Journal articles: 'Teachers Victoria'

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Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.

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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs. The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome. Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers. In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.

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Misztal, Mariusz. "Teoria i praktyka królewskiego wychowania na przykładzie eksperymentu edukacyjnego wiktoriańskiego księcia Walii." Biuletyn Historii Wychowania, no. 36 (October 15, 2018): 85–104. http://dx.doi.org/10.14746/bhw.2017.36.6.

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Theory and practice of royal education exemplified by the Victorian Prince of Wales For Queen Victoria and Prince Albert the proper education of their eldest son, and the future king of England, was of paramount importance. Their most important advisor in this matter was Baron Stockmar, who believed in strict control of every moment in the boy’s life. The article examines available documentary sources dealing with the theory of the prince’s education as presented mainly in Queen Victoria’s, Prince Albert’s and Stockmar’s memoirs, as well as the way this theory was translated into practice by the Prince’s tutors and teachers. The main documentary sources here are the official reports and private diaries of Lady Lyttelton, Henry Birch and Frederick Gibbs. All in all, to the great disappointment of Mariusz Misztal (this makes no sense...)

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Thomas, Tony. "The Impending Special Education Qualifications Crisis in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 139–45. http://dx.doi.org/10.1017/s1030011200025677.

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Given concern about the decreasing numbers of staff with qualifications in special education in Victorian government specialist schools (schools for students with special educational needs), a survey was distributed to all 81 of these schools to gather information about teacher qualifications and age. A very high response rate of 94% was obtained. The results showed a very wide range of numbers of staff possessing a special education qualification in different schools. It is of concern that in 15 schools (almost 20% of respondent schools) fewer than half the staff had special education qualifications, while in a further 33 schools (43%) between 50% and 79% of the staff had special education qualifications. To add to this concern, there was a large proportion of older teachers in the schools, with 70% of principals and 40% of teachers likely to retire over the next five years. The implications of this for the staffing of the specialist schools are discussed, leading to suggestions for the future.

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Syihabuddin, Syihabuddin. "Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistants." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya 50, no. 1 (February 22, 2022): 63. http://dx.doi.org/10.17977/um015v50i12022p63.

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Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistantsIn 2019, there were 63.022 learners of Indonesian as a foreign language in Victorian schools, Australia. They were facilitated by 263 Indonesian Language for Foreign Speakers (BIPA) local teachers. Due to a shortage of BIPA local teachers, the Department of Education and Training Victoria had recruited language assistants from Indonesia. This study is aimed to describe the required skillsets of BIPA language assistants to support their duties. The data were collected through interviews, an inventory, observations, and stories of eight Indonesian language assistants with one year of experience. The findings reveal that the language assistants need to develop bicultural, personality and pedagogical competences. These competences should become the reference for developing workshop materials for future BIPA language assistants.Keywords: BIPA teachers, bicultural competences, personality competences, pedagogical competencesKompetensi bikultural, kepribadian, dan pedagogik dalam perspektif guru bantu BIPAPada tahun 2019 terdapat 63.022 siswa Victoria, Australia, yang mempelajari bahasa Indonesia sebagai bahasa asing. Mereka dibimbing oleh 263 guru BIPA. Karena jumlah guru tidak memadai, maka Department of Education and Training Victoria merekrut guru bantu (language assistant) dari Indonesia. Penelitian ini bertujuan untuk mendeskripsikan berbagai kompetensi yang perlu dimiliki guru bantu untuk menunjang pelaksanaan tugasnya. Data dikumpulkan dari wawancara, inventori, observasi, dan deskripsi pengalaman dari delapan guru bantu selama satu tahun mengajar. Hasil penelitian menunjukkan bahwa guru bantu perlu mengembangkan kompetensi bikultural, kompetensi kepribadian, dan kompetensi pedagogik. Ketiga kompetensi ini sebaiknya dijadikan bahan workshop pada pembekalan guru bantu di lembaga pengirim.Kata kunci: guru BIPA, kompetensi bikultural, kompetensi kepribadian, kompetensi pedagogik

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Burke, Harry. "Marching backwards into the future: the introduction of the English creative music movement in state secondary schools in Victoria, Australia." British Journal of Music Education 31, no. 1 (September 2, 2013): 41–54. http://dx.doi.org/10.1017/s0265051713000235.

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In 1910, Victoria established an elite form of state secondary education that remained essentially unchanged until the introduction of a progressive curriculum during the late 1960s. This radical and voluntary curriculum introduced child-centred learning and personal development skills to state secondary schools. Many state secondary music teachers took advantage of the reform and introduced the English creative music movement (Rainbow, 1989). As music teachers were unfamiliar with progressive education they would require extensive retraining. Continual disruption to state secondary education during the 1970s, together with the lack of expertise in progressive music education in the Victorian Education Department led to music teachers being given little assistance in developing strategies for teaching creative music. No rationale was developed for creative music education until the late 1980s. As research in music education was in its infancy in Australia during the late 1960s, teachers had little understanding of the difficulties faced by many creative music teachers in England in regard to students developing traditional skills, for example music notation and performance-based skills. Dissatisfaction with progressive education led to the introduction of standards-based education in 1995. Progressive educational theories were no longer considered an important goal. Similar to the late 1960s Victorian education reforms, music teachers received little assistance from the Victorian Education Department. The introduction of standards-based Arts education has seriously reduced the teaching of classroom music throughout the state, leaving many classroom music programmes in a perilous position that is analogous to state music education before the introduction of progressive education in the late 1960s.

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Hsien, Michelle, P. Margaret Brown, and Anna Bortoli. "Teacher Qualifications and Attitudes Toward Inclusion." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 26–41. http://dx.doi.org/10.1375/ajse.33.1.26.

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AbstractThe inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.

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Gibson, Dianne, Louise Paatsch, and Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides." Australasian Journal of Special Education 40, no. 1 (September 1, 2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.

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In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.

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Spaull, Andrew. "Deprofessionalisation of State School Teaching: A Victorian Industrial Relations Saga." Australian Journal of Education 41, no. 3 (November 1997): 289–303. http://dx.doi.org/10.1177/000494419704100307.

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DEPROFESSIONALISATION of school teaching has occurred through a number of managerial interventions. This study focuses on the erosion of teachers' rights and conditions of employment through the attempted deregulation of the state education industry in Victoria. This process, closely identified with radical labour market reforms, has been fiercely contested by Victorian state school teachers and their unions, especially over procedural rule making in industrial relations. This type of rule making relates to the processes of regulation and the jurisdictions made available to employers and unions by governments, the courts and the industrial tribunals. The recent struggles over procedural rule making, it is argued, have governed the pace and trajectory of the deprofessionalisation of state school teaching. It remains a continuing contest.

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Premier, Jessica. "Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms." Australian Journal of Teacher Education 46, no. 8 (August 2021): 1–16. http://dx.doi.org/10.14221/ajte.2021v46n8.1.

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Many schools in Victoria, Australia, are multicultural, with students coming from a variety of cultures and backgrounds. Content area teachers often educate EAL students in their classrooms, even though they may not have specialised EAL teaching qualifications. This paper presents the experiences of primary and secondary teachers working in multicultural schools in Victoria. It explores the way in which teachers meet the needs of EAL students in their classrooms, and the support that is available to assist them to do so. This paper reports that teaching practice, school leadership, professional learning, and identity, influence the way in which teachers educate EAL students. However, this paper reveals that teachers require more support to assist them with educating EAL students. The most beneficial forms of support are professional learning, collaboration between staff, and understanding different cultures. This paper also argues that experienced teachers require relevant ongoing professional learning throughout their careers.

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Spaull, Andrew, and Terri Seddon. "TEACHERs' WORK AND THE POLITICS OF REDUNDANCY IN VICTORIA." Discourse: Studies in the Cultural Politics of Education 15, no. 2 (December 1994): 73–80. http://dx.doi.org/10.1080/0159630940150207.

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Fawns, Rod, and David Nance. "Teacher Knowledge, Education Studies and Advanced Skills Credentials." Australian Journal of Education 37, no. 3 (November 1993): 248–58. http://dx.doi.org/10.1177/000494419303700303.

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It is argued that appraisal of advanced skills in teaching should be based on the pedagogical content knowledge which good teachers, in biology for instance, could be expected to possess and which a well-trained biologist would not. Public acceptance of this claim is the key element in any argued case for a career restructuring which rewards the development of teaching expertise in schools and universities. Several initial schemes employed in Victoria for appraisal of Advanced Skills Teacher 1 are critically examined. An alternative to the competency-based approaches is presented, founded on research into the development of practical reasoning of teachers.

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Frydenberg, Erica, Terry Lee, and Vicki McKenzie. "From Teacher to School Psychologist: A Programme of Counsellor Training." Australian Educational and Developmental Psychologist 2, no. 2 (November 1985): 4–7. http://dx.doi.org/10.1017/s0816512200025165.

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In Victoria Guidance Officers provide school psychology and guidance services to families and schools. Most are located throughout Victorian centres which service local school communities and these by and large provide a generalist service which is supplemented by the service of statewide specialists.New recruits are drawn from the teaching service and those teachers with the necessary combination of experience, qualifications and personal qualities are eligible to apply. There is usually a new intake each year and this number varies according to staff ceilings and vacancies. In 1983 the intake was 45 trainee Guidance Officers which was the largest number of teachers ever recruited. These trainees were allocated to local centres where they would undertake their supervised apprenticeship, which together with the compulsory central training, would make them eligible in two years to become registered Guidance Officers.

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Greer, Shelley, and Peter Crocker. "Tech Voices: Recollections of the Technical Teachers Association of Victoria." Labour History, no. 92 (2007): 182. http://dx.doi.org/10.2307/27516211.

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Stevenson, Brian. "Collaborative practice re-energises bioscience teaching in schools." Microbiology Australia 31, no. 1 (2010): 27. http://dx.doi.org/10.1071/ma10027.

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This year marks the first decade of operations for the Gene Technology Access Centre (GTAC). The decade has seen a grassroots initiative by a small group of eminent research scientists and dedicated personnel from the University High School in Melbourne grow into a specialist education centre in cell and molecular biology that attracts over 6000 students and their teachers each year. GTAC has not only refocused student and teacher attention on the interdisciplinary nature of contemporary biology, but has also highlighted how a ?centre model for learning?, based upon collaboration and partnerships, can exist within ?the school system? and meet the needs of students and teachers from across Victoria and beyond.

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Griffin, Maggie, and David Harvey. "When do Principals and Teachers Think Children Should Start School?" Australasian Journal of Early Childhood 20, no. 3 (September 1995): 27–32. http://dx.doi.org/10.1177/183693919502000307.

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The purpose of this study was to obtain the opinions of principals and teachers on school entry age and determine if principals and teachers believe younger children are disadvantaged academically and/or socially compared with their older peers. Subjects were all primary principals and teachers currently teaching in 41 schools situated within a 30km radius of a rural city in South Eastern Victoria. The schools comprise State, Catholic and one Christian school, ranging from a one-teacher rural school with six pupils to a school with 23 teachers and 470 pupils. Data was obtained by distribution of two self-administered questionnaires - one for principals and one for teachers. Thirty-two principals and 112 teachers returned questionnaires. A majority of both principals and teachers believe children should be at least five years of age when they begin school. Younger children have more problems academically and socially and they tend to remain behind their older peers. It is suggested that children be evaluated for school readiness before being allowed to begin

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Barnes, Melissa, Seham Shwayli, and Pamalee Matthews. "Supporting EAL students in regional education contexts: “It creates a huge workload and often times disappointment”." TESOL in Context 28, no. 1 (December 19, 2019): 45–64. http://dx.doi.org/10.21153/tesol2019vol28no1art906.

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There has been increasing attention on mainstream teacher beliefs on English as an Additional Language (EAL) students in their classrooms, particularly in regards to how these beliefs impact on teacher expectations and actions. With many teachers holding deficit beliefs towards EAL students, many have argued that professional development is one way to counter these beliefs. However, with a push for the regional settlement of migrants in Australia, there is limited understanding of mainstream teachers’ beliefs about EAL students in regional contexts. Drawing on Bourdieu’s concepts of habitus and field, this study investigates the beliefs of teachers and principals in two regional secondary schools in Victoria, Australia. The findings suggest that while many teachers hold common misconceptions regarding EAL students, their views regarding the inclusion of these students are generally positive and both the teachers and principals are open to additional training and support. However, the prevailing issue regarding supporting EAL students is time and/or timing—a commodity that both teachers and students do not have. This paper argues that EAL support in a regional context needs to be further interrogated, identifying a variety of approaches, such as professional development for mainstream teachers, additional EAL specialist support, and after-school programs, to better meet the needs of EAL students in regional areas.

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Barrientos Lopez, Patricia Emperatriz, Ricardo Chanamé-Chira, Susana Astrid Rojas Zuniga, and Milquiades Enrique Rona Cordova. "Monitoring and pedagogical accompaniment in basic education." Universidad Ciencia y Tecnología 26, no. 114 (June 28, 2022): 6–16. http://dx.doi.org/10.47460/uct.v26i114.586.

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The objective of the research was to propose a model of monitoring strategies and pedagogical accompaniment to strengthen the performance of the teachers of the IE Juan Pablo Vizcardo y Guzmán of La Victoria, Lambayeque, in Peru in the year 2021, considering that optimal tests have not been previously evidenced. A basic, quantitative, descriptive, descriptive design, propositional, non-experimental, cross-sectional research was carried out. The population consisted of 60 basic education teachers who answered a 36-question questionnaire. The results indicated that 50% of the teachers consider that the monitoring and pedagogical accompaniment by the director are at a regular level and 50% at a good level. It is concluded that the proposed model of strategies when validated unanimously with the judgment of experts, has conformity in the design and its applicability would allow improving the pedagogical practice of teachers. Keywords: Basic education, supervision, pedagogical practice, teacher performance.

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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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Abdullah, Siti Aisyah Binti, and Noraini Mohamed Hassan. "PERKEMBANGAN LATIHAN PERGURUAN DI NEGERI-NEGERI MELAYU BERSEKUTU: NORMAL CLASS, 1906-1917." SEJARAH 26, no. 2 (December 21, 2017): 13–23. http://dx.doi.org/10.22452/sejarah.vol26no2.2.

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This paper examines how the British administration of the Federated Malay States (FMS) developed Normal Class to improve teacher training in English schools from 1906 to 1917. The 1902 Education Act, which made significant provisions for secondary and technical education and led to the rapid growth of training colleges in England and Wales, had an effect on the development of teacher training for English schools in the FMS. Following the suggestion of R.J. Wilkinson, Normal Classes for the training of assistant teachers commenced in January 1905 at the Victoria Institution. Initially, students from Victoria Institution and the Methodist Boy’s School were used to test the effectiveness of Normal Class. The success of Normal Class at Victoria Institution led to the opening of more such classes in the states of Perak, Melaka and Penang. Teacher training was emphasized to not only improve the quality of education in English schools but also to attract foreign investors to advance the economy especially of urban areas. This article focuses on the implementation of Normal Classes in Selangor and Perak. It has been found that, prior to the First World War, Normal Classes in Kuala Lumpur turned out to be more successful than in Perak. Teacher training in Kuala Lumpur, the administrative centre of the FMS, was desired to increase the number of local officials capable of speaking English in government departments. There was also considerable demand among capitalists for Normal Classes in English schools.

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Palmer, Sir Geoffrey. "Evolution of a Legal System." Victoria University of Wellington Law Review 31, no. 1 (April 3, 2000): 175. http://dx.doi.org/10.26686/vuwlr.v31i1.5964.

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Plata-Ramíez, José Miguel. "Moving Towards Legitimate Participation. A Venezuelan Girl Learning English in an Iowa City Elementary School." Revista Electrónica Educare 21, no. 3 (August 5, 2017): 1. http://dx.doi.org/10.15359/ree.21-3.1.

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This qualitative case study seeks to understand and describe, in depth, the different learning processes in which a nine-year old, Venezuelan girl (Victoria) engaged to reaffirm her identity as a language learner and become a legitimate member of a community of practice during the first six months in an Iowa City Elementary School. Data collection included observations in class and at home, field notes, interviews, oral and written artifacts and e-mails. Analysis was made through a constant comparison of the data to reflect on the potential categorizations of the artifacts considering mainly two theoretical constructs: “legitimate peripheral participation” (Lave & Wenger, 1991) and “collaborative relations of power” (Cummins, 1996). Results suggest that students engage more actively in activities, which are designed to construct meaning through social participation. Legitimate participation in school activities helped Victoria improve her English language ability and reaffirm her identity. The speed with which she learned English at school is mainly due to the solid community of practice she had the fortune to participate in and Mrs. Brown’s mediation. The more she interacted, the better she performed; and the better she performed, the more she interacted. This research offers alternative ways to understand Victoria’s experience as a language learner, the complexity of a second language learning process, and the fundamental role teachers need to perform to mediate in the students’ learning to reaffirm their identities. This study represents an exemplary reflection of what we, as classroom teachers, SL/foreign language teachers, should do in our classrooms if we really want to offer students real opportunities to learn the language and help them reaffirm their identity as language learners.

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Morrissey, Anne-Marie, and Andrea Nolan. "Just Another Meeting?: Investigating Mentoring for Early Childhood Teachers in Victoria." Australasian Journal of Early Childhood 40, no. 2 (May 2015): 40–48. http://dx.doi.org/10.1177/183693911504000206.

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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.

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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.

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Hewitt, Victoria. "Teacher burn-out and how you can avoid it." SecEd 2019, no. 11 (May 2, 2019): 16. http://dx.doi.org/10.12968/sece.2019.11.16.

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Burn-out is a clear and present danger for teachers and is something that Victoria Hewitt – who you might know as @MrsHumanities – has experienced. But it is possible to protect yourself and pull yourself back from the brink…

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O’Brien, Patricia M. "Coming in From the Margin." Australasian Journal of Special Education 13, no. 2 (January 1990): 52–59. http://dx.doi.org/10.1017/s1030011200022223.

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Des English was a person of great charm, innovation, and inner strength. His early death at the age of 44 in 1977 came as a bitter blow not only for his family but for the many teachers and parents he had influenced and guided in respectively providing and in seeking educational opportunities for children with disabilities. Des grew up in a small town in Victoria called Donnybrook, north of Melbourne. He was educated by the Marist Brothers at Kilmore College, and in the 50’s trained as a primary teacher at Geelong Teachers College, from which he gained an extension of one year to study as a Special Teacher at Melbourne Teachers College. His first appointment was as an Opportunity Grade teacher at North Melbourne State School. His talent for leadership surfaced early and in his second appointment he became Principal of Footscray Special School for children and adolescents with intellectual disability. Throughout the rest of his career he gained one promotion after another to the Principal positions at Ormond, Travencore and St. Alban’s Special schools. I was fortunate to work as a deputy principal with him throughout his last two appointments.

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George, Sindu V., Paul W. Richardson, and Helen MG Watt. "Early career teachers’ self-efficacy: A longitudinal study from Australia." Australian Journal of Education 62, no. 2 (July 27, 2018): 217–33. http://dx.doi.org/10.1177/0004944118779601.

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Although Bandura had proposed that self-efficacy once established is relatively stable, it remains a topic of debate, as empirical evidence has shown different patterns of changes in self-efficacy across different career stages. The current study presents longitudinal data from 74 beginning school teachers in Victoria, Australia to discern changes during their first five years. Their increase in self-efficacy is discussed with reference to existing (primarily cross-sectional) studies, and policy implications for supporting early career teachers.

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McTaggart, R. "Pedagogical Principles for Aboriginal Teacher Education." Aboriginal Child at School 15, no. 4 (September 1987): 21–33. http://dx.doi.org/10.1017/s0310582200015029.

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Aboriginal teacher education is a distinctive educational activity. How distinctive Aboriginal teacher education needs to be and the forms it might take are a matter for action research (McTaggart and Garbutcheon-Singh, 1986) by Aboriginal teachers, their communities, and teacher educators working in Aboriginal schools, and from teacher education instititions. But there is experience available from which it is reasonable to propose some general principles which should guide immediate efforts in Aboriginal teacher education.The pedagogical principles outlined below come from an action research project in Aboriginal teacher education conducted in the Northern Territory over the last two years. The project is known as D-Bate, the Deakin-Batchelor Aboriginal Teacher Education Program, a joint project of Batchelor College in the Northern Territory and the School of Education of Deakin University in Geelong, Victoria.

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Trudgen, Michelle, and Sharon Lawn. "What is the Threshold of Teachers' Recognition and Report of Concerns About Anxiety and Depression in Students? An Exploratory Study With Teachers of Adolescents in Regional Australia." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 126–41. http://dx.doi.org/10.1375/ajgc.21.2.126.

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AbstractIntroduction:Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.Method:Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.Results:Teachers' recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student wellbeing teams were barriers to teachers reporting their concerns about students.Conclusion:Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher's core skill set, so that teachers can confidently promote mental wellbeing, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.

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Temple, Victoria. "The year education went remote." ITNOW 63, no. 2 (June 1, 2021): 15. http://dx.doi.org/10.1093/itnow/bwab037.

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Abstract It has been an academic year like no other for teachers, students and parents alike. Months of online teaching have left an enduring legacy and shown how IT and technology are changing education rapidly, writes Victoria Temple, Senior Press Officer at BCS.

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Dear, Kenneth E. "‘Payments by results’ and the status of teachers in Victoria, 1862–1872∗." Melbourne Studies in Education 47, no. 1-2 (November 2006): 137–62. http://dx.doi.org/10.1080/17508480609556437.

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Wright, Chris, John Buxcey, Sandy Gibbons, John Cairney, Michelle Barrette, and Patti-Jean Naylor. "A Pragmatic Feasibility Trial Examining the Effect of Job Embedded Professional Development on Teachers’ Capacity to Provide Physical Literacy Enriched Physical Education in Elementary Schools." International Journal of Environmental Research and Public Health 17, no. 12 (June 18, 2020): 4386. http://dx.doi.org/10.3390/ijerph17124386.

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A gap in physical literacy (PL) oriented professional development (PD) for generalist teachers exists and thus their capacity to develop PL and maximize student health is potentially limited. We explored the feasibility of a novel job-embedded professional development (JEPD) program (10 weeks) and its impact on teachers’ capacity to deliver PL-enriched physical education (PE) and student PL. A pragmatic feasibility trial with mixed methods included quantitative measurements of teacher PL, knowledge and confidence (pre), and knowledge, confidence, satisfaction and intention (post), as well as self-reported change, to evaluate the impact on teacher capacity and practices. A pre–post comparison of student PL outcomes (motor skills using PLAYbasic, Sport for Life, Victoria, BC, Canada) during the JEPD and teacher implementation phase explored the impact on student PL. In total, 15/44 teachers participated in surveys and 11/44 completed interviews (87% female, mean age bracket = 25–44 years). Confidence to deliver PL enhancing PE increased significantly after JEPD (p < 0.0001). Teachers were highly satisfied with the JEPD (X = 4.67/5) and intended to change their practices (X = 4.09/5). At three months, teachers reported changes including enhanced lesson planning, increased activity variety (often from the JEPD), intentional skill development, student-focused discussions, introductory, transition, and closing activities, and more equipment adaptations. During JEPD, with the exception of throwing (p < 0.0001), children’s (47% female, mean age = 7.9 (1.7)) change in running, jumping, kicking and balance walking backwards did not differ from usual practice (UP). During teacher implementation, motor skill competence regressed; confounding factors could not be ruled out. JEPD appears feasible and effective for changing teacher capacity to deliver PL and enhancing PE; however, post-JEPD teacher implementation and outcomes need further exploration.

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Opie, Jill. "Educating students with vision impairment today: Consideration of the expanded core curriculum." British Journal of Visual Impairment 36, no. 1 (January 2018): 75–89. http://dx.doi.org/10.1177/0264619617730861.

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A phenomenological study was undertaken giving students with vision impairment the opportunity to voice their experiences of secondary schooling in mainstream schools. Policies of inclusion were considered, with analysis of how training and curriculum came together, as experienced by these students, to develop their inclusion in schools in Victoria. Interviews of each participant using interpretative phenomenological analysis revealed a number of themes, with lack of teacher understanding of vision impairment a common theme across all cases. The limited access to visiting teachers, specialists in vision impairment, points to the need for alternatives in the delivery of necessary expanded core curriculum components. It is proposed that teachers of these students would benefit from an online unit to educate them in vision impairment to eliminate unintentional exclusion practices currently experienced and to encourage them to incorporate components of the expanded core curriculum into their everyday practices. The need for further research is indicated.

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Elsden-Clifton, Jennifer, and Debi Futter-Puati. "Creating a Health and Sustainability Nexus in Food Education: Designing Third Spaces in Teacher Education." Australian Journal of Environmental Education 31, no. 1 (January 16, 2015): 86–98. http://dx.doi.org/10.1017/aee.2014.44.

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AbstractThere is growing pressure from the public health sector, government, environmental, medical and scientific fields to teach young people about food. However, little is known about pre-service teachers’ preparation in this area. This article addresses this gap by providing a case study of one approach to food education, which was purposefully designed to bring together two fields — health education and education for sustainability (EfS) — in teacher education in Victoria, Australia. This article outlines the ways in which this approach has the potential to challenge the conventions of both fields and ‘spaces’ of health (first space) and sustainability (second space), and gave rise to a possible ‘third space’ (Soja, 1996). This article uses data collected from Promoting Health Education, a 10-week course designed for generalist primary school pre-service teachers. It also utilises reflections from pre-service teachers and teacher educators (also the authors) to explore how they navigated first, second and third spaces. In doing so, the authors examine some of the learning potentials and difficulties within third spaces, including: designing third spaces; wrestling with the dominance of first space; complexities of second space; and questioning what might be lost and gained through the design of third spaces.

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Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.

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AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.

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Harvey, David H. P. "Integration in Victoria: Teachers’ Attitudes After Six Years of A No‐Choice Policy." International Journal of Disability, Development and Education 39, no. 1 (January 1992): 33–45. http://dx.doi.org/10.1080/0156655920390105.

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Nolan, Andrea. "Effective mentoring for the next generation of early childhood teachers in Victoria, Australia." Mentoring & Tutoring: Partnership in Learning 25, no. 3 (May 27, 2017): 272–90. http://dx.doi.org/10.1080/13611267.2017.1364800.

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King, Fiona. "Music Activities Delivered by Primary School Generalist Teachers in Victoria: Informing Teaching Practice." Australian Journal of Teacher Education 43, no. 4 (April 30, 2018): 175–86. http://dx.doi.org/10.14221/ajte.2018v43n4.10.

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King, Fiona. "Music Activities Delivered by Primary School Generalist Teachers in Victoria: Informing Teaching Practice." Australian Journal of Teacher Education 43, no. 5 (May 2018): 48–59. http://dx.doi.org/10.14221/ajte.2018v43n5.4.

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Keith, Kenneth J. "Law, the Constitution and Legal Education in the Twenty-First Century." Victoria University of Wellington Law Review 31, no. 1 (April 3, 2000): 83. http://dx.doi.org/10.26686/vuwlr.v31i1.5967.

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Sir Kenneth Keith gave the lecture on which this paper is based as part of the 1999 Centennial Alumni Lecture series. Using the career of the first Dean of Law at Victoria University College as his inspiration, Sir Kenneth deals with a wide range of issues which all those in the law, be they judges, practitioners, teachers or students will have to address.

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Slaughter, Yvette, and John Hajek. "Community languages and LOTE provision in Victorian primary schools." Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 7.1–7.22. http://dx.doi.org/10.2104/aral0707.

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Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.

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Slaughter, Yvette, and John Hajek. "Community languages and Lote provision in Victorian Primary Schools." Australian Review of Applied Linguistics 30, no. 1 (2007): 7.1–7.22. http://dx.doi.org/10.1075/aral.30.1.05sla.

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Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.

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Kilby, Ben. "'why teachers’ beliefs and values are important in p4c research: a victorian perspective." childhood & philosophy 15 (January 30, 2019): 01–19. http://dx.doi.org/10.12957/childphilo.2019.37500.

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This paper argues that there is an absence of current research in Philosophy for Children (P4C) that focusses on teachers’ perspectives, particularly in relation to their beliefs and values. The paper will look briefly at the programmatics of P4C, and its current mandated status in the education system in the state of Victoria, Australia. It will then move to exploring how the study of teachers’ perspectives, through analyses of their beliefs and values, adds significant value in education, particularly in the context of P4C. It concludes by analysing some recent P4C research that has begun to explore teachers’ perspectives, before finishing with suggesting future research directions that build on these previous studies, and which promise lay important groundwork for extending the reach of P4C into educational systems.

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Wiwatowski, Megan, Jane Page, and Sarah Young. "Examining early childhood teachers’ attitudes and responses to superhero play." Australasian Journal of Early Childhood 45, no. 2 (May 1, 2020): 170–82. http://dx.doi.org/10.1177/1836939120918486.

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Research highlights that early childhood teachers (ECTs) hold varied opinions on the value of superhero play (SP) to young children’s learning and development. This study sought to investigate how ECTs in Victoria are responding to superhero play, and to examine the beliefs that underpin their responses. Interviews were conducted with eight ECTs from the Bayside area in Melbourne. The study revealed that while the majority of the teachers interviewed responded to children’s superhero play in a variety of ways, there were a number of barriers to supporting superhero play in early childhood education and care settings. This paper concludes by identifying the value of ECTs engaging in critical reflection to ensure that their responses to superhero play are based on professional knowledge that is informed by theory and research.

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Ohi, Sarah, Joanne O’Mara, Ruth Arber, Catherine Hartung, Gary Shaw, and Christine Halse. "Interrogating the promise of a whole-school approach to intercultural education: An Australian investigation." European Educational Research Journal 18, no. 2 (October 11, 2018): 234–47. http://dx.doi.org/10.1177/1474904118796908.

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Intercultural education (ICE) is a priority for schools and schooling systems worldwide. While extensive policy and academic literature exists that describes how ICE should be done in schools, relatively little has been published about the pragmatics of implementing and enacting ICE, despite evidence that principals, teachers and schools feel ill equipped to teach and engage in ICE. This article investigates how schools implementing ICE are confronted with distinctive challenges. Engaging methodological tools of social constructivism (Denzin and Lincoln, 2005) and an analytical lens supported by social cultural theories of identity and representation (Hall, 1997; Gee, 2004), we argue that the everyday experiences and practices of teachers need be explored, but also interrogated and understood otherwise (Lather, 1991). We draw on qualitative data from a large-scale study conducted in schools in Victoria, Australia. We present three vignettes that elucidate how ICE was enacted at the principal, curriculum and teacher levels. Each vignette is based upon a key challenge confronted by schools and illustrates the processes different schools used to tackle these issues and to embed ICE into the daily schooling practice.

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Clark, Julie, and Terry Harrison. "Are Educational Outcomes Relevant to Environmental Education Addressed by Primary School Teachers?" Australian Journal of Environmental Education 13 (1997): 27–36. http://dx.doi.org/10.1017/s0814062600002809.

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AbstractConcern exists over the extent to which environmental education is being addressed in Australian primary school curricula. This is especially so since the release of the nationally developed Statements and Profiles in eight key areas of learning because no documents specifically relating to environmental education were produced. This paper reports the results of a study in which a survey based on outcomes relevant to environmental education, as drawn from curriculum documents in use in the Australian states of New South Wales and Victoria, was completed by a sample of primary teachers from both states. Results indicated that, in most schools, outcomes relevant to environmental education were being given significant attention. However, the extent to which different outcomes were addressed varied widely, as did the extent to which individual schools addressed outcomes over the years kindergarten/preparatory to year 6 (K/P-6). Implications for teacher education drawn from the findings are discussed.

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Bryant, Catherine, and Bruno Mascitelli. "The “special experiment” in languages." History of Education Review 47, no. 1 (June 4, 2018): 54–66. http://dx.doi.org/10.1108/her-01-2017-0002.

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Purpose The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a “special experiment” supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the “special experiment” and it reports on the school’s fragile beginnings. Design/methodology/approach The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian education system. Findings The Saturday language classes were experimental in nature and were initially intended to pilot niche subjects in the languages curriculum. Despite support from influential stakeholders, widespread interest and a promising response from teachers and students, the student enrolments dwindled, especially in the war years. As fate would have it, the two languages initially established (Japanese and Italian) faced a hostile war environment and only just survived. Questions about the continuing viability of the classes were raised, but they were championed by Seitz. Originality/value To date, this is one of few scholarly explorations of the origins of the Victorian School of Languages, a school which became a model for Australia’s other State Specialist Language Schools. This paper contributes to the literature about the VSL, a school that existed on the margins but played a pioneering role in the expansion of the language curriculum in Victoria.

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Roache, Joel, and Ramon (Rom) Lewis. "Teachers' Views on the Impact of Classroom Management on Student Responsibility." Australian Journal of Education 55, no. 2 (November 2011): 132–46. http://dx.doi.org/10.1177/000494411105500204.

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This article examines teachers' views of their management styles, classified as either ‘coercive’ or ‘relationship’ -based, for 145 primary and 363 secondary school teachers in Victoria, Australia. It finds that management that combines punishment with aggressive and hostile behaviour can exacerbate misbehaviour and increase student distraction. In contrast a combination of rewards and punishments, set in a context of discussion, validation of appropriate behaviour, involvement and trust, will encourage student responsibility and reduce misbehaviour. This study seeks to extend upon a 2001 study that reported generally similar findings from the reports of 3500 students attending the same schools as the teachers whose views are reported in this article. The discussion considers the most effective management strategies for reducing student misbehaviour and distraction, comparing both students' and teachers' views, as well as techniques that increase student responsibility and protection of rights, emphasising techniques and strategies that involve the use of recognition and rewards.

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Walker, Robert, and Colin Boylan. "Technology and distance education." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 63–66. http://dx.doi.org/10.47381/aijre.v2i1.271.

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Under the Distance Education Plan of the NSW Department of School Education, the provision of a full secondary education to rural students has been enhanced through the use of technology based communication networks. In the Riverina region of New South Wales, a pilot project linking three Central Schools into a cluster commenced in 1990. This pilot project is known as the Telematics Access Program and is similar to other projects in operation in Victoria and Queensland. Each school is linked to the other schools in the cluster by teleconference, fax and electronic blackboard computer facilities. Through the schools in the cluster sharing teacher expertise and using the technology to link students and teachers, a comprehensive Years 11 and 12 curriculum has been offered to these students. Students can select from 17 subjects currently available.

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Bartak, Lawrence, and Jennifer Fry. "Are students with special needs in mainstream classes adequately supported? Perceptions from teachers in Victoria." Australian Journal of Learning Disabilities 9, no. 1 (March 2004): 16–21. http://dx.doi.org/10.1080/19404150409546750.

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Smith, Amanda, Nina Fotinatos, Bernadette Duffy, and Jenene Burke. "The provision of sexual health education in Australia: primary school teachers' perspectives in rural Victoria." Sex Education 13, no. 3 (May 2013): 247–62. http://dx.doi.org/10.1080/14681811.2012.715580.

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Journal articles on the topic 'Teachers Victoria'

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