Academic literature on the topic 'Teaching Victoria Evaluation'
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Journal articles on the topic "Teaching Victoria Evaluation"
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Casentini, Marco. "Recensione: Russel, Victoria & Murphy-Judy, Kathryn (2020). Teaching language online. Routledge." Ripensare l’insegnamento delle lingue straniere a partire dall’esperienza della didattica a distanza 8, no. 2 (November 30, 2021): 220–23. http://dx.doi.org/10.21283/376905x.14.255.
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IT La presente recensione mira ad offrire una valutazione critica del volume Teaching Language Online di Victoria Russel e Kathryn Murphy-Judy. Nella prima parte della recensione viene introdotto l’argomento generale trattato dal libro, descrivendone brevemente i contenuti di ogni capitolo. Nella seconda parte si fornisce una descrizione dei contenuti in prospettiva critica, evidenziandone i punti di forza e le eventuali criticità. Parole chiave: DIDATTICA DELLE LINGUE, INSEGNAMENTO ON-LINE, ADDIE EN This review aims to offer a critical evaluation of the book, Teaching Language Online, by Victoria Russel and Kathryn Murphy- Judy. In the first section of the review, the general topic of the book is discussed, and a brief description of the contents of each chapter is offered. The second section consists of a description of its contents through a critical perspective highlighting its strengths as well as its weaknesses. Key words: LANGUAGE TEACHING, REMOTE TEACHING, ADDIE ES Esta reseña tiene como objetivo ofrecer una valoración crítica del volumen Teaching Language Online, de las autoras Victoria Russel y Kathryn Murphy-Judy. En la primera parte de la reseña se trata el tema general del libro y se ofrece una breve descripción del contenido de cada capítulo. En la segunda parte se lleva a cabo una descripción de los contenidos desde un punto de vista crítico, y se destacan tanto sus puntos fuertes como sus puntos débiles. Palabras clave: ENSEÑANZA DE LENGUAS, ENSEÑANZA REMOTA, ADDIE
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Casentini, Marco. "Recensione: Russel, Victoria & Murphy-Judy, Kathryn (2020). Teaching language online. Routledge." Ripensare l’insegnamento delle lingue straniere a partire dall’esperienza della didattica a distanza 8, no. 2 (November 30, 2021): 220–23. http://dx.doi.org/10.21283/2376905x.14.255.
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IT La presente recensione mira ad offrire una valutazione critica del volume Teaching Language Online di Victoria Russel e Kathryn Murphy-Judy. Nella prima parte della recensione viene introdotto l’argomento generale trattato dal libro, descrivendone brevemente i contenuti di ogni capitolo. Nella seconda parte si fornisce una descrizione dei contenuti in prospettiva critica, evidenziandone i punti di forza e le eventuali criticità. Parole chiave: DIDATTICA DELLE LINGUE, INSEGNAMENTO ON-LINE, ADDIE EN This review aims to offer a critical evaluation of the book, Teaching Language Online, by Victoria Russel and Kathryn Murphy- Judy. In the first section of the review, the general topic of the book is discussed, and a brief description of the contents of each chapter is offered. The second section consists of a description of its contents through a critical perspective highlighting its strengths as well as its weaknesses. Key words: LANGUAGE TEACHING, REMOTE TEACHING, ADDIE ES Esta reseña tiene como objetivo ofrecer una valoración crítica del volumen Teaching Language Online, de las autoras Victoria Russel y Kathryn Murphy-Judy. En la primera parte de la reseña se trata el tema general del libro y se ofrece una breve descripción del contenido de cada capítulo. En la segunda parte se lleva a cabo una descripción de los contenidos desde un punto de vista crítico, y se destacan tanto sus puntos fuertes como sus puntos débiles. Palabras clave: ENSEÑANZA DE LENGUAS, ENSEÑANZA REMOTA, ADDIE
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Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.
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Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.
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Johnson, Barbara, and Peter Fensham. "What Student's Perceptions Tell Us About Teaching Environmental Education." Australian Journal of Environmental Education 3 (July 1987): 22–25. http://dx.doi.org/10.1017/s0814062600001294.
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Throughout Australia there has been a substantial interest in enviromental education for more than a decade. Much human and financial effort has gone into curriculum development at the school level and into support for implementation via inservice education, conferences, workshops, etc. Relatively little systematic evaluation of these efforts has been undertaken at the level of what students are learning.Most definitions of enviromental education internationally and in Australia emphasise the importance of affective learning concerning the environment alongside more usual cognitive knowledge and skills. Accordingly any evaluation should recognise this somewhat unusual balance among the intended learnings compared with most other subject areas.Recent research in several areas of school learning has brought out the importance of starting with an explicit recognition of the perceptions and understandings students already hold about topics. Teaching and learning of the topic then ought to be processes that enable the learners to generate or construct from these starting points, new understandings and perceptions. There has, however, been almost no research, apart from a comparative study by Schaeffer and his co-workers of West German and Phillippino secondary school students' associations with the word, ENVIRONMENT. (Schaeffer, 1979; Hernandez, 1981; Villavicencio, 1981). This paper reports an attempt in Victoria to begin to fill these gaps.
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Yaping nad Pauline Stanton, Dong. "Evaluation of the health services management training course of Jiangsu, China." Australian Health Review 25, no. 3 (2002): 161. http://dx.doi.org/10.1071/ah020161.
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Health service management education programs emerged in the early 1980s in China as a result of changing demands on health service managers created by new directions in health policy. This paper reports on an evaluation of the Jiangsu-Victoria Health Management Training Program and discusses five of the main findings. Participants in the study believed that the Program has impacted positively on the health management practice of Jiangsu Province, and has made a significant contribution to health services management education in China. However, certain areas in teaching practice need to be improved and participants in the study provided suggestions to achieve this. The study also found that there were limitations to the impact of managerial education due to administrative and environmental factors.
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Charleson, A. W. "Seismic design within architectural education." Bulletin of the New Zealand Society for Earthquake Engineering 30, no. 1 (March 31, 1997): 46–50. http://dx.doi.org/10.5459/bnzsee.30.1.46-50.
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This paper discusses the teaching of earthquake resistant design within schools of architecture. It aims to stimulate discussion on more effective means of teaching the subject, and to suggest ideas and resources for schools whose seismic design curriculum might benefit from further development.
It is argued that seismic design issues should be included and integrated into architecture curricula. The case is based primarily on observations of building failures resulting from flawed architectural design decisions and subsequent critical reaction from within the architectural profession itself. However, another reason is that the large sizes and restrictive layouts of some seismic load resisting systems impact unavoidably upon architectural layouts.
The content, teaching methods and teaching staff qualities appropriate for a seismic design curriculum are discussed in a case study from the School of Architecture, Victoria University of Wellington. Two key aspects of perceived success are the course's relevance to architectural design and the variety of presentation. Teaching methods, teaching aids and useful references are provided.
The evaluation of the courses considered in the case study is discussed, and postgraduate and post-graduation seismic education in New Zealand is reviewed.
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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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Sika-Paotonu, Dianne. "Immunology education within a Postgraduate Nursing Science program in New Zealand." Journal of Immunology 196, no. 1_Supplement (May 1, 2016): 130.8. http://dx.doi.org/10.4049/jimmunol.196.supp.130.8.
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Abstract Immunology is key to understanding the cellular basis for certain diseases. Postgraduate Nursing Science students with a limited undergraduate background in Biomedical Science may find Immunological course components challenging. The goal was to successfully incorporate and establish a substantial Immunological component within the postgraduate Pathophysiology course for Nursing Science and Health students at Victoria University of Wellington in New Zealand. In-class teaching sessions were conducted that covered the fundamental concepts of Immunology and included Innate, Adaptive Immunity, Inflammation and Immunopathophysiology lessons. A variety of teaching and learning approaches and strategies were employed to facilitate in-class learning for students and support understanding, and improve participation and student engagement with in-class activities. These included the use of Youtube video clips, animations depicting key cellular and mechanistic interactions, one-on-one peer discussions and traditional lecture sessions interspersed with brief question and answer interactions designed to gauge understanding and also consolidate learning. Cumulative data showed favourable student outcomes were achieved for Immunological assessment components. Student satisfaction and teaching scores based on formal student evaluation processes also showed positive responses regarding the Immunology course elements. This work highlights the successful incorporation of essential Immunological components into a teaching curriculum for Postgraduate Nursing Science education in New Zealand.
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Angus, Jocelyn. "Leadership: a central tenet for postgraduate dementia services curricula development in Australia." International Psychogeriatrics 21, S1 (April 2009): S16—S24. http://dx.doi.org/10.1017/s1041610209008825.
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ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Science – Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes.Results: Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision.Conclusions: In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.
Dissertations / Theses on the topic "Teaching Victoria Evaluation"
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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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Hill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.
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Griffiths, David James. "Evaluating textual diversity in perspective and practice : a case study /." Connect to thesis, 2010. http://repository.unimelb.edu.au/10187/6707.
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Smith, Reid J. "Alignment of intended learning outcomes, curriculum and assessment in a middle school science program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/489.
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This study focused on the intended learning outcomes, curriculum and assessment in the science curriculum offered at a regional independent Middle School in the state of Victoria, Australia. In-school assessment has indicated that the current science curriculum of this Middle School may not develop students' skills in scientific literacy as effectively as intended. One hypothesis to explain this deficit is that there is a misalignment of intended outcomes, curriculum materials and assessment. This study aimed to determine the extent to which the intended curriculum and assessment in this Victorian middle years' science program is aligned to its stated goals and objectives and to design, implement and evaluate a model for assessing the degree of alignment of intended outcomes, curriculum and assessment.
Participants in the study were asked to analyse curriculum materials and assessment tasks from two different science courses at the case study school. These curriculum materials and assessments were scored against a series of instruments adapted from curriculum evaluation models used in previous research. The reviewers scored the material to determine the degree of alignment between the intended outcomes, curriculum materials and assessment tasks. The data provided an insight into both the degree of alignment of the curriculum as well as the features of strongly aligned curriculum materials. The effectiveness of the evaluation model was determined by analysis of the scoring data and semi-structured interviews with the participants.
The current investigation established that the case study Middle School science program had some degree of alignment, but there were a number of materials and tasks which were not adequately aligned. The features of the curriculum materials and assessment tasks generally matched those identified in the literature, and provided the basis for potential reform to increase the degree of alignment in intended curriculum and assessment in science courses designed to address scientific literacy.
The study also demonstrated that the model of curriculum evaluation was effective in establishing the alignment of curriculum materials and assessment with intended goals, particularly when enacted by teachers and administrators within the school context who had been trained. The curriculum analysis can highlight areas of the science curriculum which are not aligned and hence focus curriculum reform efforts.
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Belcher, Steven James. "The development of a 15 minute direct instruction program for year 7 students for the Victorian music classroom and an evaluation of its effectiveness in advancing students' music literacy." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1906.
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An adequate understanding of the aural and theory aspects of music literacy eludes many students; moreover, the limited time allocated to its teaching is an ongoing problem faced by classroom practitioners, (Smith and Southcott, 2004). A solution to this dilemma in music education is imperative. Without a basic understanding, students are not equipped to progress in their musical education. Inspired by the effectiveness of a Direct Instruction intervention in mathematics by Farkota (2003), this study explores the possibilities of a similar Direct Instruction intervention for the teaching of basic aural and theory skills in the music classroom.
The purpose of this study was, therefore, to develop, implement and evaluate the effectiveness of a 15 minute Direct Instruction Program to advance the music literacy (aural and theory components) of Year 7 students in the Victorian music classroom. In doing so, the researcher hoped to offer music educators an effective tool to help maximize the diminishing amount of curriculum time music receives as just one of the Arts. (The Arts are comprised of five learning areas – dance, drama, media, music and visual arts.)
This study involved: The identification of progressive essential basic knowledge and skills students require by year 7 to achieve music literacy. The development and testing of a time-efficient and effective Direct Instruction program which ensured a developmentally appropriate, sequential program of music instruction and learning to improve students’ basic music literacy in the music classroom at Year 7; and The implementation, measurement and evaluation of students’ level of music literacy (aural and theory) through the acquisition, retention and use of identified knowledge and skills at pre and post test stages of the Direct Instruction intervention.
The method involved the use of two classes that participated in a Direct Instruction intervention and two control classes that did not. All four classes were tested using “The Iowa Tests of Music Literacy” (Gordon, 1991) at the start and end of their Year 7 classroom music program. The results of each class were then analysed and compared to ascertain whether the Direct Instruction program impacted upon students’ levels of music literacy.
According to the results of this study, a Direct Instruction approach to the teaching of the aural and theory aspects of music literacy had a positive effect on student learning in terms of building their literacy skills.
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Richardson, Heather. "Postgraduate course satisfaction and good teaching : do daily hassles and demographics make a difference?" Thesis, 1999. https://vuir.vu.edu.au/33003/.
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Hebestreit, Lydia Karola. "An evaluation of the role of the university of the third age in the provision of lifelong learning." Thesis, 2006. http://hdl.handle.net/10500/1498.
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During the past thirty years several models for lifelong education after retirement have been developed worldwide, one of them being the University of the Third Age (U3A). This study explored the contributions of the U3A to the educational needs of older adults and evaluated the benefits they perceived from their participation in U3A by means of a literature study and an empirical investigation. The latter used a survey to explore the experiences of U3A members of two U 3As and presidents of 68 U3As in Victoria, Australia by means of two different questionnaires. As only 1.47 percent of the over-55 population of Victoria are U3A members, the survey also investigated barriers to U3A participation in general and with special reference to the male population. The findings indicated that member respondents were very satisfied with their U3A experiences which had made substantial differences in their lives. Both male and female respondents saw personal, mental, social, and physical improvement as a result of U3A participation. The majority indicated that participation had improved their intellectual development. Significant differences in the perceptions of male and female participants emerged: female members outnumbered males by three to one. Both the presidents and the members expressed some programmatic concerns, primarily obtaining tutors and classroom availability. The subject areas covered by courses presented were extensive. There was a difference in the subjects desired by males and female respondents; very few courses are offered in science and economics. Some barriers to participation identified are a lack of awareness of U3A, the stereotypical attitudinal barrier of `I am too old' and negative past educational experiences. Moreover, U3As should increase marketing endeavours. Although most U3As advertise, almost a third of the respondents indicated that they would have joined earlier if aware of U3As. A contributing factor appears to be a virtual lack of research and information provided in educational academic journals and other media about lifelong education after retirement. Based on the findings, recommendations were made for future research and for improved practice in the U3A environment as a means to enhance the quality of life for older adults.Educational Studies
D.Ed. (Comparative Education)
Books on the topic "Teaching Victoria Evaluation"
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Hennessy, Mark. Process evaluation of the Victorian Drink Driver Program: A report prepared for the Drug Treatment Services Unit, Aged, Community and Mental Health Division, Department of Human Services. Melbourne: Drug Treatment Services Unit, Aged, Community and Mental Health Division, 1998.
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1948-, Beattie Kate, McNaught Carmel 1950-, and Wills Sandra 1955-, eds. Interactive multimedia in university education: Designing for change in teaching and learning : proceedings of the IFIP TC3/WG3.2 Working Conference on the Design, Implementation, and Evaluation of Interactive Multimedia in University Settings, Melbourne, Victoria, Australia, 6-8 July 1994. Amsterdam: Elsevier, 1994.
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Adams, Raymond J. Science learning in Victorian schools, 1990. Hawthorn, Vic., Australia: ACER, 1991.
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Hennessy, Mark. Process evaluation of the Victorian Drink Driver Program: A report prepared for the Drug Treatment Services Unit, Aged, Community and Mental Health Division, Department of Human Services. Drug Treatment Services Unit, Aged, Community and Mental Health Division, 1999.
Find full textBook chapters on the topic "Teaching Victoria Evaluation"
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Brown, Candy Gunther. "After Sedlock." In Debating Yoga and Mindfulness in Public Schools, 140–58. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.003.0008.
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Chapter 7 narrates Foundation activities beyond Encinitas and after Sedlock. Sonia Jones rebranded the Jois Foundation as the Sonima Foundation (Sonima Health and Wellness Foundation) in 2014 and as Pure Edge in 2016, and provided funding, curriculum, training, and support to schools in Nairobi, Kenya; San Diego, California; New York City, New York; Houston, Texas; East Palo Alto, California, and Louisville, Kentucky. Seeking to avoid future lawsuits, the Foundation subtracted linguistic references to Ashtanga, but continued to teach core Ashtanga practices—including Sun Salutations, Lotus, and Rest—increasingly coupled with mindfulness meditation. Once the threat of litigation seemed safely past, Foundation leaders reintroduced references to Jois, Ashtanga, Hinduism, Buddhism, and spiritual goals through a visually distinct website, Sonima.com. This gave the Foundation perceptual distance to become more involved with funded schools by requiring use of a proprietary curriculum, mandatory training and supervision, and formal evaluation of results. The chapter argues that having won a victory for yoga in Encinitas, the Foundation accelerated its missional work of bringing the philosophy, teachings, and values of Pattabhi Jois to youth in underserved communities across the country and around the world.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.