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Journal articles on the topic "Teachers Professional relationships Australia"
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Smata, Simone, Robyn Gillies, Katherine McLay, and Huong Ngyuen. "Second Language Teachers’ Perceptions of Their Pedagogical Practices, Collaborations, and Relationships with Other Teachers through Professional Development." Australian Journal of Teacher Education 46, no. 9 (September 2021): 39–54. http://dx.doi.org/10.14221/ajte.2021v46n9.3.
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This paper reports on the relationship between language teacher practices and their collaborations with other teachers through professional development. The paper argues that there is a link between the disposition to use evidence-based practices in language teaching, and ongoing reinforcement of such practices through dialogic exchange in professional practice sessions. Furthermore, the paper understands the learning and development of such disposition as a career-long endeavour, first encountered in quality teacher education programs and then continued by committing to ongoing professional development. Survey data were collected from a group of language teachers from various second languages in primary and secondary schools in [state removed], Australia after they had participated in a workshop on language teaching methodology. The teachers reported extensive use of evidence-based language learning strategies in their classrooms. The paper argues that this disposition is grounded in the ongoing commitment of these teachers to stay in dialogic exchange with colleagues during professional development.
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Shanks, Rachel. "Mentoring beginning teachers: professional learning for mentees and mentors." International Journal of Mentoring and Coaching in Education 6, no. 3 (September 4, 2017): 158–63. http://dx.doi.org/10.1108/ijmce-06-2017-0045.
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Purpose The purpose of this paper is to introduce this special issue focussing on the mentoring of beginning teachers which supports the professional learning of not only mentees but also mentors. The paper identifies the varied aims of beginning teacher mentoring programmes, some of the reasons for mentoring and an introduction to the six research papers published in the issue. Design/methodology/approach The papers in this issue examine different perspectives relating to the mentoring of student teachers and newly qualified teachers (NQTs). Different types of mentoring relationships are examined in various international contexts. The research, from Australia, the Republic of Ireland, Malta, Norway, Scotland, the USA and Wales, addresses the challenges that can occur in mentoring relationships, and enables us to better understand the professional learning that takes place in successful mentoring relationships. Findings The authors of the papers delineate how critical reflective practice, inquiry into professional practice, collaboration and professional learning for both mentees and mentors are key aims for many mentoring programmes. The six studies used different methods to investigate external and/or school-based mentoring programmes for student teachers and NQTs. Research limitations/implications A snapshot of current research into professional learning is provided with most studies being small qualitative ones. However, common themes can be identified across countries and contexts. The authors of each paper outline the implications for teacher education for their own contexts, as well as for international contexts. Originality/value Teacher education programmes employ mentoring pairs and triads in order to develop particular traits and reflective practices in teachers. Research shows how mentor programmes provide classroom experience and professional learning for student and NQTs as well as professional learning for teacher mentors. University tutors play a key role in supporting not only the mentees and mentors but also the mentoring relationship.
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Wilson, Anat, and Minh Huynh. "Mentor–mentee relationships as anchors for pre service teachers’ coping on professional placement." International Journal of Mentoring and Coaching in Education 9, no. 1 (December 5, 2019): 71–86. http://dx.doi.org/10.1108/ijmce-04-2019-0052.
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Purpose Mentor–mentee relationships are important for individual wellbeing, mental health, professional agency and confidence. In the context of an initial teacher education (ITE) programme, these relationships become a key factor. Pre-service teachers’ capacity to cope on a professional placement is closely linked to the quality of the mentoring relationship. The purpose of this paper is to identify the negative coping strategies used by pre-service teachers who struggle to cope in a school placement in Melbourne, Australia, highlighting the importance of providing quality mentorship. Design/methodology/approach A mixed-methods approach was used for the analysis of pre-service teachers’ coping on a teaching practicum and to identify common related beliefs. A total of 177 pre-service teachers, who have completed at least one supervised practicum participated in this study. The Coping Scale for Adults second edition (CSA-2) was administered alongside an open-ended questionnaire to identify frequently used coping styles and associated thoughts and beliefs. Findings The results show that pre-service teachers who favour non-productive coping strategies were more likely to express feelings of loneliness, pointed at poor communication with their mentor and described thoughts about leaving the teaching profession. Originality/value Using the Coping Scale for Adults in the context of practicum provides an insight into individual experiences. The implications of mentor–mentee relationships for individuals’ coping are highlighted. initial teacher education programs and schools have significant roles in supporting mentor–mentee relationships and practical supportive interventions are offered.
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Hudson, Suzanne (Sue), and Peter Brian Hudson. ""Please Help Me Find Teachers for My Rural and Remote School": A Model for Teaching Readiness." Australian and International Journal of Rural Education 29, no. 3 (November 6, 2019): 24–38. http://dx.doi.org/10.47381/aijre.v29i3.233.
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Attracting and retaining teachers in regional, rural and remote (RRR) communities has long been highlighted as problematic in Australia. With predicted growth in classrooms across the nation, it is expected that there will be increased teacher shortages in RRR communities. Specific, contextual preparation for teaching has been advocated for preservice teachers through a flexible tertiary education curriculum linked to RRR professional experiences. This current case study involves a school-university collaboration commencing after a school principal in Queensland was unable to attract teachers to his RRR school. The aim of this research was to explore the learning of five preservice teachers in a RRR school community. Data were gathered using in-depth semi-structured interviews, then analysed and discussed under three categories: community, school, and classroom. Findings indicated that the preservice teachers gained usable knowledge about the community, understanding the role of community and connecting with the community as a teacher in RRR contexts. They learned the significance of the connection between the school and the community, the importance of the teachers' relationships in supporting the students, and the role of parents and carers in the school. Finally, the preservice teachers reported they learnt pedagogical knowledge practices (e.g., planning, classroom management, and assessment), building relationships with students, differentiated instruction, supporting diversity, and teaching Indigenous students. This case study presents a cost-effective measure for ensuring RRR schools are adequately staffed and facilitating preservice teachers' achievements of the Australian Professional Standards for Teaching
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Izadinia, Mahsa. "Preservice teachers’ professional identity development and the role of mentor teachers." International Journal of Mentoring and Coaching in Education 5, no. 2 (June 6, 2016): 127–43. http://dx.doi.org/10.1108/ijmce-01-2016-0004.
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Purpose – The purpose of this paper is to examine changes in eight preservice teachers’ professional identity and the factors contributing to such changes during a four-week block practicum. Design/methodology/approach – A qualitative case study design was used and the data were gathered through semi-structured interviews with preservice teachers and their mentors, reflective journals and observation checklists. Thematic analysis was used to interpret the data. Findings – The findings showed high levels of confidence and development of teacher voice by the end of their four-week block practicum. The findings also suggested that positive mentoring relationships contributed to changes in the preservice teachers’ teacher identity. Research limitations/implications – Despite focussing on a relatively small number of preservice secondary teachers during the first four-week practicum of a single teacher education program at a Western Australian University, this research highlights the need to maintain constructive mentoring relationships with preservice teachers to provide positive influences on their professional identity. In order to facilitate this, preservice teacher education programs should provide thorough training for mentor teachers. Originality/value – This work highlighted the crucial role of mentor teachers in creating positive impacts on preservice teachers’ professional identity, such as development of their confidence and teacher voice. This paper provides useful insights for researchers, mentor teachers, and preservice teacher education policy developers.
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Woodrow, Christine, and Marie Brennan. "Marketised Positioning of Early Childhood: New Contexts for Curriculum and Professional Development in Queensland, Australia." Contemporary Issues in Early Childhood 1, no. 1 (March 2000): 78–94. http://dx.doi.org/10.2304/ciec.2000.1.1.9.
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The field of early childhood education is experiencing similar conditions to the rest of the Australian public sector, characterised by a climate of accountability for quality outcomes, emphasis on management at the local level and strong centralisation of control over curriculum and teacher appraisal within a context of significant reduction in public sector government spending. The ideology of the market underpins many of these reform directions, with particular consequences and effects in the early childhood area. This article uses as a focal case study the newly mandated Preschool Curriculum Guidelines for the state of Queensland, Australia, and their accompanying professional development of early childhood teachers and school principals. The outcomes for the professional development have been highly controlled and pre-specified through government departmental scrutiny by a competitive tendering process among potential private providers — all of whom include publicly funded universities as they themselves compete for additional money to justify their new role as entrepreneurs in an increasingly marketised system of higher education. The study focuses on the processes of control for the professional development associated with the new curriculum, with an emphasis on exploring the rhetoric and practices of ‘partnership’ underlying the approved models. The findings of the early phases of the study indicate a limited range of positioning available for early childhood teachers, school principals, and those involved in the delivery of the professional development. The guidelines and professional development activities appear to have expanded the relationships within the care and education sector while constraining the range of positions and relative autonomy of early childhood teachers. This is a significant finding in that this is the first time there have been statewide mandated Curriculum Guidelines and statewide professional development required of early childhood teachers.
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Netolicky, Deborah M. "Coaching for professional growth in one Australian school: “oil in water”." International Journal of Mentoring and Coaching in Education 5, no. 2 (June 6, 2016): 66–86. http://dx.doi.org/10.1108/ijmce-09-2015-0025.
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Purpose – The purpose of this paper is to build knowledge around the use of coaching to develop teachers’ professional practice in schools. It surfaces insider perspectives of teachers and school leaders in one Australian school, during the development of a model for teacher growth, which used a combination of cognitive coaching and the Danielson Framework for Teaching. Design/methodology/approach – A narrative approach to interview data were used to examine the perspectives of 14 educators – teachers and school leaders – involved in the implementation of a school-based cognitive coaching model. Findings – This study found that being a coach is an empowering and identity-shaping experience, that coaching for empowerment and capacity building benefits from a non-hierarchical relationship, and that coaching can be enhanced by the use of additional tools and approaches. Implementing a school-based cognitive coaching model, in conjunction with the Danielson Framework for Teaching, can have unexpected impacts on individuals, relationships, and organizations. As described by a participant, these butterfly effects can be non-linear, like “oil in water.” Originality/value – In examining teacher and school leader perceptions of a coaching model that trusts teachers’ capacity to grow, this paper shows what coaching and being coached can look like in context and in action. It reveals that cognitive coaching and the Danielson Framework for Teaching can be congruent tools for positive teacher and organizational growth, requiring a slow bottom-up approach to change, an organizational culture of trust, and coaching relationships free from judgment or power inequity. It additionally shows that the combination of being a coach, and also being coached, can facilitate empowerment, professional growth, and changes in belief and practice.
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Barry, Damien, Donna Pendergast, and Katherine Main. "Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process." Australian Journal of Teacher Education 45, no. 8 (August 2020): 1–22. http://dx.doi.org/10.14221/ajte.2020v45n8.1.
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Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed using a thematic network methodology. Findings reveal that the inclusion of The Standards as part of any evaluation mechanism is secondary to a range of other factors, including the relationship the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation.
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Hepburn, Lorna, and Wendi Beamish. "Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland." Improving Schools 23, no. 1 (November 11, 2019): 33–46. http://dx.doi.org/10.1177/1365480219886148.
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Proactive classroom management is associated with increased teacher wellbeing and improved student learning outcomes. Yet research indicates that many teachers over-report and underuse practices associated with this approach. The research findings reported here were drawn from semi-structured interviews conducted with 26 government secondary school teachers in Queensland, Australia. These teachers favoured a classroom management approach based on establishing positive relationships with students, but they raised challenges related to cultivating student engagement, meeting the diverse needs of learners and adherence to school disciplinary procedures. Although they felt generally confident with classroom management and were relatively satisfied with student behaviour, they identified a need for better initial teacher preparation, improved induction support and opportunities for ongoing professional development for classroom management.
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Hardy, Ian, Karin Rönnerman, and Christine Edwards-Groves. "Transforming professional learning: Educational action research in practice." European Educational Research Journal 17, no. 3 (February 1, 2017): 421–41. http://dx.doi.org/10.1177/1474904117690409.
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This article seeks to extend current understandings of educational action research, particularly how teachers’ actions, talk and ongoing relatings can serve as a vehicle for transforming their learning, including under current global conditions of more performative accountability. The research is grounded in Noffke’s (2009) understandings of the nature of the personal, professional and political dimensions that characterize action research. While validating Noffke’s (2009) dimensions, we also argue that specific instances of action research help provide insights into not just how action research might be currently understood, but details about how it has actually transformed teachers’ learning practices. To do so, we draw upon recent theorizing into the nature of educational practice, and an example of action research in one school in Australia. Specifically, and drawing upon Kemmis et al. (2014), we reveal the particular ‘doings’ (actions), ‘sayings’ (talk) and ‘relatings’ (relationships) that characterize specific instances of teachers’ learning during part of an action research cycle in this school, under current policy conditions. By indicating how this learning came about, we reveal how the personal, professional and political dimensions (Noffke, 2009) in action research settings are enacted, leading to transformed practice through specific doings, sayings and relatings under current conditions.
Dissertations / Theses on the topic "Teachers Professional relationships Australia"
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Bibby, Tamara. "Primary school teachers' personal and professional relationships with mathematics." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369055.
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Scott, Shelleyann. "Professional development: a study of secondary teachers' experiences and perspectives." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/484.
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This research was undertaken to explore professional development in Western Australia secondary schools from the perspective of the classroom teacher. A study that bridged quantitative and qualitative methodology, it drew upon teachers' perspectives and reports of professional development activities in which they had been involved over an eighteen month period.The major focuses of the study were in exploring teachers' perceptions of their professional development activities across the following dimensions: choice, the influence of career stage, rationale for choice, equity in relation to access, levels of participation, gender factors, perceptions of effectiveness, influence of school/educational culture.The conceptual framework in this study (refer to Figure 2.1) acknowledges the teacher as the central point of reference due to his/her importance in the classroom as the architect of the learning experiences for students (Fogarty, 1999. Four aspects were identified as influences on teachers. These were professional development; factors affecting teachers' capacity to develop professionally; technological change in education; and the education system in which teachers work. Literature related to these four aspects was explored.The findings of this study, based upon in-depth interviews with teachers, indicated that the respondents were expending significant amounts of time engaged in professional development. Results demonstrated that half of the reported hours (150 hours/person/year) involved personally selected professional development. Teachers' rationale for choosing professional development was in order to become a more effective practitioner resulting in increased learning opportunities for their students. Effectiveness of professional development was predominantly related to the relevancy to teaching, level of interaction within the session, opportunities to obtain and discuss teaching materials, and the opportunities for reflection on their practices with colleagues.Career stage did indeed appear to influence teachers' choice of professional development, perceptions of effectiveness and quality, personal teaching philosophies, and perceptions of the school and educational culture. Less experienced teachers and those in the final career stage were more focused on increasing their repertoire of teaching strategies. Experienced teachers in the middle career stages were largely concerned with increasing subject knowledge, and expertise required to assist them in their additional duties other than teaching.Equity in accessing professional development was a distinct issue for rural teachers information technology teachers in this study. Information technology teachers reported experiencing frustration with the expense involved, and difficulties in accessing targeted professional development that catered to their specific requirements. Teachers situated in rural areas expressed concern with the lack of choice available to them in the rural situation. This was largely due to extensive travel time to the metropolitan area to attend specific programs, expense involved in accessing professional development and the lack of support by administration in their schools related to professional development.The teachers in this study displayed gender differences in relation to their perceptions and choices of professional development. Female teachers were generally more focused on professional development that directly related to their teaching whereas their male counterparts were overtly seeking professional development that would advance their career aspirations. Family commitments were more frequently cited by male respondents as the reason for non-attendance at out-of-hours professional development.School culture was acknowledged by teachers in this study as having an impact on professional development. Teachers resoundingly indicated they desired more self-determination in decision-making related to professional development. They expressed the perspective that the employer was demonstrating a lack of trust in teachers' professionalism and was not providing professional development to meet their teaching needs. It appeared that the professional development being provided was ad hoc and a more systematic approach was needed.As a result of this research a model of systematic professional development has been proposed that encompasses the expressed needs of teachers in this study, the literature on effective professional development to improve student learning, and the quality assurance and accountability mechanisms required by the employer.
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Scott, Shelleyann. "Professional development: a study of secondary teachers' experiences and perspectives." Curtin University of Technology, Faculty of Education, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12478.
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This research was undertaken to explore professional development in Western Australia secondary schools from the perspective of the classroom teacher. A study that bridged quantitative and qualitative methodology, it drew upon teachers' perspectives and reports of professional development activities in which they had been involved over an eighteen month period.The major focuses of the study were in exploring teachers' perceptions of their professional development activities across the following dimensions: choice, the influence of career stage, rationale for choice, equity in relation to access, levels of participation, gender factors, perceptions of effectiveness, influence of school/educational culture.The conceptual framework in this study (refer to Figure 2.1) acknowledges the teacher as the central point of reference due to his/her importance in the classroom as the architect of the learning experiences for students (Fogarty, 1999. Four aspects were identified as influences on teachers. These were professional development; factors affecting teachers' capacity to develop professionally; technological change in education; and the education system in which teachers work. Literature related to these four aspects was explored.The findings of this study, based upon in-depth interviews with teachers, indicated that the respondents were expending significant amounts of time engaged in professional development. Results demonstrated that half of the reported hours (150 hours/person/year) involved personally selected professional development. Teachers' rationale for choosing professional development was in order to become a more effective practitioner resulting in increased learning opportunities for their students. Effectiveness of professional development was predominantly related to the relevancy to teaching, level of interaction within the session, opportunities to ++obtain and discuss teaching materials, and the opportunities for reflection on their practices with colleagues.Career stage did indeed appear to influence teachers' choice of professional development, perceptions of effectiveness and quality, personal teaching philosophies, and perceptions of the school and educational culture. Less experienced teachers and those in the final career stage were more focused on increasing their repertoire of teaching strategies. Experienced teachers in the middle career stages were largely concerned with increasing subject knowledge, and expertise required to assist them in their additional duties other than teaching.Equity in accessing professional development was a distinct issue for rural teachers information technology teachers in this study. Information technology teachers reported experiencing frustration with the expense involved, and difficulties in accessing targeted professional development that catered to their specific requirements. Teachers situated in rural areas expressed concern with the lack of choice available to them in the rural situation. This was largely due to extensive travel time to the metropolitan area to attend specific programs, expense involved in accessing professional development and the lack of support by administration in their schools related to professional development.The teachers in this study displayed gender differences in relation to their perceptions and choices of professional development. Female teachers were generally more focused on professional development that directly related to their teaching whereas their male counterparts were overtly seeking professional development that would advance their career aspirations. Family commitments were more frequently cited by male respondents as the reason for non-attendance at out-of-hours professional development.School culture was acknowledged by ++
teachers in this study as having an impact on professional development. Teachers resoundingly indicated they desired more self-determination in decision-making related to professional development. They expressed the perspective that the employer was demonstrating a lack of trust in teachers' professionalism and was not providing professional development to meet their teaching needs. It appeared that the professional development being provided was ad hoc and a more systematic approach was needed.As a result of this research a model of systematic professional development has been proposed that encompasses the expressed needs of teachers in this study, the literature on effective professional development to improve student learning, and the quality assurance and accountability mechanisms required by the employer.
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Chishimba, Felix Nkalamo. "Raising student teachers’awareness around issues of professional conduct : an action research project." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1016338.
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The teaching profession, like many other professions, has rules and regulations that guide the conduct of its members. Teachers and those who aspire to take up teaching are expected to conduct themselves and discharge their duties in an impeccably professional manner. However, there is concern especially among education authorities regarding unprofessional conduct of some of those employed in schools and colleges. This action research study is a response to this concern. Its goal was to explore issues of professional conduct as part of the induction process of new members entering the teaching profession, and to thereby develop a better understanding of how best to raise student teachers’ awareness around professional conduct issues. The study used a qualitative research framework located in the interpretive paradigm. Three theoretical frameworks informed the design and subsequent analysis of the findings, namely, Burn’s transformational leadership, Mezirow’s transformative learning and Kolb’s theory of experiential learning. Two cycles of workshops around issues of professional conduct were conducted over a period of four weeks with a sample of 40 pre-service student teachers: final year students enrolled in the college’s three year Diploma in Education programme, all members of a science education class. Data collection strategies used were semi-structured interviews, observation and the use of reflective journals, among others. Analysis of the data involved identification of emerging themes and patterns. Initial findings indicate that prior to the commencement of the cycles of action research, participants appeared to have a limited understanding around issues of professional conduct, but that this changed as they participated in the workshops. The data of the study suggest that further steps need to be taken to establish optimal ways of incorporating professional conduct issues into the college’s teaching curriculum.
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Sheffield, Rachel. "Facilitating teacher professional learning : analysing the impact of an Australian professional learning model in secondary science." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/811.
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In education, innovations are frequently introduced to promote changes to the curriculum, teachers' practice, and the classroom environment, however, these initiatives are often implemented without sufficient evaluation to monitor their impact and effectiveness in bringing about the desired changes. This thesis analyses the impact of a teacher professional learning program on lower secondary science teachers' practice. It examines the relationship between teachers' concerns about the strategies incorporated in the Collaborative Australian Secondary Science Program (CASSP) and teachers' ability to understand the strategies, on their ability to utilise those strategies in the classroom. It also seeks to determine teachers' beliefs about their current science teaching practice and how this is different from their beliefs about ideal science teaching, and also, how these beliefs direct teachers’ classroom practice. Finally this study describes a number of primary and secondary factors found to impact on teachers' professional learning. 11tc CASSP model encapsulates the primary factors of curriculum exemplars (curriculum resources), explanation und modelling (professional development), and reflection (participative inquiry). The secondary factors include ensuring adequate time for change to occur, student support and participation, peer teacher support, support from lenders including-heads of department, support from the school administration and support from state education officers. This study has demonstrated that teachers’ professional learning is a complex process that is strongly influenced by teachers' beliefs, concerns and understandings, and is impacted by the primary and secondary factors identified by the research. Teachers must be able to envision the advantages of incorporating new strategies into their existing practice, and consequently seek to make these changes to their teaching. This study has shown that students are also an important influence the implementation of an innovation, without their support, teachers are unlikely to make successful changes to their teaching practice. lmplications of the research include the need to elaborate the CASSP professional learning model to include the secondary factors identified in the study, and the need to inform students about innovations so that they can see the benefits for them in terms of improved learning outcomes.
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Burrell, David L. "Relationships Among Teachers' Efficacy, Teachers' Locus-of-control, and Student Achievement." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2646.
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The purpose of this study was to determine if teacher effectiveness, as measured by value-added gain scores on student achievement, was related to the teacher personality characteristics of efficacy and locus of control. The value-added mean gain scores for each teacher were correlated with teachers' scores on the Rand Corporation Efficacy Scale and the Rose and Medway Teacher Locus of Control Scale. A multiple regression analysis was used to determine if these teacher characteristics along with selected demographic variables could be used as good predictors of achievement gain. The population consisted of 132 middle school teachers across five subject areas in one county in Northeast Tennessee. No correlation was found between either teacher efficacy or locus of control and mean gain scores. A statistically significant relationship was revealed between gender and teacher efficacy with females indicating higher scores than males. Pairwise correlational analysis also revealed that mathematics gain scores were significantly correlated with age, college major, experience, and certification. Multiple regression analysis was used to determine the extent to which the demographic variables and the personality variables were related to student achievement. The percent of variance in mathematics scores attributed to teacher age and major indicated that these two variables were good predictors of value-added gains. Neither the demographic nor the study variables entered into the regression formula for the other academic subjects studied.
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Lane, Jeniffer M. "Preparing tomorrow's teachers today." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/1608.
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This portfolio documents the learning journey of a preservice teacher educator in Western Australia. The problem investigated is how should we best to prepare preservice teachers for teaching in future contexts. This document has several sections, firstly the literature review discusses topics that have relevance for teacher educators preparing teachers of the future to work in a knowledge-based economy. Then four phases of research both quantitative and qualitative are presented interlinked by a personal narrative. The narrative describes how the studies and research impacted on the teaching practices of the researcher. The powerful findings of the research with teachers in phase 1 and preservice teachers in phase 2 precipitated the reconceptualisation of a number of courses for preservice teachers co-ordinated by the author. This lead to the transformation of the instructional model used and the incorporation of a range of flexible delivery modes to support student learning styles and needs and foster student engagement and retention. The portfolio also contains descriptions and results of a number of small research projects, five peer reviewed and published papers. Reference is made to a number of peer reviewed academic conference papers presented by the researcher linked to the theme of the portfolio. The portfolio culminates with two peer reviewed publications which describe the current state of preservice teacher education in Western Australia as well as presenting a future vision of how we could prepare our preservice teachers to work in a future digital world. The overriding conclusion reached in this portfolio is that preservice teacher educators need to experiment with flexible modes of delivery to meet the learning needs and styles of our students. In this way we will be modelling flexible modes of teaching to our students to prepare them to teach in future contexts.
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Harris, Barry, of Western Sydney Nepean University, and Faculty of Education. "A study of a process to assist teachers determine their professional development needs." THESIS_FE_XXX_Harris_B.xml, 1997. http://handle.uws.edu.au:8081/1959.7/414.
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The professional development of teachers is a continuing issue that concerns both teachers and organisational administrators. This study is concerned with one aspect of this broad issue: the manner in which teachers determine their professional development needs in the context of the varying individual and organisational changes they face. To conduct this study a process to assist teachers determine their professional development needs was developed, implemented and evaluated. This occurred as a series of case studies with a group of teachers drawn from the N.S.W. Department of School Education. Throughout the study a number of key issues are considered. These include teachers' responses to professional and personal change, an examination of a holistic range of potential needs, and techniques that teachers are able to use to appraise and validate their needs. The study sought to gain new understanding of the processes used by teachers in their professional development needs analysis, and to develop a model that can be used by teachers and schools for these purposes.Doctor of Philosophy (PhD)
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Keady, Wayne. "The impact of professional learning on science teachers' beliefs about assessment and their assessment practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/269.
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In response to a national reform or education in Australia, the Curriculum Framework for Kindergarten to Year 12 in Western Australian (Curriculum Council, 1998) was developed and signalled a fundamental shift in education paradigm in Western Australia. The change in curriculum required teachers to change from an objectives-based system to an outcomes-based system and this shift in paradigm required a change in teachers' practice in terms of preparation, teaching and assessment. A change in assessment practice required teachers to shift from a norm-referenced system of assessment which was grounded in numerical scores and grades to a standards-referenced system that describes students' progress in skills and understanding in levels. To successfully implement changes in curriculum requires that teachers undergo effective professional learning. A change in curriculum that introduces a complete shift in educational paradigm requires teachers to understand and adopt a new philosophical basis from which they form their practice. For professional learning to achieve this there must be a consideration of the beliefs that teachers hold about the purpose of education and the purpose of assessment. A new approach to assessment practice also requires new knowledge and skills. To make changes to their assessment practice it is likely that teachers will need to change their beliefs about the purpose of assessment and to develop new knowledge and skills. The purpose of this study was to determine the changes that occur in teachers' beliefs and practice as a result of a professional learning intervention. More importantly the study sought to identify the factors that contribute to a change in practice, and what factors contribute to teachers sustaining that change in practice. To achieve this, the study followed a group of five teachers as they were involved in an action research professional learning intervention that was designed to alter their assessment practice to accommodate a change of curriculum. The teachers were observed through professional learning sessions, moderation and planning sessions as well as their classroom practice. Teachers were interviewed at various stages about their approach to, and belief about, assessment. Students in the relevant classes were also interviewed before and after the professional learning intervention about their experiences of assessment in science classes. Further data were collected using classroom observation, surveys, work samples and records of informal discussions. Data were analysed to generate thick descriptions of teachers’ progress and the participants were given the opportunity to provide feedback on the descriptions of their progress. The Data collection and analysis involved ensured triangulation of data which contributes to the credibility of the research, the process of member checking contributed to the confirmability of the findings and a high degree of consistency with parallel data has demonstrated that the findings are dependable. This study identified key determinates of a change in practice which led to the development of a model that describes the factors necessary for significant and sustained change in practice. The data revealed that teachers' assessment practice is determined by the level of pedagogical content knowledge they have, their existing beliefs about the purpose of assessment and their understanding of the criteria used for assessment. To facilitate change teachers require a significant amount of professional learning and a high level of collegial support. No change to practice is likely to occur unless a teacher has their existing practice and beliefs challenged. For change in practice to be sustained teachers need to experience success in their new practice, they need time to develop confidence in the new strategies they adopt and must ultimately undergo a change in their belief about the purpose of assessment. There are parallels between the theoretical revolutions that occur in science, the conceptual changes that occur in science students and the profound changes in assessment practice that some of these teachers experienced. This research has led to the development of a model that describes the process and factors that facilitate a revolution in teachers' professional practice.
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DeLany, Judith C. "Relationships among collegial coaching, reflective practice, and professional growth /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809681.
Full textBooks on the topic "Teachers Professional relationships Australia"
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Ann, Game, ed. Teachers who change lives. Carlton, Vic: Melbourne University Press, 2006.
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Teachers as servant leaders. Lanham: Rowman & Littlefield Publishers, 2010.
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Rogers, Bill. I get by with a little help ...: Colleague support in schools. Thousand Oaks, CA: PCP, 2006.
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Gamesmanship for teachers: Uncommon sense is half the work. Lanham: Rowman & Littlefield Education, 2009.
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Massip, Christophe. Evolution des publics en alternance et de la professionnalité du formateur. Paris: L'Harmattan, 2000.
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Mongelli, Angela. La costruzione della professionalità dell'educatore: Una possibile "cassetta degli attrezzi". Milano: F. Angeli, 1997.
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Kathryn, Sever, ed. Differentiated professional development in a professional learning community. Bloomington, IN: Solution Tree Press, 2010.
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Bowgren, Linda. Differentiated professional development in a professional learning community. Bloomington, IN: Solution Tree Press, 2010.
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Bowgren, Linda. Differentiated professional development in a professional learning community. Bloomington, IN: Solution Tree Press, 2010.
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Bowgren, Linda. Differentiated professional development in a professional learning community. Bloomington, IN: Solution Tree Press, 2010.
Find full textBook chapters on the topic "Teachers Professional relationships Australia"
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Nguyen, Minh Hue, and Graham Parr. "Mentoring Practices and Relationships During the EAL Practicum in Australia: Contrasting Narratives." In Re-imagining Professional Experience in Initial Teacher Education, 87–105. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0815-4_6.
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Morris, David. "Relationships Between Pupils and Teachers." In Student Voice and Teacher Professional Development, 73–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23467-6_4.
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Shen, Chen. "Professional development for teachers of Chinese." In Training Teachers of Chinese in Australia, 163–84. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175957-8.
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Brennan, Barrie. "Missed Opportunities in Relationships with Other Educational Sectors." In Continuing Professional Education in Australia, 45–61. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1832-9_3.
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Tindall-Ford, Sharon, Susan Ledger, Judy Williams, and Angelina Ambrosetti. "Immersion Programs in Australia: Exploring Four Models for Developing ‘Classroom-Ready’ Teachers." In Educating Future Teachers: Innovative Perspectives in Professional Experience, 193–215. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5484-6_12.
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Netolicky, Deborah M. "Elevating the professional identities and voices of teachers and school leaders in educational research, practice and policymaking." In Flip the System Australia, 9–18. Abingdon, Oxon; New York, NY : Routledge, [2019]: Routledge, 2018. http://dx.doi.org/10.4324/9780429429620-3.
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Trevallion, Deborah. "Changing the Professional Identity of Food Technology Teachers in New South Wales, Australia." In Contemporary Issues in Technology Education, 167–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_11.
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Bao, Dat. "Professional Development for Chinese EFL Teachers in Australia: Perspectives, Challenges, and Research Potentials." In Mobility of Knowledge, Practice and Pedagogy in TESOL Teacher Education, 107–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64140-5_6.
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Saunders, Carly. "Continuing Professional Development for Secondary Food Technology Teachers in New South Wales (NSW), Australia." In Contemporary Issues in Technology Education, 195–208. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_13.
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Anderson, Judy, and Deborah Tully. "Designing and Evaluating an Integrated STEM Professional Development Program for Secondary and Primary School Teachers in Australia." In Advances in STEM Education, 403–25. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52229-2_22.
Full textConference papers on the topic "Teachers Professional relationships Australia"
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Reyes, Cynthia. "Relationships Among Families and Teachers: Implementation Tool for Enhancing Family-Professional Partnerships." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576295.
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Dexter, Sara. "Relationships Between Instructional Leadership Practices and Teachers' Instructional Goals, Practices, and Professional Learning." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1434544.
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Cross Francis, Dionne. "Examining the Role of Professional Identity on Teachers' Conceptions of Mathematically Productive Relationships." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435995.
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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.
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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
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Oliveira, Íris M., and Lúcia Neves. "SCHOOL-FAMILY RELATIONSHIPS AS A LEVER OF ACADEMIC SUCCESS: A CONTRIBUTION TO TEACHERS’ PROFESSIONAL DEVELOPMENT." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0151.
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McLoughlin, Catherine. "Social Media for Networking and Participatory Professional Learning." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2867.
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There is widespread acceptance of the need for professional learning opportunities and support for teachers and for academics transitioning into the higher education workforce. In Australia and globally, social networking sites (SNS) provide teachers with formal and informal networking opportunities. While higher education institutions are responding to an ever-changing digital environment, scholarly work aimed at understanding optimal use of, and interaction with new Web 2.0 capabilities is a pressing area of concern among academics. Limited studies are available on how and why teachers in higher education employ social networking tools to create learning networks, share professional ideas and build creative collegiality. This scoping review article investigates motivations for the adoption of SNS in higher education and the benefits and opportunities presented by social networking tools such as blogs and Twitter in teacher professional learning and practice. Results show that academics are interested in connecting with peers, sharing knowledge and networking in open participatory forums as means of building community and accessing resources. The findings indicate that the affordances of microblogging and SNS are valued by academics and that they appreciate the immediacy, relational aspects and interactions that expand their professional networks.
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Khan, Md Shahadat Hossain, and Sue Gregory. "New way of investigating ICT- enhanced teaching in TAFE Australia: Disciplinary focused." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0132.
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Teachers’ ways of using ICT (Information and Communication Technology) in various disciplines is a recent issue in the higher educational research paradigm. In order to extend previous findings in relation to this issue, this research proposes an in-depth investigation focusing on vocational teachers’ qualitatively diverse ways of using ICT in different disciplines. A cohort of 11 teachers from three TAFE (Technical and Further Education) institutions of NSW, Australia, were purposively chosen aiming to ensure adequate variations in disciplines, gender, and experience of using ICT. The phenomenographic research approach was considered as the theoretical and methodological underpinning which guided the participant selection, data collection and data analysis. The findings revealed that disciplines have very limited influence on using ICT in TAFE teaching. It further discerned four categories of description: tool, content, subject, and student focused. The findings provide useful information towards improving vocational teaching practices in different disciplines and working as an input for improving teacher professional development program (TPD). In order to generalise these findings, an extended research with a wider sample is recommended.
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Patac, Louida P., and Adriano V. Patac, Jr. "Teacher Education and Professional Development on The Influence of Teacher-Student Relationships on Mathematics Problem-solving." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.011.
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ABSTRACT In this article, we uncovered aspects that students consider when learning to solve mathematical problems. The purpose of this study is to examine students' real experiences with mathematics problem-solving. We examine the method through which students learn to solve mathematical problems in order to develop Higher-Order-Thinking skills. Additionally, this study discusses the pedagogical consequences of contact between teachers and students during mathematical problem-solving. The cognitive and affective components are the factors that decide issue solutions. We investigated the lived experiences of 45 students in solving a mathematical problem using descriptive phenomenology research. As a result, we base our findings on current concerns in education and teacher professional development in order to better understand the influence of teacher-student relationships on mathematics problem- solving. KEYWORDS: Mathematics Problem solving, Teacher Education, Professional Development, Pedagogy, Colaizzi, Phenomenology
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Heldsinger, Sandy, and Stephen Humphry. "An innovative method for teachers to formatively assess writing online." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-1.
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Assessment is an integral component of effective teaching and a teacher’s professional judgement influences all routine aspects of their work. In the last 20 years, there has been considerable work internationally to support teachers in using assessment to improve student learning. However, there is a pressing issue that impedes teacher professional judgement being exploited to its full potential. The issue relates to teacher assessments in the context of extended performances such as essays and arises from the complexity of obtaining reliable or consistent teacher assessments of students’ work. Literature published in the United States, England and Australia details evidence of low reliability and bias in teacher assessments. As a result, despite policymakers’ willingness to consider making greater use of teachers’ judgements in summative assessment, and thus provide for greater parity of esteem between teachers’ assessment and standardised testing, few gains have been made. While low reliability of scoring is a pressing issue in contexts where the data are used for summative purposes, it also an issue for formative assessment. Inaccurate assessment necessarily impedes the effectiveness of any follow-up activity, and hence the effectiveness of formative assessment. In this session, Dr Sandy Heldsinger and Dr Stephen Humphry will share their research of writing assessment and explain how their research has led to the development of an innovative assessment process that provides the advantages of rubrics, comparative judgements and automated marking with few of the disadvantages.
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Singeisen, Scott. "Disorienting Dilemmas: A Studio Model for Teaching Meaning-Making and Reflection in Action." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.24.
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The term meaning-making has been used in constructivist educational psychology to refer to the personal epistemology that persons create to help them to make sense of the influences, relationships and sources of knowledge in their world.1 According to the transformative learning theory of sociologist and educator Jack Mezirow, adults interpret the meaning of their experiences through a lens of deeply held assumptions.2 When students experience something that contradicts or challenges their way of negotiating the world they have to go through the transformative process of evaluating their assumptions and processes of making meaning. Mezirow called these experiences that force individuals to engage in this critical self-reflection “disorienting dilemmas”.3In ‘Educating the Reflective Practitioner’, Prof. Donald Schön suggests that artistry is necessary for the solution of problems in professional practice that occupy the indeterminate zones of uncertainty, uniqueness, and conflict. The two traditional approaches to the teaching of artistry, however, are problematic. The first, its elimination from a curriculum based on technical rationality, is predicated on the belief that artistry is mystical and essentially unteachable. The second, its reduction to a set of procedures, has proven not to work with indeterminate phenomena that are inherently unmanageable. Schön proposes a third strategy: reflection in action, based on his observations that considerable tacit knowledge is already built into practice. By entering the condition of action and reflecting on what has been done, one can resolve “indeterminate” problems in situ by d oing.4It is the view of this paper that by first positioning students in a disorienting dilemma, and by second, providing a framework for ‘reflection in action’ for students to identify and use analogous architectural research elements, students develop a personal methodology and their own contextual position relative to the history of architecture.
Reports on the topic "Teachers Professional relationships Australia"
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Ahmed, Syeda Kashfee, Pru Mitchell, and Jenny Trevitt. Rapid review of effective practice principles in the design and delivery of digital resources for teachers. Australian Council for Educational Research, June 2021. http://dx.doi.org/10.37517/978-1-74286-671-0.
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This rapid review, commissioned by Life Education Australia (LEA), gathered evidence about effective practice in the design and delivery of digital professional learning for teachers. Its goal was to inform development of principles to guide the design and delivery of LEA’s own digital resources for teachers. The key research question for the review was: What does the research evidence say about the design and delivery of digital / online resources for teachers and what practice implications and recommendations could be made based on this research evidence?
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.
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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.
Full textAbstract:
Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.