Pub Date : 2022-01-01DOI: 10.14221/ajte.2022v47n1.2
R. Fox, U. Sharma, Erin S. Leif
Positive and proactive approaches to behaviour support have been recognised as one component required to create effective and inclusive school environments (Finkelstein et al., 2019). States and territories within Australia have increasingly adopted school- wide positive behavioural interventions and supports (SWPBIS) as a means to creating effective social and behavioural change (Poed & Whitefield, 2020). However, ensuring staff implement SWPBIS as it is intended has been a challenge, both in Australia and internationally (McIntosh et al., 2016; NSW Ombudsman, 2017). The current study identifies and seeks to address two gaps in the existing literature exploring noted barriers to the successful and sustained implementation of SWPBIS. First, limited exploration of teachers’ perceptions of their preparation (pre-service and in-service) and confidence to engage in SWPBIS practices and supports has been undertaken in Australia. Additionally, the degree to which teachers agree with a functional approach to understanding and supporting student behaviour has not been undertaken in an Australian context. The findings from such exploration may be used to inform the development of teacher training programs, and support efforts to successfully and sustainably implement SWPBIS in Australian schools.
{"title":"A Study of Victorian Teachers’ Beliefs About Student Behaviour and Their Perception of Preparation and Confidence to Engage inand Their Perception of Preparation and Confidence to Engage in Evidence-based Behaviour SupportEvidence-based Behaviour Support","authors":"R. Fox, U. Sharma, Erin S. Leif","doi":"10.14221/ajte.2022v47n1.2","DOIUrl":"https://doi.org/10.14221/ajte.2022v47n1.2","url":null,"abstract":"Positive and proactive approaches to behaviour support have been recognised as one component required to create effective and inclusive school environments (Finkelstein et al., 2019). States and territories within Australia have increasingly adopted school- wide positive behavioural interventions and supports (SWPBIS) as a means to creating effective social and behavioural change (Poed & Whitefield, 2020). However, ensuring staff implement SWPBIS as it is intended has been a challenge, both in Australia and internationally (McIntosh et al., 2016; NSW Ombudsman, 2017). The current study identifies and seeks to address two gaps in the existing literature exploring noted barriers to the successful and sustained implementation of SWPBIS. First, limited exploration of teachers’ perceptions of their preparation (pre-service and in-service) and confidence to engage in SWPBIS practices and supports has been undertaken in Australia. Additionally, the degree to which teachers agree with a functional approach to understanding and supporting student behaviour has not been undertaken in an Australian context. The findings from such exploration may be used to inform the development of teacher training programs, and support efforts to successfully and sustainably implement SWPBIS in Australian schools.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"47 2 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82177783","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}
: The study investigated first-year preservice teachers’ affective, conative, cognitive, social, and physical wellbeing in a mathematics education subject at a regional university in Far North Queensland. Data collected included pre and post surveys with forty-nine preservice teachers, and interviews with preservice teachers and teacher educators. The pre and post surveys evaluated preservice teachers’ belief statements about their wellbeing before and after a six-week module. Before the module, their belief statements suggested significant challenges. The post survey suggested an increased confidence with mathematics. Four themes that emerged from interview data analysis included the need to: address the emerging unbalanced wellbeing; address overlapping challenges for both preservice teachers and educators that negatively affect learning; understand that lack of challenges is detrimental to wellbeing balance; and develop guiding frameworks to address the emerging challenges. The paper discusses possible implications to the practice of teaching and learning in mathematics education and other subject areas.
{"title":"Preservice Teachers’ Wellbeing in Mathematics Education","authors":"Philemon Chigeza","doi":"10.14221/1835-517x.5980","DOIUrl":"https://doi.org/10.14221/1835-517x.5980","url":null,"abstract":": The study investigated first-year preservice teachers’ affective, conative, cognitive, social, and physical wellbeing in a mathematics education subject at a regional university in Far North Queensland. Data collected included pre and post surveys with forty-nine preservice teachers, and interviews with preservice teachers and teacher educators. The pre and post surveys evaluated preservice teachers’ belief statements about their wellbeing before and after a six-week module. Before the module, their belief statements suggested significant challenges. The post survey suggested an increased confidence with mathematics. Four themes that emerged from interview data analysis included the need to: address the emerging unbalanced wellbeing; address overlapping challenges for both preservice teachers and educators that negatively affect learning; understand that lack of challenges is detrimental to wellbeing balance; and develop guiding frameworks to address the emerging challenges. The paper discusses possible implications to the practice of teaching and learning in mathematics education and other subject areas.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"53 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91254918","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}
: In this study, the perceptions and experiences of eighteen teachers across three primary schools in Victoria, Australia, were examined as they participated in an annual performance and development cycle, guided by the Australian Teacher Performance and Development Framework. The study sought to investigate teachers’ experiences and perceptions of the cycle to understand the aspects perceived as valuable to these teachers . Semi-structured interviews and focus groups were held with teachers at the beginning and end of each school’s annual performance and development cycle, and responses were thematically analysed . Findings suggest that school leaders perform a critical role in the success of performance and development processes, and cultivating a culture of learning and development with a focus on individual and collective improvement helped teachers feel connected to these processes and empowered as learners. The findings of this study have implications for the individual and collective nature of performance and development. Based on research and findings, a five-step model is proposed to support the design and implementation of meaningful teacher performance and development processes.
{"title":"Teachers’ Perceptions and Experiences during an Annual Performance and Development Cycle","authors":"Kerry Elliott, J. Hattie, Lorraine Graham","doi":"10.14221/1835-517x.5622","DOIUrl":"https://doi.org/10.14221/1835-517x.5622","url":null,"abstract":": In this study, the perceptions and experiences of eighteen teachers across three primary schools in Victoria, Australia, were examined as they participated in an annual performance and development cycle, guided by the Australian Teacher Performance and Development Framework. The study sought to investigate teachers’ experiences and perceptions of the cycle to understand the aspects perceived as valuable to these teachers . Semi-structured interviews and focus groups were held with teachers at the beginning and end of each school’s annual performance and development cycle, and responses were thematically analysed . Findings suggest that school leaders perform a critical role in the success of performance and development processes, and cultivating a culture of learning and development with a focus on individual and collective improvement helped teachers feel connected to these processes and empowered as learners. The findings of this study have implications for the individual and collective nature of performance and development. Based on research and findings, a five-step model is proposed to support the design and implementation of meaningful teacher performance and development processes.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"33 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72825801","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 : 2021-12-01DOI: 10.14221/ajte.2021v46n12.2
Denise L. Lindstrom, Gwenan Jones, Meredith M. Thompson, Joshua Hertlein
Faculty from three different teacher preparation programs implemented classroom scenarios to help preservice teachers practice holding difficult conversations with students. The goal was to enhance critical reflection and discussion around creating culturally responsive classrooms to change preservice teacher conceptions of effective teachers' qualities. Results indicate that preservice teacher conceptions of effective teachers shifted from a focus on personal attributes to teaching skills. This study addresses the need for practice-based teacher education that has advanced in parallel with efforts to find new ways to the practical knowledge needed to be culturally responsive teachers.
{"title":"Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations","authors":"Denise L. Lindstrom, Gwenan Jones, Meredith M. Thompson, Joshua Hertlein","doi":"10.14221/ajte.2021v46n12.2","DOIUrl":"https://doi.org/10.14221/ajte.2021v46n12.2","url":null,"abstract":"Faculty from three different teacher preparation programs implemented classroom scenarios to help preservice teachers practice holding difficult conversations with students. The goal was to enhance critical reflection and discussion around creating culturally responsive classrooms to change preservice teacher conceptions of effective teachers' qualities. Results indicate that preservice teacher conceptions of effective teachers shifted from a focus on personal attributes to teaching skills. This study addresses the need for practice-based teacher education that has advanced in parallel with efforts to find new ways to the practical knowledge needed to be culturally responsive teachers.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"184 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85677253","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 : 2021-12-01DOI: 10.14221/ajte.2021v46n12.6
Joanne Pattison-Meek
In the fall of 2020, due to the institutional impacts of COVID-19, the Master of Teaching Program in the Ontario Institute for Studies in Education, University of Toronto (Canada) transitioned to a modified practicum program. In this article, I draw on self-study (Kitchen et al., 2020) to examine and share my experiences as a Practicum Advisor tasked to design and deliver a four-week virtual practicum program for 30 teacher candidates, without access to high school classrooms. I reflect on how my rural teacher and researcher selves informed my practicum design in one of Canada’s largest urban faculties of education, including teacher candidates’ development of data portraits based on one rural case study high school. A virtual adapted practicum presented me with a narrow opening, in an otherwise urban-dominant curriculum, to expand teacher candidates’ gaze beyond the metropolis.
2020年秋季，由于2019冠状病毒病的制度影响，多伦多大学(加拿大)安大略省教育研究所的教学硕士项目过渡到修改后的实习项目。在本文中，我利用自学(Kitchen et al.， 2020)来检查和分享我作为实习顾问的经验，我的任务是为30名教师候选人设计和提供为期四周的虚拟实习课程，而无需进入高中教室。我反思了我的乡村教师和研究员自己是如何在加拿大最大的城市教育学院之一指导我的实习设计的，包括教师候选人基于一所乡村案例研究高中的数据画像的开发。在一个以城市为主的课程中，一个虚拟的改编实习为我提供了一个狭窄的开口，将教师候选人的目光扩展到大都市之外。
{"title":"Supporting Urban-Oriented Teacher Candidates to Experience Rural Schooling: The Story of a Virtual Adapted Practicum","authors":"Joanne Pattison-Meek","doi":"10.14221/ajte.2021v46n12.6","DOIUrl":"https://doi.org/10.14221/ajte.2021v46n12.6","url":null,"abstract":"In the fall of 2020, due to the institutional impacts of COVID-19, the Master of Teaching Program in the Ontario Institute for Studies in Education, University of Toronto (Canada) transitioned to a modified practicum program. In this article, I draw on self-study (Kitchen et al., 2020) to examine and share my experiences as a Practicum Advisor tasked to design and deliver a four-week virtual practicum program for 30 teacher candidates, without access to high school classrooms. I reflect on how my rural teacher and researcher selves informed my practicum design in one of Canada’s largest urban faculties of education, including teacher candidates’ development of data portraits based on one rural case study high school. A virtual adapted practicum presented me with a narrow opening, in an otherwise urban-dominant curriculum, to expand teacher candidates’ gaze beyond the metropolis.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"138 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89475308","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 : 2021-12-01DOI: 10.14221/ajte.2021v46n12.4
A. Doyle, Marie C. Johnson, Enda Donlon, E. McDonald, P. Sexton
The closure of schools across the globe due to the Covid-19 pandemic had the potential to have a catastrophic impact on a fundamental pillar of initial teacher education: school placement. This paper maps a new “site” of professional practice for “school placement” called “Teacher Online Programme” (TOP) using Xu and Brown’s (2016) conceptual framework of teacher assessment literacy in practice. Its main focus lies in the integration of the assessment baseline knowledge into the programme under the seven elements proposed by the framework. A case study methodology informed the approach taken. Data was collected and analysed in three phases: the Teaching Online Programme Year 3 (TOP3) initiative; Student-teacher and Tutor Questionnaires and Student-teacher and Tutor focus group interviews. The findings highlight the complex and multifaceted process of building teacher assessment identity which nests in the larger purposes for education. They encourage an emergentist and collaborative approach to assessment knowledge and view working in communities of practice as a threshold for creativity and innovation.
{"title":"The Role of the Teacher as Assessor: Developing Student Teachers’ Assessment Identity","authors":"A. Doyle, Marie C. Johnson, Enda Donlon, E. McDonald, P. Sexton","doi":"10.14221/ajte.2021v46n12.4","DOIUrl":"https://doi.org/10.14221/ajte.2021v46n12.4","url":null,"abstract":"The closure of schools across the globe due to the Covid-19 pandemic had the potential to have a catastrophic impact on a fundamental pillar of initial teacher education: school placement. This paper maps a new “site” of professional practice for “school placement” called “Teacher Online Programme” (TOP) using Xu and Brown’s (2016) conceptual framework of teacher assessment literacy in practice. Its main focus lies in the integration of the assessment baseline knowledge into the programme under the seven elements proposed by the framework. A case study methodology informed the approach taken. Data was collected and analysed in three phases: the Teaching Online Programme Year 3 (TOP3) initiative; Student-teacher and Tutor Questionnaires and Student-teacher and Tutor focus group interviews. The findings highlight the complex and multifaceted process of building teacher assessment identity which nests in the larger purposes for education. They encourage an emergentist and collaborative approach to assessment knowledge and view working in communities of practice as a threshold for creativity and innovation.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"25 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79311004","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 : 2021-12-01DOI: 10.14221/ajte.2021v46n12.5
Geoffrey W. Lummis, J. Boston, P. Mildenhall, S. Winn
This ethnographic study reports on the findings from seven English secondary schools that participated in Project Faraday. The project was funded by the Department for Children, Schools and Families to build innovative learning environments to encourage students into upper secondary inquiry-based STEM. Despite the innovative classrooms, the schools emphasised A-Level university entrance science. Technicians prepared for specific science subjects, although teachers acknowledged the value of inquiry-based pedagogies. UK policies prioritising A-Level assessment were found to be impeding inquiry-based STEM, although wealthy schools had the resources to facilitating both A-Level science and inquiry-based STEM through clubs and co-curricular programs. Our data elicited important general design principles to inform makerspaces for inquiry-based STEM for adult learners. We concluded that initial teacher education programs should provide graduates with pedagogical experiences in makerspaces that enabled them to appraise contemporary school learning environments; and be informed about securing safe, flexible, and durable equipment for students.
{"title":"The UK’s Project Faraday and Secondary STEM Education","authors":"Geoffrey W. Lummis, J. Boston, P. Mildenhall, S. Winn","doi":"10.14221/ajte.2021v46n12.5","DOIUrl":"https://doi.org/10.14221/ajte.2021v46n12.5","url":null,"abstract":"This ethnographic study reports on the findings from seven English secondary schools that participated in Project Faraday. The project was funded by the Department for Children, Schools and Families to build innovative learning environments to encourage students into upper secondary inquiry-based STEM. Despite the innovative classrooms, the schools emphasised A-Level university entrance science. Technicians prepared for specific science subjects, although teachers acknowledged the value of inquiry-based pedagogies. UK policies prioritising A-Level assessment were found to be impeding inquiry-based STEM, although wealthy schools had the resources to facilitating both A-Level science and inquiry-based STEM through clubs and co-curricular programs. Our data elicited important general design principles to inform makerspaces for inquiry-based STEM for adult learners. We concluded that initial teacher education programs should provide graduates with pedagogical experiences in makerspaces that enabled them to appraise contemporary school learning environments; and be informed about securing safe, flexible, and durable equipment for students.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"135 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77982569","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 : 2021-12-01DOI: 10.14221/ajte.2021v46n12.1
M. López-López, Clemente Rodrguez-Sabiote, Stefania La Malfa
Encouraging inclusive and intercultural education has become one of the key objectives for a number of international organisations and educational systems. However, moving towards this goal is impossible without the collaboration of teachers as their perceptions influence the way they organise and carry out their professional activities. The aim of this paper is to define the professional profile of compulsory education teachers working with Roma students in the Italian city of Messina. It is based on a study of their perceptions of cultural diversity and involves 182 teachers responsible for teaching students in the first cycle of compulsory education (6-14 year olds). A quantitative design using descriptive statistics resulted in the identification of two types of teacher profile, one with positions favourable to cultural diversity and the other with views and practices not favourable to it.
{"title":"The Professional Profile of Teachers Working with Roma Students based on their Perceptions of Cultural Diversity. A Study in Compulsory Education","authors":"M. López-López, Clemente Rodrguez-Sabiote, Stefania La Malfa","doi":"10.14221/ajte.2021v46n12.1","DOIUrl":"https://doi.org/10.14221/ajte.2021v46n12.1","url":null,"abstract":"Encouraging inclusive and intercultural education has become one of the key objectives for a number of international organisations and educational systems. However, moving towards this goal is impossible without the collaboration of teachers as their perceptions influence the way they organise and carry out their professional activities. The aim of this paper is to define the professional profile of compulsory education teachers working with Roma students in the Italian city of Messina. It is based on a study of their perceptions of cultural diversity and involves 182 teachers responsible for teaching students in the first cycle of compulsory education (6-14 year olds). A quantitative design using descriptive statistics resulted in the identification of two types of teacher profile, one with positions favourable to cultural diversity and the other with views and practices not favourable to it.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79371245","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 : 2021-12-01DOI: 10.14221/ajte.2021v46n12.3
Vu Tran-Than
Trained intensively in teaching English for communication, beginning Vietnamese ESOL teachers still follow the traditional approach in their classroom, i.e., teaching for grammar-and-vocabulary exams. This contrast in pedagogical practices is caused by “reality shock”, which happens for most teachers during the first few years into teaching. The current study aims to explore how reality shock influences and transforms early career ESOL teachers’ teaching methodologies. It employs an interpretative case study research design to outline both external and internal factors that characterize reality shock. The results show that besides English education policy, students’ cooperativeness and professional support, the participants were also affected by their own pedagogical competence, beliefs, and attitudes. Recommendations for assessment policies, professional development and further research have also been put forward.
{"title":"“Why I Don’t Teach As I was Trained”: Vietnamese Early Career ESOL Teachers’ Experience of Reality Shock","authors":"Vu Tran-Than","doi":"10.14221/ajte.2021v46n12.3","DOIUrl":"https://doi.org/10.14221/ajte.2021v46n12.3","url":null,"abstract":"Trained intensively in teaching English for communication, beginning Vietnamese ESOL teachers still follow the traditional approach in their classroom, i.e., teaching for grammar-and-vocabulary exams. This contrast in pedagogical practices is caused by “reality shock”, which happens for most teachers during the first few years into teaching. The current study aims to explore how reality shock influences and transforms early career ESOL teachers’ teaching methodologies. It employs an interpretative case study research design to outline both external and internal factors that characterize reality shock. The results show that besides English education policy, students’ cooperativeness and professional support, the participants were also affected by their own pedagogical competence, beliefs, and attitudes. Recommendations for assessment policies, professional development and further research have also been put forward.","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"331 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76904091","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 : 2021-11-01DOI: 10.14221/ajte.2021v46n11.3
S. Kolber, Sandy Nicoll, K. McGraw, Nicholas Gaube, Keith Heggart
This paper shares insights from an international community of educators who have been using social media as a virtual space for a scholarly reading group: #edureading. The collection of educator narratives presented in this paper show how social networks on Twitter and Flipgrid were used as inclusive environments for teacher-led professional development. This paper is both a report of research involving five practitioners inquiring into their collective experience, and an exercise in building the scholarly capacity of the #edureading group. The accessibility of the social media platforms, as well as the collaborative, inquiry-based approach to scholarly reading, emerge as key themes in the educator narratives. The findings of this research emphasise that professional learning occurring in virtual spaces is open to social mediation using the norms of social networks, rather than the norms of workplaces, jurisdictions or education sectors, and that this can lead to a greater sense of empowerment for educators
{"title":"Leveraging Social Media and Scholarly Discussion for Educator Empowerment","authors":"S. Kolber, Sandy Nicoll, K. McGraw, Nicholas Gaube, Keith Heggart","doi":"10.14221/ajte.2021v46n11.3","DOIUrl":"https://doi.org/10.14221/ajte.2021v46n11.3","url":null,"abstract":"This paper shares insights from an international community of educators who have been using social media as a virtual space for a scholarly reading group: #edureading. The collection of educator narratives presented in this paper show how social networks on Twitter and Flipgrid were used as inclusive environments for teacher-led professional development. This paper is both a report of research involving five practitioners inquiring into their collective experience, and an exercise in building the scholarly capacity of the #edureading group. The accessibility of the social media platforms, as well as the collaborative, inquiry-based approach to scholarly reading, emerge as key themes in the educator narratives. The findings of this research emphasise that professional learning occurring in virtual spaces is open to social mediation using the norms of social networks, rather than the norms of workplaces, jurisdictions or education sectors, and that this can lead to a greater sense of empowerment for educators","PeriodicalId":47550,"journal":{"name":"Australian Journal of Teacher Education","volume":"33 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73676453","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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