Journal articles on the topic 'The Australian Professional Standards for Teachers'
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1
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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Kostina, Ludmyla. "Teacher Professional Development Strategies in Australian Government and Professional Associations Documents." Comparative Professional Pedagogy 5, no. 1 (March 1, 2015): 120–26. http://dx.doi.org/10.1515/rpp-2015-0031.
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Abstract Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve secondary school teacher professional expertise in Australia. These are initiatives approved by Australian specific organizations at government and non-government levels. The author describes the goals and directions of secondary school teacher government support and government strong requirements for teacher professional learning. The article also considers the role of Australian professional education organizations in teacher professional growth. The analysis of the goals is carried out by means of government and professional education organizations documents. The author reports that social context of secondary school teacher professional development in Australia is provided through government education institutions. In support of this fact there is a range of government projects, programmes and documents approved at international and national levels and aimed to encourage lifelong quality teacher development. Furthermore, teacher professional development support is also organized by various Australian professional associations that work collaboratively. Moreover, these associations are not only focused on teacher professional development national standards, requirements and forms but global trends in professional learning and performance.
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Panizzon, Debra Lee, Stephen Keast, Ian Mitchell, and John Loughran. "EXPLICATING THE ELUSIVE ‘PEDAGOGICAL REASONING’ OF EXPERT TEACHERS OF SCIENCE." Educere et Educare 13, no. 30 (December 22, 2018): 10. http://dx.doi.org/10.17648/educare.v13i30.18780.
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Quality teaching that enhances student learning and engagement in science is a focus for all educational systems. Whether fuelled by the results from international studies, such as the Programme for International Student Assessment (PISA), or from what is already evident from the research, highly skilled teachers can greatly improve the educational outcomes of students (MOURSHED, CHIJIOKE & BARBER, 2010). It is this fundamental principle that underpins the recent development and implementation of the Australian Professional Standards for Teachers (APSTs), which identify explicitly the qualities that teachers are expected to demonstrate in each of four career stages: Graduate, Proficient, Highly Accomplished, and Lead (Australian Institute for Teaching and School Leadership [AITSL], 2012). Underpinning teacher quality in at least four of these standards is the elusive tacit or pedagogical knowledge that is held and used by ‘expert’ teachers of science in their teaching. The study discussed in this paper set out to explicate the knowledge or ‘pedagogical reasoning’ brought to a teaching context by expert teachers as they plan to teach science. The three-year longitudinal study incorporated two cohorts of teachers representing elementary and high school teachers of science (N = 40) in one state in Australia. Data were collected from audio recordings of pairs of teachers as they designed units of work, interviews with pairs of teachers, and other ad hoc data collected during workshops conducted with the teachers throughout the study. Analyses of these data revealed non-linear, complex, and rapid interactions between five distinct, but richly connected focal concepts that comprise teachers’ pedagogical reasoning. The five focal concepts were termed: Big Ideas; Student Engagement; Quality Learners and Quality Learning; Contextual Constraints and Opportunities; and, Teacher Personal and Professional Identity. The study illustrates the rich web of professional wisdom and pedagogical reasoning that underpins the classroom practices of expert teachers of science and why this knowledge is crucial to understand if we are to nurture our next generation of teachers of science.
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Moon, Brian, Barbara Harris, and Anne-Maree Hays. "Secondary Curriculum Literacy and Teacher Word-Knowledge: Further Findings from a Western Australian ITE Cohort Study." Australian Journal of Teacher Education 46, no. 11 (November 2021): 89–109. http://dx.doi.org/10.14221/ajte.2021v46n11.6.
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The Australian Government, in its Professional Standards for Teachers and Australian Curriculum framework, requires that all secondary teachers actively teach the specific literacy of their learning area. Yet achievement of that goal hinges on teachers having first acquired the pre-requisite literate competencies during their own schooling. There are reasons to doubt that this is the case for some graduate teachers, which means attempts to raise standards in schools are beset by a troubling circularity. Here we illustrate the problem with further findings from a Western Australian ITE Cohort Study (n=393), focussing this time on the word knowledge of secondary teaching graduates. Our analysis suggests that some secondary ITE students carry shortcomings from their own schooling that may hamper their ability to teach word knowledge or to self-correct. Current training and resources may thus have limited efficacy for some graduating teachers, placing limits on what can be achieved in schools. We consider the implications for literacy policies and for initial teacher education at secondary level.
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Chadbourne, Rod. "Australian Support for the American National Board Standards of Exemplary Teaching." Australasian Journal of Early Childhood 26, no. 2 (June 2001): 40–46. http://dx.doi.org/10.1177/183693910102600209.
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This paper canvasses four possible reasons why some Australian early childhood teachers seem more supportive than some Australian English teachers of the professional standards for exemplary teaching developed by the National Board in the US. It explores whether the difference is due to the nature of the teachers, the needs of the learning area, the standards themselves, or the research processes. A key contention emerging from an analysis of the early childhood teachers’ response is that the US National Board standards should not be regarded as belonging to the Americans just because they were the first to document them. Certainly, we need to construct our own standards in order to develop a sense of commitment and ownership. But this does not mean having to start from scratch. Along with educators across the world, we already ‘own’ the values, skills, and knowledge documented in the USNational Board standards. What we can profitably do is take the US standards and build on them.
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Maashi, Khalid Mohammed, Sarika Kewalramani, and Saleh Abdullah Alabdulkareem. "Sustainable professional development for STEM teachers in Saudi Arabia." Eurasia Journal of Mathematics, Science and Technology Education 18, no. 12 (November 2, 2022): em2189. http://dx.doi.org/10.29333/ejmste/12597.
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This paper responds to the call for the need to develop professional development practices for leaders, supervisors, teachers, and student guidance within the framework of international standards, particularly in line with the Kingdom of Saudi Arabia’s (KSA) vision 2030 (KSA, 2019). The current study aims to identify the obstacles and challenges for implementing sustainable professional development methods for teachers in KSA, who had participated in a ten-month Australian cross-national STEM professional development program. In addition, the teachers also participated in an immersion in Australian schools that lasted for 11 months. This paper reports on a sample of 22 male and female teachers coming from primary and secondary KSA schooling contexts. The participating teachers in the study were those who had participated in the Australian STEM immersion professional learning program in 2019-2020. Drawing from previous studies (Ermeling & Yarbo, 2016; Greene, 2015; Kayi-Aydar & Goering, 2019; Piqueras & Achiam, 2019), we have proposed a framework involving four methods for sustainable professional development for STEM teachers: professional learning communities, communities of practice, action research, and the outside expert. A mixed-methods research design was applied including three methods: individual interviews, open-ended questions to identify the proposed plan of STEM teachers’ implementation of the sustainable professional development methods. Also, a questionnaire to identify obstacles to the implementation of sustainable professional development methods from the viewpoint of STEM teachers was also employed. The results showed that the most prominent obstacles to the implementation of the sustainable professional development methods by STEM teachers in the Saudi educational system where there is no coordination in the school meetings schedule for the members of the professional learning STEM education community, there is no clear plan for communities of practice of STEM education, teachers’ overload teaching duties, lack of coordination between schools to benefit from STEM experts. Implications of our study reside in developing teachers’ ongoing STEM professional development opportunities through execution of a sustainable model of collaborative teacher communities in KSA. Suggestions for curriculum stakeholders and administrator’s coordination and supporting teachers’ ongoing participation and implementation of professional development programs are discussed.
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Moloney, Robyn, and Andrew Giles. "Plurilingual pre-service teachers in a multicultural society." Australian Review of Applied Linguistics 38, no. 3 (January 1, 2015): 123–38. http://dx.doi.org/10.1075/aral.38.3.03mol.
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In view of the increasing cultural and linguistic diversity in school classrooms in many English-majority countries, the profile of the pre-service teachers being trained to teach in those classrooms has become of research interest. It was found in a cohort of Australian pre-service teachers that one third of the cohort was plurilingual. This article reports the findings of a project which interviewed fifteen plurilingual pre-service teachers about their linguistic identity, tertiary studies, experiences during practicum teaching, and their beliefs about their future teaching career. The findings reveal dynamic, hybrid, empowered plurilingual identities within their personal lives. In their university studies, however, their skills are invisible, as there are no links made between their identities and their developing professional skills as new teachers. Experiences during practicum included both some validating interactions in diverse schools, but also feelings of exclusion in monolingual schools. The pre-service teachers were insightful as to the valuable skills they possessed which could enhance student learning. The study indicates the need, within the discourse of Australian multiculturalism, for teacher standards, teacher education and schools to recognise plurilingual pre-service teachers’ abilities as a teaching and learning resource, in order for them to achieve an integrated professional identity.
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Taylor, Raegina. "‘It's All in the Context’: Indigenous Education for Pre-Service Teachers." Australian Journal of Indigenous Education 43, no. 2 (November 10, 2014): 134–43. http://dx.doi.org/10.1017/jie.2014.16.
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This article describes how five pre-service teachers at similar stages of completion in their course at an Australian university responded to case studies on Indigenous education topics such as government policies, developing relationships, and teacher attitudes in the final assessment of a core unit of study. With the intent of encouraging student–teacher understandings to move beyond prior knowledge through dynamic scholarship, a case-study methodology was embedded across the pedagogical approach in an intensively taught Indigenous education core unit. The data consisted of an in-depth examination of five pre-service teachers’ assignments for levels of reflective language, and degree of orientation towards discourses in Indigenous education as associated with the assessment criteria. The findings support prior research in asserting core units in Indigenous education for pre-service teachers as paramount for developing teacher competencies, and argues careful consideration when deeming a graduate ready to teach according to the Australian Professional Standards for Teachers.
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Hudson, Suzanne (Sue), and Peter Brian Hudson. ""Please Help Me Find Teachers for My Rural and Remote School": A Model for Teaching Readiness." Australian and International Journal of Rural Education 29, no. 3 (November 6, 2019): 24–38. http://dx.doi.org/10.47381/aijre.v29i3.233.
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Attracting and retaining teachers in regional, rural and remote (RRR) communities has long been highlighted as problematic in Australia. With predicted growth in classrooms across the nation, it is expected that there will be increased teacher shortages in RRR communities. Specific, contextual preparation for teaching has been advocated for preservice teachers through a flexible tertiary education curriculum linked to RRR professional experiences. This current case study involves a school-university collaboration commencing after a school principal in Queensland was unable to attract teachers to his RRR school. The aim of this research was to explore the learning of five preservice teachers in a RRR school community. Data were gathered using in-depth semi-structured interviews, then analysed and discussed under three categories: community, school, and classroom. Findings indicated that the preservice teachers gained usable knowledge about the community, understanding the role of community and connecting with the community as a teacher in RRR contexts. They learned the significance of the connection between the school and the community, the importance of the teachers' relationships in supporting the students, and the role of parents and carers in the school. Finally, the preservice teachers reported they learnt pedagogical knowledge practices (e.g., planning, classroom management, and assessment), building relationships with students, differentiated instruction, supporting diversity, and teaching Indigenous students. This case study presents a cost-effective measure for ensuring RRR schools are adequately staffed and facilitating preservice teachers' achievements of the Australian Professional Standards for Teaching
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Oliver, Rhonda, and Haig Yvonne. "Teacher perceptions of student speech." Australian Review of Applied Linguistics 28, no. 2 (January 1, 2005): 44–59. http://dx.doi.org/10.1075/aral.28.2.04oli.
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Abstract This study reports on teachers’ attitudes towards their students’ speech varieties of English. A sample of 172 primary, district high and secondary teachers in Western Australian schools was surveyed on their attitudes towards language variation and towards their students’ use of specific English variants. The teachers were found to have generally conservative attitudes, particularly with regard to their students’ use of non-standard features. These features were also associated with falling language standards. The impact of the teacher background factors of gender, age, level of teaching qualification, teaching experience and professional development on attitudes was also considered. However, only teacher qualifications and length of experience were found to be significant and this influence was restricted to attitudes towards language varieties. Such findings have important implications for speakers of non-standard sociolects who would tend to use these features more often. It is of particular concern where teachers associate the use of non-standard varieties with lower academic ability as has been found in other research. The findings suggest that teachers need to understand the relationships between standard and non-standard varieties, written and spoken forms, formal and informal registers, and developmental and non-standard features.
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Teng, Steven, and Dennis Alonzo. "Critical Review of the Australian Professional Standards for Teachers: Where are the non-Cognitive Skills?" International Journal of Instruction 16, no. 1 (January 1, 2023): 605–24. http://dx.doi.org/10.29333/iji.2023.16134a.
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O’Sullivan, Kerry-Ann. "Contested territories." English Teaching: Practice & Critique 15, no. 1 (May 3, 2016): 55–73. http://dx.doi.org/10.1108/etpc-09-2015-0073.
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Purpose Increasing government regulation of educational practice with public accountability through a national curriculum and external testing, the establishment of professional teaching standards and associated teacher accreditation requirements are strong forces in contemporary Australian education. This paper aims to identify and examine some of the current governmental policies and the associated institutionalised requirements for initial teacher education within this particular context. Design/methodology/approach It focuses particularly on preservice English teachers, and in addressing these issues, there is an exploration of the contested territory of the subject English, the key factors affecting initial teacher education students and the effects of professional standards on educators. Findings It is argued that there is a need for a much broader vision of educational purpose, a richer construction of subject English than is defined by the testing of traditional literacy skills and productivity outcomes, with a greater empowerment of teachers whose achievements are increasingly limited by narrow accountability measures. Originality/value Formal accreditation demands appear to constrain the various multimodal practices and creative, collaborative pedagogies that enhance educational experiences in the twenty-first century. The challenge ahead for educators is to find a balance between the contemporary pressures of a global society, external expectations, professional aspirations and personal values.
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Oliver, Rhonda, Judith Rochecouste, Samantha Vanderford, and Ellen Grote. "Teacher awareness and understandings about Aboriginal English in Western Australia." Australian Review of Applied Linguistics 34, no. 1 (January 1, 2011): 60–74. http://dx.doi.org/10.1075/aral.34.1.04oli.
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Repeated assessments of literacy skills have shown that Aboriginal students do not achieve at the same level as their non-Aboriginal peers. Many Aboriginal students speak Aboriginal English, a dialect different from the Standard Australian English used in schools. Research shows that it is crucial for educators in bidialectal contexts to be aware of students’ home language and to adopt appropriate educational responses. For over a decade, the ABC of Two-Way Literacy and Learning Professional Development Program has sought to improve outcomes for Aboriginal students in Western Australia. By promoting a two-way bidialectal approach to learning, Aboriginal English is valued, accommodated and used to bridge to learning in Standard Australian English. This paper draws on a large research project, which used qualitative and quantitative methods to evaluate the impact of the on-going professional development for teachers. It reports on the attitudes and understandings of teachers, with and without professional development and working in different contexts.
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Lowe, Geoffrey, Peter Prout, Christina Gray, and Sarah Jefferson. "Reappraising the AITSL Professional Engagement Domain: Clarifying Social Capacity Building for School Leaders to Enhance Overall Teacher Job Satisfaction and Career Longevity." Australian Journal of Teacher Education 45, no. 9 (September 2020): 62–78. http://dx.doi.org/10.14221/ajte.2020v45n9.4.
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The Australian Professional Standards for Teachers (AITSL, 2018) stipulate what teachers should know and do through each career stage. School leaders are complicit in promoting the Standards are met by all staff, including Professional Engagement (Standards Six and Seven). While the Standards emphasise content and pedagogical capacity building, we contend that teaching is a social enterprise. Although social capacity building is implied in the Professional Engagement domain through terms such as ‘collegiality, collaboration and dialogue’, we question the degree to which it is understood by school leaders. We ask this in light of influential studies by Waldinger (2010) and Vaillant (1977) which highlight the importance of workplace social connection in terms of job satisfaction and career longevity. Using an Appreciative Inquiry lens, we interviewed a number of positive school leaders about social capacity building among their staff against the Professional Engagement domain. While interviews affirmed many inspiring examples of its application, we also uncovered a degree of uncertainty, lack of clarity and practical difficulties experienced by these exemplary leaders. As per our research approach, we do not suggest that there is any fundamental problem with the Professional Engagement domain per se. However, findings indicate value for AITSL in reappraising this domain in relation to its wording, implications and application. A more explicit emphasis on the social context may in turn help address some of the issues confronting Australia’s aging teaching workforce.
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Skyba, Yurii, and Tetiana Shrol. "COMPARATIVE ANALYSIS OF TRAINING STANDARDS FOR FUTURE TEACHERS TO USE OF ICT IN THEIR PROFESSIONAL ACTIVITY IN UKRAINE AND ABROAD." International Journal of New Economics and Social Sciences 4, no. 2 (December 30, 2016): 0. http://dx.doi.org/10.5604/01.3001.0010.4560.
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The article provides the analysis of such teachers training standards to use of information and communication technologies (ICT) in their professional activity as European framework of ICT competence 3.0, UNESCO ICT Competency Framework, Standards for Teachers ISTE, National Standards for ICT training of future teachers of Australia, Poland and other countries. The comparative characteristic of features of standards description is carried out and the features that characterize and define the ICT training of future teachers best of all are defined.
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Karaolis, Olivia. "Puppets and inclusive practice: Engaging all learners through drama and puppetry in preschool contexts." Teachers and Curriculum 22, no. 2 (November 3, 2022): 7–16. http://dx.doi.org/10.15663/tandc.v22i2.402.
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Inclusive practice in education is supported by a compelling body of research (Cologon, 2019; Graham, 2020; Raphael et al., 2019) policy recommendations (Department of Education, Employment and Workplace Relations [DEEWR], 2009; Te Tāhuhu o Te Mātauranga–Ministry of Education, 2017(Commonwealth of Australia. (2003)) and mandated by legislation such as the Disability Discrimination Act of 1992 (DDA) (Commonwealth of Australia, 2003). It is also reflected in the Australian and New Zealand Professional Teaching Standards (Australian Institute for Teaching and School Leadership, 2014; Teaching Council of Aotearoa New Zealand, 2017). Early Childhood Australia [ECA] (2016) states that “inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs” (p. 2). This paper explores what this means for early childhood educators and examines the concept of inclusion through the stories of two children and two puppets. A story that outlines how the perspectives of teachers shifted to create places of learning that were welcoming and more inclusive to every child.
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Teodorovic, Jelena, Vladeta Milin, and Dejan Stankovic. "Standards of teacher competencies in Serbia: Comparative analysis with selected countries." Zbornik Instituta za pedagoska istrazivanja 51, no. 2 (2019): 614–53. http://dx.doi.org/10.2298/zipi1902614t.
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Many countries have embarked on creating standards of teacher competencies with the ultimate goal of improving teaching in their schools. The aim of this paper is to compare Standards of teacher competencies in Serbia with those in countries/regions which perform well on PISA (Australia, Singapore, Ontario, Estonia, the Netherlands and Slovenia) in order to highlight important similarities and differences which potentially account for teacher quality in those countries, as well as inform policymakers in Serbia on how to reformulate standards of teacher competencies and, consequently, improve teacher quality and pupil outcomes. The criteria on which sets of standards in different countries are compared are: development of standards (who and how developed the standards), content of standards (subject knowledge, didactics, etc.), differentiation of standards (existence of separate sets of competencies for novice teachers, experienced teachers, etc.), purpose of standards (teacher certification, performance monitoring, career progression, accreditation of teacher education providers, etc.), and context in which the standards operate (whether they are a part of a larger framework of standards and educational practices or not). Several important differences exist between the Standards of teacher competencies in Serbia and selected countries, the greatest being the much higher level of utilisation of standards in various segments of teacher professional lives in those countries than in Serbia. Recommendations for the improvement of standards of teacher competencies in Serbia are drawn.
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Liyanage, Indika, Tony Walker, and Parlo Singh. "TESOL professional standards in the “Asian century”: dilemmas facing Australian TESOL teacher education." Asia Pacific Journal of Education 35, no. 4 (February 5, 2014): 485–97. http://dx.doi.org/10.1080/02188791.2013.876388.
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Nelson, John W. "A New Dimension to Accountability? Educational Negligence Claims against Teachers." Australian Journal of Education 31, no. 3 (November 1987): 219–35. http://dx.doi.org/10.1177/000494418703100301.
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This paper will examine whether teachers can be held liable in a court of law for the damage suffered by their students because of their incompetent or careless teaching. It will consider whether teachers are under a duty to educate their students. It will also discuss whether, in the discharge of this duty, teachers are under a professional standard of care. This leads to a consideration of the controversial question of the professional status of teaching. These issues will be examined in the light of the present law in Australia and the relatively recent American cases in which the courts have been called upon to recognize such a claim. The author identifies ‘educational negligence’ as an emerging new dimension to the movement for accountability for educational outcomes. He concludes that such actions will probably be brought in Australian courts in the future and warns teachers that they should eliminate those practices which may potentially render them liable.
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Fuadat, Fu'ad Arif Noor, Zubaedah Nasucha, Ihda A’yunil Khotimah, and Shomiyatun. "Outstanding Educator Performance: Professional Development in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 379–400. http://dx.doi.org/10.21009/jpud.142.15.
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Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities.
Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development
References:
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Robison, Shaun. "Maturity on the Horizon: Is the United Arab Emirates Ready for a Teacher Educator Framework?" Middle Eastern Journal of Research in Education and Social Sciences 2, no. 4 (November 4, 2021): 1–26. http://dx.doi.org/10.47631/mejress.v2i4.327.
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Purpose: Research on teacher educators is fragmented but different trends are emerging from a variety of contexts that recognize it as a distinct profession. This research aims to highlight the features of a potential UAE teacher educator framework that has emerged from my research on authentic professional learning, and where professional learning might be focused in the future to build on teacher educators’ professional knowledge in the UAE. This paper explores the potential characteristics of a UAE Teacher Educator Framework through the methodological lens of narrative inquiry. Approach/Methodology/Design: Teacher educators have formal associations in the USA, Belgium, The Netherlands, Israel, and Australia and these associations have professionalized the industry and created standards and frameworks to support professional learning. No such associations or standards exist in the United Arab Emirates. Drawing on the work of Keltchermans (2018), Kreijns (2019) and the existing frameworks from other contexts, this paper illustrates the potential blueprint for the UAE education sector. Findings: The findings suggest that inter-cultural learning and sensory awareness of the contextual factors that underpin the sector may allow teacher educators to feel empowered to support teachers and their peers in a complex cultural and economic environment. Practical Implications: The practical implications propose a new way of working and thinking within the UAE context, and the framework can be applied and adapted to both the public and private sectors. Originality/value: Teacher educators have formal associations in the USA, Belgium, The Netherlands, Israel, and Australia and these associations have professionalized the industry and created standards and frameworks to support professional learning. No such associations or standards exist in the United Arab Emirates so this work offers significant value in an under-researched space.
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Brennan, Marie. "Steering teachers." Journal of Sociology 45, no. 4 (November 24, 2009): 339–59. http://dx.doi.org/10.1177/1440783309346473.
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Changes in public sector management need to be unpacked for different sectors to understand their impact in a particular country. This article focuses on the governance of the feminized profession of teaching in Australia, the single largest professional grouping in the country. Neoliberal assumptions have been built into teachers’ work through policy change in three related ‘waves’. The first wave in the 1980s installed managerialism in public education by recentralizing curriculum policy, establishing ‘self-managing’ schools, and downsizing infrastructure. The second wave in the 1990s steered teachers’ work through federal intervention into curriculum, and individualization of teachers’ work in contexts of marketization; this wave consolidated a national political role in education. The third wave in the 2000s emphasized the codification of knowledge through establishment of standards and criteria for teacher employment and promotion. The article concludes that the governance efforts to steer teachers’ work by neoliberal assumptions have been significantly, but not totally, effective.
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Shopen, Glenda, and Ruth Hickey. "Meeting Teachers’ Needs: Reaching Literacy Through Grammar in Indigenous Schools." Australian Journal of Indigenous Education 31 (2003): 25–34. http://dx.doi.org/10.1017/s1326011100003665.
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AbstractMany teachers and teaching assistants report that they lack an understanding of Standard Australian English grammar and that this hinders their work with Indigenous students who are learning English as a second language. This paper reports on the success of an accredited professional development strategy in Far North Queensland. This strategy is not based on out-of-context grammar lessons but promotes the idea that grammar is best learnt in communicative and collaborative classrooms which value fun and visual performance. The grammar activities are also embedded in current strategies for the teaching of literacy. This kind of professional development can reinvigorate teachers’ practices in order to increase literacy outcomes in Indigenous schools.
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Rowley, Jennifer, and Jennifer Munday. "The evolved landscape of ePortfolios: Current values and purposes of academic teachers and curriculum designers." Journal of Teaching and Learning for Graduate Employability 9, no. 1 (February 20, 2018): 2. http://dx.doi.org/10.21153/jtlge2018vol9no1art669.
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As ePortfolios are increasingly being used in universities to help develop self-reflective practitioners, academic teachers and students need to develop the skills and processes required to implement them. During 2015, a series of webinars was presented by a cross-university team to provide professional development for academic teachers, curriculum designers and other staff interested in initiating or extending ePortfolio learning in their institutions. A survey was conducted with participants to gauge the depth of understanding and use of ePortfolios in degree programs. The survey aimed to clarify participants’ perception of the value of ePortfolio tools in Australian universities, and to identify future directions for developing knowledge and learning related to ePortfolios. Through the survey questions participants were able to provide information anonymously about their knowledge and use of ePortfolios. Respondents were also invited to be interviewed. Nine interviews, conducted in 2016, explored ePortfolio-users’ opinions of the learning tool. The results indicate that teachers’ use of the ePortfolio as a learning tool has evolved beyond that reported in the current literature. Furthermore, when used for reflection, assessment and documenting professional standards, the ePortfolio tool contributes to the students’ development of skills required to transition to future careers.
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McDonald, Susan, Elizabeth Warren, and Eva DeVries. "Refocusing on Oral Language and Rich Representations to Develop the Early Mathematical Understandings of Indigenous Students." Australian Journal of Indigenous Education 40 (2011): 9–17. http://dx.doi.org/10.1375/ajie.40.9.
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This article examines the nature of oral language and representations used by teachers as they instruct young Indigenous Australian students at the beginning of formal schooling during play-based activities in mathematics. In particular, the use of Standard Australian English (SAE), the mathematical register used, and the interplay with mathematical representations during classroom instruction are analysed based upon the teachers' selfreported practices. The data are drawn from structured telephone interviews with 40 teachers in 15 schools from rural and remote or multicultural settings in Queensland at the initial stage of a large, longitudinal study. The specific aim of the study was the identification of effective pedagogical practices that may assist young Australian students from diverse ethnic and cultural backgrounds to negotiate western mathematical understanding. The findings indicate that despite experience in these settings and focused professional learning sessions, the majority of these teachers report practices which reflect a strong emphasis on literacy acquisition rather than mathematical understanding. It is the contention of the researchers that the use of oral language with a rich selection of mathematical representations strongly supports mathematical understanding.
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Masters, Jennifer. "Trends in the Digitalization of K-12 Schools: The Australian Perspective." Seminar.net 14, no. 2 (October 12, 2018): 120–31. http://dx.doi.org/10.7577/seminar.2975.
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Although Australian children have plenty of access to digital technologies in school, a common perception is that this hasn't made a difference to the quality of education in Australia. In fact, it is widely considered that educational standards are in decline and schools are failing to teach children the skills that they will need for the future. The Australian Government, however, do recognize that the road to digitalization is long and they have invested in a new digital technologies curriculum and the provision of equipment and teacher professional development to support this goal. While this is a positive move and exciting projects are being implemented in schools, there is less focus on educational research in this area. This is a missed opportunity because research outcomes can provide an additional level of credibility that is required to justify why ‘new literacies’ are essential in a contemporary school curriculum.
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Sims, Margaret, and Yukiyo Nishida. "Short-term International Experience (STIE) and Students’ Understanding of Quality Early Childhood Service Provision." Journal of Education and Learning 7, no. 2 (December 21, 2017): 21. http://dx.doi.org/10.5539/jel.v7n2p21.
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Exposing pre-service teachers to international professional experiences through a short-term visiting programme serves to challenge their understandings of good quality practice through disturbing assumptions and expectations previously formed through experiences in their own country/culture. Much of the research in international study focuses on pre-service teachers preparing to teach in primary, secondary or language classes. In this study we present the perceptions of pre-service early childhood students who underwent a short-term international experience. In particular we explore the ways in which their experiences impacted on their understandings of quality early childhood service provision. In the increasingly neoliberal Australian early childhood sector externally imposed standards define quality and this is enacted in relatively homogenous ways in practice, opportunities to observe practice arising from different understandings serves to challenge thinking, potentially leading to different world views (Piaget’s accommodation).
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Doecke *, Brenton. "Accomplished story telling: English teachers write about their professional lives (the standards for teachers of English language and literacy in Australia project)." Teachers and Teaching 10, no. 3 (June 2004): 291–305. http://dx.doi.org/10.1080/1354060042000204397.
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Jeder, Daniela. "Pedagogy of diversity in teacher training." Journal of Education, Society & Multiculturalism 3, no. 2 (December 1, 2022): 236–43. http://dx.doi.org/10.2478/jesm-2022-0029.
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Abstract The present work outlines a series of arguments that support the need for awareness and involvement of teacher trainers in the development of competences for diversity from the stage of initial training. The work also proposes an analysis of knowledge, skills, attitudes of a cognitive, social, emotional nature, self-knowledge capacities, ethical values, etc. as structured ensembles that can be dynamically trained for the purpose of training and developing the competences for diversity of teachers. A sequential presentation of the Professional Standards for teachers from Romania, Great Britain, Australia and France from the perspective of diversity and inclusion offers some benchmarks for an educational practice that promotes equal opportunities for education and development of all children, regardless of differences in the socio-economic status, language, culture/personality, race/ethnicity, religion, abilities or disabilities, learning styles, aspects of personality etc. that differentiate them.
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Guenther, John. "Are We Making Education Count in Remote Australian Communities or Just Counting Education?" Australian Journal of Indigenous Education 42, no. 2 (December 2013): 157–70. http://dx.doi.org/10.1017/jie.2013.23.
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For quite some time the achievements of students in remote Australian schools have been lamented. There is not necessarily anything new about the relative difference between the results of Aboriginal and Torres Strait Islander students in remote communities and their counterparts in urban, regional and rural schools across Australia. However, in the last decade a number of changes in the education system have led to the difference being highlighted — to such an extent that what had been an ‘othering’ of remote students (and their families) has turned into marginalisation that is described in terms of disadvantage, deficit and failure. One of the primary instruments used to reinforce this discourse has been the National Assessment Program — Literacy and Numeracy (NAPLAN) testing. This instrument has also been used as part of the justification for a policy response that sees governments attempting to close the educational gap, sometimes through punitive measures, and sometimes with incentives. At a strategic level, this is reflected in a focus on attendance, responding to the perceived disadvantage, and demanding higher standards of performance (of students, teachers and schools more generally). Accountability has resulted in lots of counting in education — counts of attendance, enrolments, dollars spent and test scores. These measures lead one to conclude that remote education is failing, that teachers need to improve their professional standards and that students need to perform better. But in the process, have we who are part of the system lost sight of the need to make education count? And if it is to count, what should it count for in remote Aboriginal and Torres Strait Islander communities? These are questions that the Cooperative Research Centre for Remote Economic Participation is attempting to find answers to as part of its Remote Education Systems project. This article questions the assumptions behind the policy responses using publicly available NAPLAN data from very remote schools. It argues that the assumptions about what works in schools generally do not work in very remote schools with high proportions of Aboriginal and Torres Strait Islander students. It therefore questions whether we in the system are counting the right things (for example attendance, enrolments and measures of disadvantage).
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Savage, Julia, and Vikki Pollard. "Taking the Long Road: a Faculty Model for Incremental Change Towards Standards-based Support for Sessional Teachers in Higher Education." Journal of University Teaching and Learning Practice 13, no. 5 (December 1, 2016): 5–23. http://dx.doi.org/10.53761/1.13.5.3.
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Despite decades of dependence on sessional teaching staff, universities in Australia and internationally still find it difficult to support the teaching work of this large, casual workforce. A significant consequence of casually-employed teaching staff is risk; sessional academics’ professional identity is compromised, quality assurance of students’ learning experiences is uncertain, and this in turn, jeopardises universities’ teaching and learning programs. These risks have existed in universities for decades, yet policies and practices that support the work of sessional staff remain inconsistent or absent. The implementation model for supporting sessional staff described in this paper, the Four Phase Model, (the 4P Model) is informed by the Sessional Staff Standards Framework (BLASST 2013), and, the Collective Impact Model, known as the CI Model (Kania & Kraner 2011). The 4P Model could help faculties systematise actions towards standards-based support for sessional staff that are inclusive professionally and contribute to the development of quality teaching and learning practice. The authors explain the thinking behind the new 4P Model, and, discuss its usefulness as a vehicle for managing incremental progress within this ‘difficult to change’ context. An evaluation of a completed trial of Phase One of the 4P Model has been included to assist faculty with implementation of all four phases of this model.
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Auld, Glenn. "Is There a Case for Mandatory Reporting of Racism in Schools?" Australian Journal of Indigenous Education 47, no. 2 (August 1, 2017): 146–57. http://dx.doi.org/10.1017/jie.2017.19.
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This paper explores how the colonial hegemony of racism in Australia could be disrupted in schools by introducing mandatory reporting of racism by teachers in Australia, and addresses the benefits and risks of mandatory reporting of racism. Using Aboriginal and Torres Strait Islanders as a case study, the ongoing prevalence of racism in schools is established. I then draw on the literature associated with teachers’ mandatory reporting of child abuse and neglect to construct racism as a form of emotional abuse of children. The complexity of racism as evidenced from the literature limits the mandatory reporting to interactional racism by teachers as an antiracist practice. The justification for mandatory reporting covers the emotional stress caused by racism to students and can also be extended to support Aboriginal and Torres Strait Islander staff in schools. The evidence of learning success where antiracism strategies have been introduced in schools, the opportunity to normalise bystander antiracism by teachers, and the alignment of this reporting initiative with the professional standards of teachers together support a case for mandatory reporting of racism in schools. The arguments against mandatory reporting of racism draw on the generative practices of teachers integrating antiracist discourses in schools.
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Bilyk, Victoria. "Peculiarities of Design Competence Formation in Future Clothing Engineering Educators in Ukraine and Foreign Countries." Comparative Professional Pedagogy 5, no. 1 (March 1, 2015): 127–32. http://dx.doi.org/10.1515/rpp-2015-0032.
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Abstract The importance of engineering pedagogical education for the global labour market has been characterized. The peculiarities of modern engineering pedagogical education formation in foreign countries consisting in economy globalization, transition to a high quality education and international cooperation enhancing have been presented. The essence of clothing engineering educators’ design competence being the professional’s ability to provide educational process with didactic design and productive one with technical documentation for the garment manufacture in accordance with the production norms and standards has been revealed. On the basis of regulations and national and foreign experience (the USA, Australia, South Africa, European countries etc.) in clothing engineering educators’ training the peculiarities of future professionals’ design competence formation as a constituent of professional competence has been clarified. Training of future professionals in “Professional Education” specialisation is the first stage in obtaining the engineereducator qualification (Eastern European countries). The second stage means gaining pedagogical qualification in vocational pedagogical educational establishments on the basis of obtained engineering qualification. The third stage consists in obtaining engineering and pedagogical qualification based on technical training according to the learning outcomes in International Society for Engineering Pedagogy that documents teachers’ qualification and competence and registers them in the international register of engineering educators.
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Peck, Catherine, Frederique Bouilheres, Melanie Brown, and Carol Witney. "Because access matters: an institutional case study." Journal of Applied Research in Higher Education 10, no. 2 (April 9, 2018): 194–203. http://dx.doi.org/10.1108/jarhe-04-2017-0045.
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Purpose The purpose of this paper is to overview an institution wide accessibility project undertaken at the Vietnam locations of a transnational Australian university, and the significance of this initiative in symbolising the organisation’s commitment to inclusion and diversity. The project implemented universal accessibility standards for learning materials across all courses delivered at the university. This facilitated an easier in-class and online learning experience for students with a broad range of print disabilities, visual or hearing impairments, and a range of other learning differences or disabilities. Design/methodology/approach The implementation of this project entailed three concurrent streams of activity which the authors describe in this paper. These included development of accessibility standards and processes for conversion of the existing learning materials, a sustained awareness raising campaign for staff and students, and integration of the accessibility standards into induction, support and development activities. Findings The process of establishing the technical foundations for inclusion through a focus on accessibility prompted rich dialogue with staff and students around inclusive practices. Many staff working in professional and non-teaching roles voluntarily adopted the standards to promote an inclusive workplace. Capability building activities for high school teachers were also conducted for the Vietnamese Department of Education & Training. Originality/value The approach outlined in this case is highly transferable, and provides a practical roadmap for achieving accessibility and promoting an inclusive environment. The strategies described through the lens of Kotter’s (1996) process for leading change in this paper can be applied by higher education institutions internationally.
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Knaus, Marianne June, Gill Kirk, Pauline Roberts, Lennie Barblett, and Bev Adkin. "Improving assessment accountability in initial teacher education programs through benchmarking." Benchmarking: An International Journal 28, no. 7 (January 29, 2021): 2299–314. http://dx.doi.org/10.1108/bij-06-2020-0289.
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PurposeIn Australia, political imperatives that drive the Tertiary Education Quality and Standards Agency (TEQSA) and Australian Institute for Teaching and School Leadership (AITSL) call for a new understanding of assessment at the tertiary level. Assessment strategies are under the microscope to provide accountability but are increasingly called to measure a wider set of attributes considered important in equipping graduates to meet 21st century opportunities and challenges. This paper reports on a shared benchmarking exercise between two universities to ensure the current assessment strategies in their undergraduate early childhood programs meet such requirements.Design/methodology/approachData were collected using qualitative methodology and conceptualised using an interpretivist frame that enabled the collaborative groups to socially construct the meaning of assessment and identify what was specific, unique and different across the two programs. A cross-case analysis enabled a robust examination of the data.FindingsFindings identified key structural and procedural differences between the two benchmarked university programs in terms of cohort size, university policies around assessment points, the use of exams and the choices surrounding professional experience placements.Practical implicationsImplications of the research note the complexity of contextual factors such as university policies on assessment and the impact these have on the quality of assessment.Originality/valueThis paper is unique in that it used the conceptual framework for self-evaluation from TEQSA and followed their six key phases of benchmarking.
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Westwood, Peter, and Carolyn Palmer. "Knowledge and skills for special educators in the 1990s: Perceptions from the field." Australasian Journal of Special Education 17, no. 1 (January 1993): 31–41. http://dx.doi.org/10.1017/s1030011200022740.
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Since the early 1970s special education courses at graduate and post-graduate levels have become standard offerings at many Australian universities. As these courses continue to be the main avenue of professional development for special educators in this country, it is pertinent to wonder how often the objectives and content of the courses are examined and revised to ensure contemporary relevance. It must be recognized that the field of special education appears to be in what Tomlinson (1982, p.24) has described as a ‘permanently dynamic state’, with frequent changes in policy, service delivery, roles and responsibilities. The roles and responsibilities of special educators have certainly changed significantly during the past decade (Watts, 1990; Dyson, 1991), and the earlier studies of essential competencies required by special education teachers (e.g. Whitmore,1982; Scott, 1983; Davis, 1983) may not provide reliable data on which to design current courses. There has been renewed interest overseas in the issue of what constitutes essential knowledge and skills for teachers working in special education (Best, 1988; Ramsey & Algozzine, 1991; Ramsey, Algozzine & Smith, 1990; Glomb & Morgan, 1991; Folio, 1990; Cannon, Idol & West, 1992; Reynolds, Wang & Walberg, 1992; Swan & Sirvis, 1992), and it is worth analysing some of this material to determine its relevance for the Australian context. The information could well prove useful as a basis for evaluating special education courses here.
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Kim, Yeon. "A Comparative Study on the Education of Prospective Principals in Australia and Canada." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 215–35. http://dx.doi.org/10.22251/jlcci.2022.22.18.215.
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Objectives This study attempted to find implications for qualification training for secondary school principals in Korea by examining specific examples of education systems and contents for fostering principals in Australia and Canada.
Methods The research method is a comparative study through literature analysis, and for this purpose, in the case of Korea, the principal qualification training curriculum of the Korea Teachers’ University’s General Training Institute was analyzed along with related laws. Australia and Canada investigated documents related to the training of principals by the Federal and State Departments of Education, and analyzed the leadership course at Monash University and the principal qualification program at University of Toronto as examples.
Results Australia presents principal professional standards and principal training curriculum design guides at the national level, and the state desings education to foster new principals based on this, and the operating institutions(university, etc) refer to them to operate the curriculum. Choice subjects vary depending on the learner’s previous experience and deal with macro-level leadership. Canada does not have a unified principal professional standard at the federal level, but individual states establish a theoretical system and develop a standardized curriculum to operate the same course in all educational institutes. The same five modules are divided into two parts, theory-centered and practice-centered, and repeatedly deepened.
Conclusions Through principal training in Australia and Canada, implications such as the development of a theoretical system that can be the basis for principal qualification training, selective education based on learner context, research on future-oriented education and principal training system and content were found.
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Komarova, Tatiana. "Teacher's professional standard: comparative analysis of professional activity evaluation in foreign countries." KANT 37, no. 4 (December 2020): 409–18. http://dx.doi.org/10.24923/2222-243x.2020-37.84.
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Teacher's professional standard in the Russian Federation sets new requirements for a teacher, both in terms of content and results of educational activities. In this regard, the topical issue of modern research becomes the international experience study in standardizing the evaluation of teacher's professional activity and analysis when transferring and implementing into Russian practice. The article presents a comparative analysis of the legal bases, conditions and evaluation tools of teacher's professional activity in the research countries - England, Australia, Singapore and Hong Kong. As a result of the analysis, structural elements, basic procedures and tools, as well as features of the implementation of evaluation systems in foreign countries are identified. The prevailing feature of teacher evaluation in all countries is the forming evaluation, which makes it possible to analyze professional activities, diagnose professional difficulties and find ways to fill in the teacher's deficit characteristics.
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Revelo Rosero, Jorge Enrique. "Modelo de integración de la competencia digital del docente universitario para su desarrollo profesional en la enseñanza de la matemática – Universidad Tecnológica Equinoccial de Ecuador." EDMETIC 7, no. 1 (March 4, 2018): 196. http://dx.doi.org/10.21071/edmetic.v7i1.6910.
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Resumen:Esta investigación se centra en el desarrollo de un modelo de integración de competencias digitales del docente universitario para su desarrollo profesional en la enseñanza de la matemática, como escenario para el crecimiento y fortalecimiento del ejercicio profesional docente. Metodológicamente se analizaron los aspectos más relevantes de las diferentes normas y modelos propuestos por varios ministerios de educación, entre ellos Australia, Bélgica, Canadá, Chile, España, Estados Unidos, Francia, Noruega y otros, así como organizaciones como la UNESCO O ISTE, y las investigaciones de prestigiosas universidades (Pozos Pérez, 2009; Carrera y Coiduras, 2012; Prendes y Gutiérrez, 2013). Este estudio determina un perfil preliminar del profesorado del área de matemáticas, en el que se describen las dimensiones, competencias e indicadores que desarrolla el profesorado de una universidad de Ecuador y que fue validado por un grupo de expertos internacionales en competencias digitales. Los resultados muestran que el perfil está compuesto por 44 indicadores que corresponden a 21 habilidades digitales que responden a los niveles: básico, intermedio y avanzado de las cuestiones de dominio, uso e innovación en cinco áreas: información y alfabetización, comunicación y colaboración, creación de contenidos digitales, seguridad y resolución de problemas. Abstract:This research focuses on developing a model of digital competence integration of the university teacher for their professional development in the teaching of mathematic, as a scenario for the growth and strengthening of the professional teaching practice. Methodologically, the most relevant aspects of the different standards and models proposed by several ministries of education were analyzed, among them Australia, Belgium, Canada, Chile, Spain, the United States, France, Norway and others, as well as organizations such as UNESCO or ISTE, and the researches of prestigious universities (Pozos Pérez, 2009; Carrera y Coiduras, 2012; Prendes y Gutiérrez, 2013). This study determines a preliminary profile of teachers in the area of mathematics, which describes the dimensions, competencies and indicators developed by teachers of a university in Ecuador and validated by a group of international experts in digitals competence teacher. The results show that the profile is composed by 44 indicators corresponding to 21 digital competences that respond to the basic, intermediate and advanced levels of domain, use and innovation in five areas: information and information literacy, communication and collaboration, creation of digital content, security and problem solvingKeywords: ICT, Mathematics, Digital competences, Higher education
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Krasnoshlykova, O. G., and T. S. Komarova. "ЭКСТРАПОЛЯЦИЯ ПРОДУКТИВНЫХ ПРАКТИК ЗАРУБЕЖНЫХ СТРАН В УСЛОВИЯХ СТАНДАРТИЗАЦИИ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ПЕДАГОГА." Pedagogical IMAGE 15, no. 4 (2021): 465–76. http://dx.doi.org/10.32343/2409-5052-2021-15-4-465-476.
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Introduction. The transformation of a teacher’s professional activity in the context of standardization is a priority objective of Russian education. The paper aims to determine the aspects of extrapolation of teacher’s professional activity standardization practice in foreign countries into the practice of an educational organization. Methods. A comparative analysis of foreign teacher’s professional standards revealed their common and distinctive features. It also identified universal and contextual characteristics of conditions for the foreign experience extrapolation. The extrapolation method established the current strands of extrapolation and productive practices of foreign experience for translation into Russian education. The modeling made it possible to design changes in the teacher’s activity and develop a concept of its transformation under standardization. Results. Analysis of theoretical and normative sources on the adoption of teacher’s professional standards in the Russian Federation indicates that the experience of teacher’s professional activity standardization in foreign countries is relevant for Russian education. In this regard, a concept of teacher’s activity transformation to the teacher’s professional standard in an educational organization is proposed. It rests on the extrapolation directions (motivational aspect, methodological support, education technology, and administrative resource of an educational organization) and the productive experience of foreign countries – Australia, England, Hong Kong, and Singapore. Conclusion. The relevance of the presented research materials is determined by the potential resource of extrapolation of foreign experience into the practice of an educational organization, against the background of disregard of productive practices of teacher’s professional activity standardization in foreign countries and procrastination of the adoption of the teacher’s professional standard in the Russian Federation.
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Hien, Nguyen Thi, and Mai Van Hung. "Professional Standards Training and Understanding Pre-School Teachers’ Knowledge about Professional Standards." Journal of Asian Multicultural Research for Educational Study 2, no. 1 (May 10, 2021): 10–15. http://dx.doi.org/10.47616/jamres.v2i1.116.
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Theimprovement of the teacher’s quality, including teachers in general and preschool teachers in particular, hasgained interested in many countries around the world. Currently, most countries in the world have issued a framework of competency or professional standards for teachers as a basis for preschool teachers to self-assess and be assessed for their qualities and competenciet. On that basis, preschool teachers can implement the plan of quality training, strengthen and improve professional expertise. This article, the author conducts research to evaluate the implementation of the professional standards manual of schools and the teacher's understanding of professional standards. This is considered an important factor that will contribute to improving the effectiveness of teacher ratings according to professional standards. In this study, the author uses mainly quantitative research methods (survey, descriptive statistics and inference statistics) to clarify the problems that the research has posed. Research results show that there is a relationship between standard manual training and preschool teachers' understanding of professional standards. Standards instructors have a good understanding of professional standards. Especially the training is organized by the school and the education and training department, so the training classes are small, with a small number of participants and therefore higher quality.