Relevant bibliographies by topics / The Australian Professional Standards for Teachers

Academic literature on the topic 'The Australian Professional Standards for Teachers'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "The Australian Professional Standards for Teachers"

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Dempsey, Ian, and Kerry Dally. "Professional Standards for Australian Special Education Teachers." Australasian Journal of Special Education 38, no. 1 (March 10, 2014): 1–13. http://dx.doi.org/10.1017/jse.2014.1.

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Although professional standards for Australian teachers were developed several years ago, this country is yet to develop such standards for special education teachers. The lack of standards for the special education profession is associated with the absence of a consistent process of accreditation in Australia and a lack of clarity in the pathways that teachers may pursue to achieve accreditation. In this paper, we review professional standards for special education teachers in the UK and the US, and the related yet limited work completed in Australia. Substantial commonalities across these jurisdictions demonstrate that much of the groundwork has been completed in the important task of developing special education standards in this country.
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Call, Kairen, Michael Christie, and Sue Simon. "Do Preservice Teachers Believe They Use the Australian Professional Standards for Teachers to Inform Their Professional Learning?" Australian Journal of Teacher Education 46, no. 6 (June 2021): 98–114. http://dx.doi.org/10.14221/ajte.2021v46n6.6.

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Professional standards for teachers are being used around the globe to educate, certify, promote and regulate the ongoing professional practice and learning of teachers. In Australia, the Australian Professional Standards for Teachers (APST), in part, aim to support the professional learning of teachers from the Graduate to Lead Teacher career stages. Preservice teachers have been identified as being positive about the APST, and their uptake with the standards at the Graduate level appears to be increasing over time. However, our research shows that preservice teachers are not making the connection between the APST and their professional learning. This paper will present seminal research detailing trends in preservice teacher use of the APST aligned to their professional learning within the theoretical and practical components of their study.
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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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Shaukat, Sadia, and Raqib Chowdhury. "Pre-service Teachers’ Perceptions of Professional Standards and their Integration into Pre-service Training: A Comparative Study of Australia and Pakistan." Australian Journal of Teacher Education 46, no. 11 (November 2021): 54–68. http://dx.doi.org/10.14221/ajte.2021v46n11.4.

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This paper critically analyses 52 Australian and 68 Pakistani pre-service teachers’ (PST) perceptions of professional standards for teachers enabling the comparison of teacher preparation in the two countries. A multivariate analysis of variance tested the hypothesis that an integrated standards-based teacher preparation program was more effective for professional skills and competencies development than a non-integrated one. While the Australian PSTs undertaking a standards-integrated curriculum reported significantly higher levels of professional preparation in ten areas of professional Standards, their Pakistani counterparts - who were not exposed to such curriculum - reported inadequate preparation. The findings have implications for teacher educators and policy makers involved in the development of pre-service teacher programs.
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Taylor, Tony. "Developing National Professional Standards for Australian Teachers of History." Educational Practice and Theory 28, no. 2 (January 1, 2006): 41–58. http://dx.doi.org/10.7459/ept/28.2.04.

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Moodie, Nikki, and Rachel Patrick. "Settler grammars and the Australian professional standards for teachers." Asia-Pacific Journal of Teacher Education 45, no. 5 (May 25, 2017): 439–54. http://dx.doi.org/10.1080/1359866x.2017.1331202.

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Cain, Melissa, and Chris Campbell. "Creating Greater Awareness of the Australian Professional Standards for Teachers in Initial Teacher Education." Australian Journal of Teacher Education 46, no. 7 (July 2021): 70–85. http://dx.doi.org/10.14221/ajte.2021v46n7.4.

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Throughout their initial teacher education training in Australia, students are informed about the Australian Professional Standards for Teachers (APST) and the necessity of gathering evidence to achieve these for teacher registration. Whilst the use of digital technologies as tools for reflection has become increasingly popular, there remains a paucity of research around the types of digital technologies that students use to document their ability to achieve accreditation requirements. This study presents details of how PebblePad, a specialised ePortfolio platform, can assist teacher education students to gain increased awareness about the 37 APST descriptors through the use of tagging. Results demonstrate that students found tagging an invaluable practice and that they recognised the importance of using this ePortfolio platform after graduation to build on their growth as educators in alignment with the APST. In this way, the study addresses a significant gap in teacher education literature in this era of accountability.
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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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Henderson, Lesley, and Jane Jarvis. "The Gifted Dimension of the Australian Professional Standards for Teachers: Implications for Professional Learning." Australian Journal of Teacher Education 41, no. 8 (August 2016): 60–83. http://dx.doi.org/10.14221/ajte.2016v41n8.4.

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Roberts, Philip, Natalie Downes, and Jo-Anne Reid. "Teacher Education for a Rural-Ready Teaching Force: Swings, Roundabouts, and Slippery Slides?" Australian Journal of Teacher Education 47, no. 3 (March 2022): 94–111. http://dx.doi.org/10.14221/ajte.2022v47n3.6.

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The preparation of teachers for rural schools has been a significant focus of research for many decades. In this paper we update previous reports of the extent of Initial Teacher Education courses that prepare teachers for rural schools in Australia. We found that despite significant and continued calls for rural teacher education, there are still very few rural-teaching units offered in teacher education courses, and there are no courses at all that seek this as an explicit outcome. As the Australian Professional Standards for Teaching claim the importance of teachers understanding students and their contexts, we argue that effective teacher education must not only focus on understanding rurality, and developing awareness of the affordances of place, but must also address the pedagogical requirements for present day rural teaching. We argue that the lack of teacher preparation for locational, geographic forms of social difference works to produce and sustain educational disadvantage when these intersect with economic and cultural difference. On this basis we call for government to address this major failing in the provision of education for Australian children through policy change to teaching standards.
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Dissertations / Theses on the topic "The Australian Professional Standards for Teachers"

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Cole, John. "What boosts? What drags? A study of teacher views about the HALT certification process provided by the Australian Professional Standards for Teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2461.

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The Australian Institute for Teaching and School Leadership (AITSL) has offered certification for teacher career progression to Highly Accomplished and Lead teacher status since 2012. By 2020, about 800 teachers (from an Australian teacher workforce of 300,000) had achieved certification. At the same time, AITSL leadership has advocated for a HALT in every school – which would require 10,000 certified teachers. This research examines the views of teachers from one education sector, in one Australian territory, regarding teacher certification. This research identifies major factors encouraging these teachers to consider certification; drag factors encountered by the teachers during their consideration of certification; and major factors discouraging these teachers from considering certification. The study used focus group interviews with secondary teachers from independent schools in the Australian Capital Territory. Participants were asked about their experiences and interactions with the Australian Professional Standards for Teachers in terms of their view of the profession and career progression. Findings highlight that the participant-teachers had little appetite to engage with the Standards and saw few connections for the Standards in their daily work or for their career development. This group of teachers saw applying for certification as a threatening and onerous task which provided limited (if any) benefit to their career or their day-to-day teaching. They were unable to quantify the contribution of certified teachers to their sector of education. The study highlights the need for additional research in this area, particularly in other sectors, other states and other settings, to secure evidence of teacher views. Further research is essential to inform the direction for development of the Standards in Australia.
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O'Donnell, Brian Charles, of Western Sydney Macarthur University, and Faculty of Education and Languages. "A model for registering teachers, accrediting teacher education and awarding advanced certification in Australia : a means for advancing the status of teaching as an autonomous profession." THESIS_FEL_XXX_O'Donnell_B.xml, 1999. http://handle.uws.edu.au:8081/1959.7/78.

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Teaching in Australia is acknowledged as a profession. The public, however, generally perceives teaching as a poorly paid occupation whose practitioners exert little control over their own standards of practice. Consequently, the professional status of teachers is low, and very few of the most capable school leavers and high ability university graduates are attracted to teaching as a career. Furthermore, teachers' perceptions that the public does not appreciate their work have led to low morale, high rates of resignations, and early retirements among experienced practitioners. These factors will contribute to serious shortages of teachers in the new millennium. In the past Australian employers in both government and non-government school sectors have attempted to circumvent teacher shortages by reducing qualifications required for teaching. This anti-professional practice has contributed to the belief that teaching is something that anyone can do. It is argued in this thesis that the status of the teaching profession in Australia must be enhanced if teaching is to attract capable new recruits and retain knowledgeable, experienced practitioners. This could be achieved by giving teachers greater responsibility for their profession's standards through a system of statutory regulatory boards, comprised largely of practising teachers. The boards would be responsible for establishing and enforcing standards for registration of teachers, accreditation of teacher education, and provision of advanced certification. Furthermore, such regulation of the profession should be on a national basis to ensure that all children in all schools in Australia have access to competent, professionally qualified teachers, and to overcome the problems of interstate mobility of teachers. The thesis concludes by calling on all stakeholders to acknowledge teaching as a full profession. This could be achieved by accepting that teachers should regulate their professional standards in the same way that other professions do. A model to achieve that end is presented.
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Wacha, Arlene Jean. "Teachers' Perceptions of School District Professional Development Alignment with National Standards." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7208.

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Despite ongoing delivery of teacher professional development (PD), educational leaders in the local district did not have an objective evaluation whether their implementation of the Marzano causal teacher evaluation model and the iObservation tool training were aligned with accepted national standards for PD effectiveness. Using Vygotsky's constructivist theory as the theoretical framework, the purpose of this quantitative descriptive, correlational study was to describe teachers' perceptions of the alignment of the district's PD with national standards and the relationship between teachers' reported self-efficacy and attitudes toward the PD program. A purposive sample of 80 middle school teachers completed the Learning Forward's Standard Assessment Inventory and Kao, Tsai, and Shih's Self-Efficacy and Attitude Survey. The response rate was 33%. Descriptive analysis indicated that teachers perceived and were satisfied with the alignment of the PD to national standards. Correlation analysis revealed strong positive correlations (p < .01) between teachers' self-efficacy ratings and their attitudes toward the PD's alignment with national standards. These findings informed development of a training promoting a shared vision among educational leaders and teachers about the necessity of following national standards when designing and implementing PD. Alignment of teacher PD with national standards might result in positive social change by creating effective trainings for teachers which could, in turn, have a positive influence on educational outcomes over time.
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Petrie-Waymyers, Nadine. "Teachers' Experiences with Web-Based Professional Development for Diffusing State Standards." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5646.

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School reform efforts ultimately affect the students, but what is seldom looked at is how they affect teachers. This phenomenological study examined the experiences of teachers with regards to web-based professional development during a systemic change. The purpose of this qualitative study was to generate an in-depth understanding of the lived experiences of 6 teachers in a Southeastern state who had participated in the initial process of implementing organizational changes and the diffusion of the new state educational standards. Rogers's diffusion of innovation theory served as the study's conceptual framework. Research questions focused on the perspectives of teachers regarding the impact of web-based professional development on implementing the new state standards, and the perceived barriers and challenges faced in their attempts to make the implementation of the new state standards successful. Interview data were analyzed using first- and second-level coding to identify external and internal factors related to the research questions and themes that emerged across all interview transcripts. Key findings indicted that teachers perceived that they did not receive adequate professional development or planning time to implement the new standards. This study has implications for social change on an organizational and individual level. On an organizational level, districts can provide K-12 teachers with an implementation process that allows adequate planning time and proper professional development that enhances their pedagogical needs by using a framework more aligned to the diffusion innovation theory. Teachers can then better plan instruction with ample time to acquire, process, and implement new knowledge, allowing them to improve their pedagogical practice.
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Coughlin, Dominic James. "The development of the Teachers' Standards in England and Professional Standards for Teachers in Scotland : determining the pedagogic discourse and recontextualising principle." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/the-development-of-the-teachers-standards-in-england-and-professional-standards-for-teachers-in-scotland-determining-the-pedagogic-discourse-and-recontextualising-principle(eb87c89d-2460-4c94-adc2-e15ed2d1dbeb).html.

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Teaching standards have increasingly been used to identify and categorise the work of teachers across educational systems for the purpose of certification and licencing, as performance indicators and, in some cases, to map out professional development. Accordingly, in both England and Scotland, teaching standards have been a central tenet in attempts to regulate the work of teachers. Most recently in England this has resulted in the Teachers’ Standards (DfE, 2012b), and in Scotland the Professional Standards for Teachers comprising of The Standards for Registration (GTCS, 2012h), The Standard for Career-Long Professional Learning (GTCS, 2012f), and The Standards for Leadership and Management (GTCS, 2012g). This research provides a comparative analysis of the recontextualising principle and pedagogic discourse (Bernstein, 2000), the rules and regulations, which led to the production of these most recent sets of standards in England and Scotland. A mixed qualitative approach was taken to the research questions composing documentary analysis and interviews with those involved with the reviews. The analysis of text drew on Basil Bernstein’s Pedagogic Device (Bernstein, 2000) combined with Critical Discourse Analysis (CDA) (Fairclough, 2003) to provide a single theoretical lens. CDA was ‘put to work’ (Chouliaraki & Fairclough, 1999, p.2) within the Pedagogic Device to tease out the discursive practices of the reviews of teaching standards through the examinations of the documentary and interview data. The Professional Standards for Teachers in Scotland look to Hoyle’s (1974) ‘extended professionality’ and Sachs’ ‘activism’ (2003a) as the model for teacher professionalism, whereas the Teachers’ Standards in England, developed in the controlled environment of the Department of Education (DfE), represent a more passive teacher at the restricted end of Hoyle’s continuum. In regards to the development of teaching standards, the DfE approaches the review process as a ‘classic bureaucracy’ (Dimmock, 2007) in tightly regulating the drafting of the Teachers’ Standards. The General Teaching Council for Scotland adopts two identities to the development of the Professional Standards for Teachers. First, it integrates, through an interlocking committee structure, with the Scottish Government and their associated institutions. Second, it adopts an ‘informal’ organisational approach to writing the standards.
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Taylor, Adam J. "Teachers' experience of professional standards for teachers: A case study of the enactment of teaching standards in a high performing school system." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/88c1cc876f37deec6a6860bb34aef687c44be9c397f2d1dcce2c3e0e95ebac00/20239759/Taylor_2016_Teachers_experience_of_professional_standards_for_teachers.pdf.

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The focus of this thesis is professional standards for teachers. In particular, teachers’ experiences of the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers are addressed as one example of similar professional standards found throughout the global metropole. There is a bountiful literature on professional standards written from a theoretical perspective, but no notable international literature on practitioners’ experience of professional standards and the professionalism which they enunciate. The literature review of this thesis takes a wide purview of the multiple discourses that have contributed to the genesis of professional standards. Understanding the context of professional standards thereafter allows for the problematising of professional standards and the teacher quality discourse in which they are situated. This inquiry adopted an original, multi-layered phenomenographic approach in seeking to understand the intersubjective space between teachers and professional standards. Semi-structured interviews with 71 secondary school teachers in a high performing school system formed the evidentiary base of this thesis. This was supported by a series of extended critically reflexive debriefs with a panel of peers. This generative process allowed for the construction of a phenomenographic outcome space that describes the finite number of ways in which teachers conceive professional standards. The outcome space provides the basis for the subsequent discussion of the impact of professional standards on the professional identity of teachers. The inquiry finds that the discourses of quality assurance and quality improvement dominate the arena of professional standards, and that the quality assurance discourse is seen by teachers in the current study as heavily outweighing the discourse of quality improvement. This has concomitant negative effects on the capacity of professional standards to fulfill their stated intention to improve the quality of teaching and raise its status. It further finds that while the AITSL Standards describe the epistemological dimensions of what teachers should know and be able to do, they largely ignore the ontological dimension of the human person that teachers become. This research seeks to stimulate reflection, dialogue and debate on the significance of the ontology of teaching, suggesting that the deepening of teacher ethics, by teachers and for teachers, holds the greatest promise for doing this in a way which connects the threads of teacher professional standards, teacher professionalism and teacher ontology.
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Young, Francine. "Identifying teachers' perceptions of professional development during the transition to Common Core Standards." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3738977.

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The purpose of this hermeneutical phenomenological study was the identification of teachers’ perceptions of professional development during the transition to and implementation of Common Core State Standards (CCSS) in the classroom. National reform efforts driven by an increased need for skill acquisition applicable to diverse needs in an ever-expanding global economy and increased demands for teacher accountability in the realm of student achievement requires additional teacher professional development. This study applied the constructs of social learning theory and constructivism in developing both the research questions and subsequent interview questions used during the data collection phase. Identification of overarching themes and patterns in participant responses provided crucial information relevant to the ongoing development of teacher professional development training opportunities from which teachers improve and expand pedagogical knowledge while applying CCSS in classroom instruction. The key emergent these derived from data analysis include, Theme 1: Sharing informational resources; Theme 2: Engagement and active participation; Theme 3: Collaboration enhances implementation; and Theme 4: Implementation and support. This study has the prospective to provide positive progress in the development and delivery of professional development aligned to teachers’ stated interests and concerns.

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Gaddis, Lynn Moss Rita Kay. "Candidate decision-making through the development of the National Board for Professional Teaching Standards portfolio." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064512.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed March 2, 2006. Dissertation Committee: R. Kay Moss (chair), Barbara Nourie, Kathleen Crawford, Michelle Mueller, Barbara Heyl. Includes bibliographical references (leaves 192-199) and abstract. Also available in print.
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Daniels, Carol. "Teachers' learning: Experiences of professional learning in a West Australian government secondary school." Thesis, Daniels, Carol (2011) Teachers' learning: Experiences of professional learning in a West Australian government secondary school. Masters by Research thesis, Murdoch University, 2011. https://researchrepository.murdoch.edu.au/id/eprint/5797/.

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The purpose of this research is to explore teachers’ perceptions of professional learning. For the purposes of this study the terms professional learning and professional development are synonymous. They go hand in hand in describing the processes that occur which include deliberate learning activities undertaken by individual teachers or groups of teachers to improve policy, curriculum or their own professional knowledge and skills with a view to improving the learning outcomes of students. This study aims to reveal that professional learning of teachers is a process of continuing personal and professional growth. This study reviews a professional learning module offered by the West Australian Department of Education in 2005 in terms of its relevance to teachers; its effectiveness; its usefulness to teachers’ professional practice and its impact on teachers’ personal and their professional lives. The study was conducted in a metropolitan West Australian Government Secondary School. The findings of this study seek to add to the existing body of knowledge surrounding professional learning of teachers in particular to the knowledge surrounding the ‘traditional’ approach to professional development and in particular, professional development offered by the Department of Education.
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Fitzhardinge, Jocelyn, and n/a. "Secondary teachers' perceptions of selected professional development needs and delivery mechanisms." University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060710.122615.

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This study highlights the professional development needs and perceptions of secondary teachers in the Australian Capital Territory (ACT) as these relate to teacher promotion level, years of teaching experience, and subject specialisation. The study also investigates the delivery mechanisms best suited to these needs and perceptions. In a devolving education system, effectiveness of teachers' professional development will depend on finding an appropriate balance between the systems' needs, the schools' needs and the needs of individual teachers. A mismatch appears to exist between the provision of professional development and teachers' perception of their professional development requirements. This study was conducted in secondary government high schools and colleges in a selected school region of the ACT. It involved circulating, collecting and analysing a survey which included seven questions related to four selected themes on professional development. These are � teachers' participation in professional development activities by time and provider � teachers' perception of the effectiveness of formal and informal professional development in and away from the workplace � teachers' preferred delivery system of professional development � professional development and the role of the Advanced Skills Teacher classification. The overall findings of this study indicate that the professional development needs of secondary teachers in the ACT are as multifaceted and diverse as those found in other studies such as Logan (1990), DEBT (1991), Boomer (1988) and the Schools Council (1990). A less centralised more devolved system of professional development has a greater chance of meeting the varied needs of individual teachers according to the DEBT (1991) study and the ACT review (ACTDET, 1993: 52). In the ACT a centralised program of professional development is provided by the Professional Development Section of the ACT Department of Education and Training (ACTDET). This centralised model of professional development delivery is the most used provider of professional development services and programs within the ACT, although 43% of the respondents in this study did not attend any courses offered by the Professional Development Section. Overall this study found very little variation occurred in teachers' beliefs about whether professional development is more effective if conducted through formal courses, or by informal associations with teachers, students and parents. The findings imply the need for a balance between on-site and off-site delivery mechanisms of professional development. Working with colleagues for professional development purposes is supported by the respondents who agreed with involving the proposed Advanced Skills Teacher 2 classification (AST 2) with specific organisational and leadership responsibilities for professional development. This study found that respondents in Health/PE and Science had very low participation rates in courses offered by the Professional Development Section, compared to other key learning areas, and they perceived that they improved their knowledge and skills to a greater degree 'on' the job, that is, at school. Teachers with extended teaching experience perceived formal courses to be a more effective means of improving their skills and knowledge. In conclusion this study raises the question of balancing the needs of the individual teacher with those of the school and the system. It has highlighted the need for a more structured professional development plan for ACT teachers so that funding and programs do not focus solely on system priorities or school priorities at the expense of the individual teachers' needs and priorities.
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Books on the topic "The Australian Professional Standards for Teachers"

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Division, Georgia Department of Audits and Accounts Performance Audit Operations. Professional Standards Commission. Atlanta, Ga.]: Georgia Department of Audits and Accounts, Performance Audit Operations, 2007.

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Education, Idaho State Dept of. Certification standards for professional school personnel. Boise, Idaho: State of Idaho, Dept. of Education, 1988.

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Idaho. Dept. of Education. Certification standards for professional school personnel. Boise, Idaho: State of Idaho, Dept. of Education, 1990.

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Teachers, Ontario College of. Foundations of professional practice. Toronto, ON: Ontario College of Teachers, 2006.

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Montana. Board of Public Education. Professional educator preparation program standards and procedures. Helena, Montana: The Board, 2000.

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Teachers, Ontario College of. The foundations of professional practice. Toronto, ON: Ontario College of Teachers, Professional Affairs Dept., 2003.

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National Association for Bilingual Education (U.S.). Professional standards for the preparation of bilingual/multicultural teachers. Washington, D.C: The Association, 1992.

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1949-, Lin Yu-Lan, and Su Chih-Wen 1934-, eds. Class professional standards for k-12 Chinese language teachers. Columbus, OH: National East Asian Languages Resource Center, The Ohio State University, 2007.

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1949-, Davison Jon, and Lewis Malcolm, eds. Professional values and practice: Achieving the standards for QTS. New York, NY: RoutledgeFalmer, 2005.

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López-Acevedo, Gladys. Teachers' incentives and professional development in schools in Mexico. Washington, D.C: World Bank, Latin America and the Caribbean Region, Poverty Reduction and Economic Management Sector Unit, 2002.

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Book chapters on the topic "The Australian Professional Standards for Teachers"

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Buchanan, John. "How Do the Standards Stand up? Applying Quality Teacher Frameworks to the Australian Professional Standards." In Teacher Education Policy and Practice, 115–28. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4133-4_8.

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Santoro, Ninetta. "The Making of Teachers for the Twenty-First Century: Australian Professional Standards and the Preparation of Culturally Responsive Teachers." In Preparing Teachers for the 21st Century, 309–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36970-4_19.

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Pierce, Robyn, Helen Chick, and Roger Wander. "Improving Teachers’ Professional Statistical Literacy." In Topics from Australian Conferences on Teaching Statistics, 295–309. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0603-1_16.

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Webster, R. Scott, and John D. Whelen. "Understanding and Interrogating Professional Standards." In Rethinking Reflection and Ethics for Teachers, 15–31. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9401-1_2.

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Vandenberg, Andrew. "Is Professional Unionism a Model for Teachers?" In Education Policy and the Australian Education Union, 77–101. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68047-7_3.

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Singh, Michael, and Thị Hồng Nhung Nguyễn. "Standards-Based Professional Learning for Emergent Teachers." In Localising Chinese, 145–75. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-54282-3_6.

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Emmett, Geoff. "Professional Standards: A Context for Teachers as Learners in Victorian Schools." In Teachers as Learners, 269–91. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_13.

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Wyatt-Smith, Claire Maree, and Anne Looney. "Professional Standards and the Assessment Work of Teachers." In The SAGE Handbook of Curriculum, Pedagogy and Assessment: Two Volume Set, 805–20. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473921405.n50.

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White, Simone, Sharon Tindall-Ford, Deborah Heck, and Susan Ledger. "Exploring the Australian Teacher Education ‘Partnership’ Policy Landscape: Four Case Studies." In Educating Future Teachers: Innovative Perspectives in Professional Experience, 13–31. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5484-6_2.

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Kahn-Horwitz, Janina, David Mittelberg, Roberta Bell-Kligler, and Rachael Gelfman Schultz. "Mentoring-Learning in a Cross-Language and Cross-Cultural Framework: Australian Pre-service Teachers and Israeli Mentor-Teachers." In Narratives of Learning Through International Professional Experience, 77–93. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4867-8_6.

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Conference papers on the topic "The Australian Professional Standards for Teachers"

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Tyshkovets, M. "Professional standards of teachers: experience of Ukraine and abroad." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-398-401.

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Timokhina, Tatyana V. "Continuous Professional Teachers’ Training In Conditions Of Federal State Educational Standards Integration." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.88.

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Li, Guang. "Research on the Professional Standards of Primary School Teachers from the Perspective of Competency." In Proceedings of the 2019 International Conference on Contemporary Education and Society Development (ICCESD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccesd-19.2019.27.

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Naidoo, Kara. "Creating Opportunity to Learn Together: Next Generation Science Standards Professional Development for Cooperating Teachers and Teacher Candidates." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445826.

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Kaulēns, Oskars, and Reinis Upenieks. "Understanding of Teachers and Healthcare Professionals about their Professional Development." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.64.

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Changes in technology use and globalization are leading to significant changes in the structure of the labor market, emphasizing the need for labor market participants to learn continuously and acquire new knowledge and skills in order to adapt to a rapidly changing work environment. Economists point to the risks posed by technological development, such as the reduction of low-skilled jobs as a result of digitalization and automation processes. Although professionals working with people, such as healthcare professionals and teachers, are less exposed to the risk of automation, they are still increasingly unstable as technology and artificial intelligence compete with human experts. This means that medical and education staff will also need more targeted, regular and labor market-oriented professional development in order to remain competitive and demonstrate demand-driven performance. In line with changes in the quality standards of professional performance for healthcare professionals and teachers, changes are also taking place in how the professional development of these groups is implemented. In addition to formal development activities such as courses and seminars, the need to accept the impact of informal learning is emphasized, not only expanding the aims and content of professional development activities but also offering new learning formats. The aim of the qualitative research conducted by the authors is to study the understanding of teachers and healthcare professionals about their professional development by analyzing their answers regarding their professional development. The focus of the study has been chosen to test the assumption that healthcare professionals and teachers view their continuing education more in the context of formal training, with less emphasis on professional development through informal learning. Within the framework of the research, a survey of random respondents within the said target groups has been conducted and the answers of the respondents have been analyzed, with attention paid to the aspects of formal and informal learning. The article presents the results of the content analysis, highlighting the most important trends of study results and the problematic aspects related to the improvement of the quality of professional development.
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Madden, Lauren. "Professional Development Planning: Understanding K–8 Teachers' Knowledge of Climate Change, Marine Science, and the Next Generation Science Standards." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683707.

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"Participants’ Perceptions on English Teacher Professional Program In Developing Teachers’ Competence towards National Education Standards of Indonesia and ASEAN Economic Community." In April 18-19, 2017 Kyoto (Japan). DiRPUB, 2017. http://dx.doi.org/10.15242/dirpub.ea0417046.

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Li, Guang. "A Study on the Professional Standards of Pre-service Teachers in Middle and Western Primary Schools in the Horizon of Competency." In 2021 International Conference on Social Sciences and Big Data Application (ICSSBDA 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211216.016.

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Bilgin, Ayse, Carmel Coady, Joanne Mulligan, Vincent Geiger, Michael Cavanagh, Peter Petocz, and Liz Date-Huxtable. "Opening real science: statistical literacy for pre-service primary teachers through flexible delivery." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15304.

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Opening Real Science (ORS) is an Australian Government funded project in which leading teacher educators, scientists, mathematicians, statisticians and ICT designers are collaborating to develop online modules for implementation in teacher education programs, aimed at building the competence and confidence teachers need to inspire their students. This paper documents the development of a Statistical Literacy module for Primary Teachers (SL-P). The project’s approach focusses on real life applications of statistics that students are genuinely interested in, coupled with scaffolding applications of digital technologies. An enquiry-based model supports the design of learning activities, which include appropriate resources to support individual and peer learning. Trials of the module will provide feedback on the effectiveness of the SL-P module in terms of student engagement and development of statistical literacy. The outcomes of the study will provide direction for re-shaping teacher education programs and professional learning to include statistical literacy as a core component.
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Иванов, С. Ю., and Д. В. Иванова. "Components of Successful Professional Adaptation and Training of Teachers of General Education Organizations in a Changing Competitive Environment." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.96.21.037.

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Авторы рассматривают основные направления, способствующие успешной адаптации педагогических работников общеобразовательных организаций к современным требованиям рынка труда. На основе данных социальной статистики определены возрастающая потребность общеобразовательных организаций в педагогических кадрах и задачи по их подготовке. В контексте модернизации системы образования особое внимание обращено на изучение составляющих, определяющих профессиональное самоопределение будущих педагогов. Показано, что в рамках наиболее активной интеграции современного образования с отраслями инновационной экономики и возрастания требований образовательных стандартов, увеличивается значимость качественной подготовки учителей. Определяются ключевые механизмы, обеспечивающие подготовку молодых специалистов-педагогов, востребованных на современном рынке труда. Подчеркивается, что одними из требований общеобразовательных организаций становятся высокий профессионализм учителя и его особая роль: наставника, мотиватора, навигатора, интегратора, мастера. Очевидно, что именно комплексная система подготовки учителя-профессионала сможет наиболее эффективно обеспечить формирование навыков и компетенций, адекватных социальным вызовам, а сам учитель при этом будет способствовать построению активной жизненной позиции современных школьников. the article considers the main directions that contribute to the successful adaptation of educational organizations of teachers to the modern requirements of the labor market. Based on social statistics data, the increasing need of educational organizations for teaching staff and the tasks for their training are determined. In the context of modernization of the education system, special attention is paid to the study of the components that determine the professional self-determination of future teachers. It is shown that within the framework of the most active integration of modern education with the branches of innovative economy and the increasing requirements of educational standards, the importance of high-quality teacher training increases. In this regard, the key mechanisms that ensure the training of young specialists-teachers in demand in the modern labor market are identified. It is emphasized that one of the requirements of educational organizations is the high professionalism of the teacher and his special role: mentor, motivator, Navigator, integrator, master. It is obvious that a comprehensive system of training a professional teacher can most effectively ensure the formation of skills and competencies that are adequate to social challenges, and the teacher himself will help to build an active life position of modern schoolchildren.
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Reports on the topic "The Australian Professional Standards for Teachers"

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Chambers-Ju, Christopher, Amanda Beatty, and Rezanti Putri Pramana. Exploring the Politics of Expertise:The Indonesian Teachers’ Union and Education Policy, 2005-2020. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/101.

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Research on education politics often uses interest group pressure to explain the policy influence of teachers’ organizations. While acknowledging the power teachers’ unions have to articulate interests and shape labor policy, we explore how a less-studied variable–expertise (or the credibility of the claims they make to expertise)– shapes the policy process. In many low-and middle-income countries, teacher organizations struggle to demonstrate policy expertise and professional competence in core areas related to teaching and learning. Focusing on Indonesia from 2005-2020, we examine how the largest teachers’ organization influenced labor policy but was marginal in debates about professional standards, training, and evaluation due to its limited technical capacity and struggles to propose viable policy alternatives. Expertise is a critical policy input, and it deserves more attention in the education politics subfield. It is central for setting the agenda for policies to improve the quality of education and it has normative value for improving policy design overall.
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McGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.
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Burns-Dans, Elizabeth, Alexandra Wallis, and Deborah Gare. A History of the Architects Board of Western Australia, 1921-2021. The Architects Board of Western Australia and The University of Notre Dame Australia, 2021. http://dx.doi.org/10.32613/reports/2021.1.

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An economic and population boom in the 1890s created opportunities for architects to find work and fame in Western Australia. Architecture, therefore, became a viable profession for the first time, and the number of practicing architects in the colony (and then state) quickly grew. Associations such as the Western Australian Institute of Architects were established to organise the profession, but as the number of architects grew and Western Australian society matured, it became evident that a role for government was required to ensure practice standards and consumer protection. In 1921, therefore, the Architects Act was passed, and, in the following year, the Architects Board of Western Australia was launched. This report traces the evolution and transformation of professional architectural practice since then, and evaluates the role and impact of the Board in its first century.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.

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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, Svitlana M. Hryshchenko, and Kateryna I. Slovak. System of competencies for mining engineers. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/719.

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Topicality of the material, highlighted in this article is stipulated by the need to ensure effectiveness of educational process while preparing mining engineers. System of competencies for future mining engineers, taken as basis for high school sectoral standard for Mining 6.050301 update is theoretically substantiated and developed. Sources of state-of-the-art foreign educational system and technologies as well as scientific research results of local teachers have been analyzed, enabling development of new sectoral standard. Switching to new high school competencies-based sectoral standards is the necessary step in high education reforming in Ukraine, while the application of competencies-based approach to high school sectoral standards development facilitates tuning of education towards labour market’s requirements and demands, further development of educational techniques and educational system as a whole. Objective of the article: to project system of competencies and to define components of environmental competencies for mining engineers. Methods: – theoretical: analysis, generalization, systematization of legislative framework, educational standards, Internet - sources in order to distinguish theoretical basis of research, develop system of competencies for future mining engineers. – Empirical – improvement of system of competencies for future mining engineers. Scientific novelty is represented with structured system, consisting of 49 competencies, comprising the core of new sectoral standard for mining engineers preparation; Practical importance of the outcomes is related to developments: separate constituents of high school draft sectoral standard for Mining engineers bachelors’ preparation 6.050301 Mining (system of social & personal, general scientific, tool-based, general professional and special professional competencies. Research outcomes can be used while developing educational qualification profile and training program for Mining bachelors 6.050301 education field, in course of geoinformational technologies review by ecology, land survey and geography bachelors.
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