity regarding role of a teacher, support from colleagues and administration, and organisational self-care for school staff. The lack of trauma-specific training reported by teachers highlighted a need for trauma training for pre-service teachers as well as ongoing training for teachers already in the profession in order to assist traumatised students as well as the teachers who work with them.
{"title":"Australian Teachers’ Perception of their Preparedness to Teach Traumatised Students: A Systematic Literature Review.","authors":"Glenys Oberg, I. Bryce","doi":"10.14221/ajte.2022v47n2.6","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n2.6","url":null,"abstract":"There are many studies documenting the negative impacts of trauma in childhood. However, despite schools and teachers being a known protective factor which have the potential to modify the negative impacts of complex trauma, limited research examining the perspectives of primary teachers working with traumatised children and their perceptions of preparedness to teach students living with complex trauma has been conducted. Thus a systematic literature review was conducted to collate and synthesise available empirical research on this topic. The review followed PRISMA guidelines and searches were conducted across academic databases for peer reviewed studies published between 2011 and 2022. Only articles which discussed complex trauma, teachers of primary-aged students, and perceptions of preparedness were included. Four articles were ultimately selected as meeting the criteria for review. The lack of available studies in this area is considered a notable finding in and of itself and highlights a need for further research into teacher experiences and perceptions as well as policies and protocols. The results of this review suggest a need for additional training, clarity regarding role of a teacher, support from colleagues and administration, and organisational self-care for school staff. The lack of trauma-specific training reported by teachers highlighted a need for trauma training for pre-service teachers as well as ongoing training for teachers already in the profession in order to assist traumatised students as well as the teachers who work with them.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90786630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.14221/ajte.2022v47n2.3
Debbie L. Brosseuk
This paper explores the interconnectedness between Australian teachers’ literacy practices and their pedagogic identity during the global pandemic. In doing so, the paper presents pedagogic identity as a dynamic, ever-evolving construct involving teachers and their teaching environment. Findings are reported from a case study of early years and primary teachers. Semi-structured interviews were conducted to collect qualitative data. From teachers’ self-reported teaching experiences, we identify three orientations to pedagogic identity: The Driver; The Collaborator; and The Apprentice. Drawing on analytic work, the paper finds that the online delivery of literacy teaching brought opportunities for teachers to shift between pedagogic identities, allowing for rich pedagogic variation, and in consequence, demonstrate the pluralistic nature of pedagogic identity. This paper is of benefit to teachers, specifically beginning teachers as well as early career teachers, to help them better understand the changing nature of, and influences on, their pedagogic identity
{"title":"Exploring the Changing Nature of Teachers’ Pedagogic Identities During the Delivery of Online Literacy Teaching","authors":"Debbie L. Brosseuk","doi":"10.14221/ajte.2022v47n2.3","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n2.3","url":null,"abstract":"This paper explores the interconnectedness between Australian teachers’ literacy practices and their pedagogic identity during the global pandemic. In doing so, the paper presents pedagogic identity as a dynamic, ever-evolving construct involving teachers and their teaching environment. Findings are reported from a case study of early years and primary teachers. Semi-structured interviews were conducted to collect qualitative data. From teachers’ self-reported teaching experiences, we identify three orientations to pedagogic identity: The Driver; The Collaborator; and The Apprentice. Drawing on analytic work, the paper finds that the online delivery of literacy teaching brought opportunities for teachers to shift between pedagogic identities, allowing for rich pedagogic variation, and in consequence, demonstrate the pluralistic nature of pedagogic identity. This paper is of benefit to teachers, specifically beginning teachers as well as early career teachers, to help them better understand the changing nature of, and influences on, their pedagogic identity","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72475467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.14221/ajte.2022v47n2.4
A. Keary, Narelle Wood, Karina Barley, Kelly Carabott
For teachers, storytelling is a way of making sense of everyday pedagogical practices and connecting with colleagues. In this paper, we explore how storytelling contributed to a collaborative culture indicative of our professional journey as four teacher educators. We examine six online weekly Zoom conversations we participated in as a teaching group to share our pedagogical ideas for enhancing an English education unit of work. During this storytelling, we discussed how we engaged with the teaching of, teaching about and teaching through the teaching and learning curriculum cycle to a first-year cohort of preservice teachers (PSTs). Importantly, we deliberated on how we could make our pedagogical decision-making visible to PSTs, illustrating the importance of teacher collaborative storytelling. We contend that by creating time and an online space for us as teacher educators to share, consider, evaluate and think collectively about pedagogical practices we not only developed a better understanding of our subject area but provided a collaborative professional learning model to our PSTs. We hope that other English teachers may read a little of their own professional journeys in our storytelling and be encouraged to engage with a professional collaborative dialogic space. This paper does not purport to suggest that this is the only way to teach English education to PSTs. Rather, it is about making visible who we are as learners and our practice as teacher educators and storytellers.
{"title":"Generating Reflections Through Professional Collaborative Storytelling","authors":"A. Keary, Narelle Wood, Karina Barley, Kelly Carabott","doi":"10.14221/ajte.2022v47n2.4","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n2.4","url":null,"abstract":"For teachers, storytelling is a way of making sense of everyday pedagogical practices and connecting with colleagues. In this paper, we explore how storytelling contributed to a collaborative culture indicative of our professional journey as four teacher educators. We examine six online weekly Zoom conversations we participated in as a teaching group to share our pedagogical ideas for enhancing an English education unit of work. During this storytelling, we discussed how we engaged with the teaching of, teaching about and teaching through the teaching and learning curriculum cycle to a first-year cohort of preservice teachers (PSTs). Importantly, we deliberated on how we could make our pedagogical decision-making visible to PSTs, illustrating the importance of teacher collaborative storytelling. We contend that by creating time and an online space for us as teacher educators to share, consider, evaluate and think collectively about pedagogical practices we not only developed a better understanding of our subject area but provided a collaborative professional learning model to our PSTs. We hope that other English teachers may read a little of their own professional journeys in our storytelling and be encouraged to engage with a professional collaborative dialogic space. This paper does not purport to suggest that this is the only way to teach English education to PSTs. Rather, it is about making visible who we are as learners and our practice as teacher educators and storytellers.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74630656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: Education reform is prioritised in most countries. In 2014, the Australian federal government established the Teacher Education Ministerial Advisory Group with a mandate to improve initial teacher education (ITE) to better prepare new teachers for the classroom. One recommendation involved higher education providers selecting ITE candidates who possessed the required academic skills and non-academic characteristics to become successful teachers. This study investigates the prevalence and impact of non-academic characteristics among first-year graduates, using insights from principals in Western Australian public schools. According to the available literature, the link between non-academic characteristics in the ITE selection process and student outcomes and teacher employment is not clearly established. Principals confirmed first year graduates possessing the required non-academic characteristics impacted on student learning and were more employable.
{"title":"Investigation of Non-Academic Characteristics used for Selection Entry of Pre-Service Teachers into Higher Education Courses","authors":"J. Wyatt, M. O'Neill","doi":"10.14221/1835-517x.5939","DOIUrl":"https://doi.org/10.14221/1835-517x.5939","url":null,"abstract":": Education reform is prioritised in most countries. In 2014, the Australian federal government established the Teacher Education Ministerial Advisory Group with a mandate to improve initial teacher education (ITE) to better prepare new teachers for the classroom. One recommendation involved higher education providers selecting ITE candidates who possessed the required academic skills and non-academic characteristics to become successful teachers. This study investigates the prevalence and impact of non-academic characteristics among first-year graduates, using insights from principals in Western Australian public schools. According to the available literature, the link between non-academic characteristics in the ITE selection process and student outcomes and teacher employment is not clearly established. Principals confirmed first year graduates possessing the required non-academic characteristics impacted on student learning and were more employable.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73049493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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