Littérature scientifique sur le sujet « Student teaching South Australia »
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Articles de revues sur le sujet "Student teaching South Australia"
Harrington, Ingrid, et Inga Brasche. « Success Stories from an Indigenous Immersion Primary Teaching Experience in New South Wales Schools ». Australian Journal of Indigenous Education 40 (2011) : 23–29. http://dx.doi.org/10.1375/ajie.40.23.
Texte intégralBaird, Craig, et Kerry Pedigo. « An Evolving Teaching Methodology : An Integrated Approach To Teaching Multi-Disciplinary Classes ». Journal of Business Case Studies (JBCS) 1, no 3 (7 juillet 2011) : 9. http://dx.doi.org/10.19030/jbcs.v1i3.4922.
Texte intégralBehrendt, Larissa. « At the Back of the Class. At the Front of the Class : Experiences as Aboriginal Student and Aboriginal Teacher ». Feminist Review 52, no 1 (mars 1996) : 27–35. http://dx.doi.org/10.1057/fr.1996.4.
Texte intégralGeorge-Williams, Stephen R., Dimitri Karis, Angela L. Ziebell, Russell R. A. Kitson, Paolo Coppo, Siegbert Schmid, Christopher D. Thompson et Tina L. Overton. « Investigating student and staff perceptions of students' experiences in teaching laboratories through the lens of meaningful learning ». Chemistry Education Research and Practice 20, no 1 (2019) : 187–96. http://dx.doi.org/10.1039/c8rp00188j.
Texte intégralPage, Susan. « The transformative potential of Southern SOTL for Australian Indigenous Studies ». Scholarship of Teaching and Learning in the South 1, no 1 (11 septembre 2017) : 108. http://dx.doi.org/10.36615/sotls.v1i1.16.
Texte intégralRussell, Di. « Aboriginal Students Perceptions of the ‘World of Work’ and Implications for the Teaching of Work/Career Education ». Aboriginal Child at School 20, no 4 (septembre 1992) : 3–20. http://dx.doi.org/10.1017/s0310582200005368.
Texte intégralFenton-Smith, Ben, et Ian Walkinshaw. « Research in the School of Languages and Linguistics at Griffith University ». Language Teaching 47, no 3 (3 juin 2014) : 404–8. http://dx.doi.org/10.1017/s026144481400010x.
Texte intégralAttard, Catherine. « Transition from Primary to Secondary School Mathematics : Students’ Perceptions ». Southeast Asian Mathematics Education Journal 2, no 1 (30 novembre 2012) : 31–43. http://dx.doi.org/10.46517/seamej.v2i1.16.
Texte intégralLynch, David, Richard Smith, Steven Provost et Jake Madden. « Improving teaching capacity to increase student achievement ». Journal of Educational Administration 54, no 5 (1 août 2016) : 575–92. http://dx.doi.org/10.1108/jea-10-2015-0092.
Texte intégralO’Neill, Fiona, Jonathan Crichton et Angela Scarino. « Developing intercultural learning capabilities ». Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no 2 (15 juillet 2019) : 125–45. http://dx.doi.org/10.1075/aral.00021.one.
Texte intégralThèses sur le sujet "Student teaching South Australia"
Veale, Ann. « The relationship of the practicum to teacher development ». Title page, table of contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09EDM/09edmv394.pdf.
Texte intégralMcGuire, Anthony. « Pupil teachers and junior teachers in South Australian schools 1873-1965 : an historical and humanistic sociological analysis / ». Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phm148.pdf.
Texte intégralBurley, Stephanie. « None more anonymous ? : Catholic teaching nuns, their secondary schools and students in South Australia, 1880-1925 / ». Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09edmb961.pdf.
Texte intégralBentley-Williams, Robyn. « EXPLORING BIOGRAPHIES : THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES ». University of Sydney, 2005. http://hdl.handle.net/2123/1855.
Texte intégralThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
van, Limbeek Catherine A. H., et n/a. « WHAT ADAPTATIONS AND MODIFICATIONS DO REGULAR CLASSROOM TEACHERS REPORT MAKING TO THEIR PROGRAMS AND PRACTICES IN ORDER TO MEET THE NEEDS OF STUDENTS WITH MILD DISABILITIES AND LEARNING DIFFICULTIES ? » University of Canberra. n/a, 2008. http://erl.canberra.edu.au./public/adt-AUC20081216.113453.
Texte intégralSaltmarsh, David L. W. (David Lloyd William). « National review of nursing education : student expectations of nursing education ». Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
Texte intégralZhukov, Katie School of Music & Music Education UNSW. « Teaching styles and student behaviour in instrumental music lessons in Australian conservatoriums ». Awarded by:University of New South Wales. School of Music and Music Education, 2004. http://handle.unsw.edu.au/1959.4/20698.
Texte intégralDebela, Nega Worku. « Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia / ». Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.
Texte intégralGarraway, James Windsor. « Perceptions of language teaching in science from student and teacher discourse ». Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003576.
Texte intégralMakeleni, Sive. « Foundation phase male student-teacher’s experiences during teaching practice : implications for initial teacher training ». Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/4780.
Texte intégralLivres sur le sujet "Student teaching South Australia"
Mostert, Willem Petrus. Demography : Textbook for the South African student. Pretoria : Human Sciences Research Council, 1998.
Trouver le texte intégralBeasley, Vic. Participation and equity : The Flinders experiment. Bedford Park, S[outh] A[ustralia] : Beasley, 1985.
Trouver le texte intégralRanzjin, Rob. Psychology & indigenous Australians : Teaching, practice & theory : proceedings of the inaugural annual conference, held July 12th and 13th, 2007, University of South Australia. Sous la direction de University of South Australia. School of Psychology et David Unaipon College of Indigenous Education and Research. Magill, SA : University of South Australia, 2008.
Trouver le texte intégralCosser, Michael. Settling for less : Student aspirations and higher education realities. Cape Town : HSRC, 2004.
Trouver le texte intégralAnn, Game, dir. Teachers who change lives. Carlton, Vic : Melbourne University Press, 2006.
Trouver le texte intégralAndresen, Lee. The influence of class size on teaching and learning law at the University of New South Wales : A study of student and staff perspectives during the 1989/1990 trials of increased class size. Kensington, NSW : University of New South Wales, Professional Development Centre, 1991.
Trouver le texte intégralResearch on Foreign Students and International Study : An Overview and Bibliography. New York, NY : Praeger Publishers, 1985.
Trouver le texte intégralSpracher, William C. Teaching Intelligence in the United States, the United Kingdom, and Canada. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.308.
Texte intégralDuffy, James, James Colin, Rachael Field, Paul Maharg et Meera E. Deo. Promoting Law Student and Lawyer Well-Being in Australia and Beyond. Taylor & Francis Group, 2016.
Trouver le texte intégralRubenstein, Richard Johnstone, Jennifer Patterson et Kim Rubenstei. Improving Criteria and Feedback in Student Assessment in Law (Legal Education Series). Routledge Cavendish, 1998.
Trouver le texte intégralChapitres de livres sur le sujet "Student teaching South Australia"
Malczewska-Webb, Beata. « International Students in Australia : What Makes Them Happy ? Student Data from the Positive Education Perspective ». Dans Second Language Learning and Teaching, 193–210. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32954-3_11.
Texte intégralNursey-Bray, Melissa. « Mobiles, Online Learning, and the Small Group Discovery Classroom : Reflections from South Australia ». Dans Handbook of Mobile Teaching and Learning, 1–14. Berlin, Heidelberg : Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-642-41981-2_66-2.
Texte intégralNursey-Bray, Melissa. « Mobiles, Online Learning, and the Small Group Discovery Classroom : Reflections from South Australia ». Dans Handbook of Mobile Teaching and Learning, 977–90. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2766-7_66.
Texte intégralNursey-Bray, Melissa. « Moving with Mobiles – Using IT in the Classroom as Against Online : Comparative Reflection from South Australia ». Dans Handbook of Mobile Teaching and Learning, 741–51. Berlin, Heidelberg : Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-54146-9_66.
Texte intégralNursey-Bray, Melissa. « Moving with Mobiles : Using IT in the Classroom as Against Online : A Comparative Reflection from South Australia ». Dans Handbook of Mobile Teaching and Learning, 1–9. Berlin, Heidelberg : Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-41981-2_66-1.
Texte intégralWhitehead, Kay. « The Teaching Family, the State, and New Women in Nineteenth-Century South Australia ». Dans Transformations in Schooling, 153–72. New York : Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230603462_8.
Texte intégralMacMullin, Colin, et Lina Scalfino. « Placing Values at the Centre of School Policy and Classroom Practice—A Case Study of Modbury School, South Australia ». Dans Values Education and Quality Teaching, 45–62. Dordrecht : Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9962-5_4.
Texte intégralGale, Mary-Anne. « Square Peg in a Round Hole : Reflections on Teaching Aboriginal Languages Through the TAFE Sector in South Australia ». Dans Language Policy, 455–71. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50925-5_28.
Texte intégralStuart, Gillian, et Angela Turner. « Reducing Challenging Behaviour and Maintaining Aboriginal and Torres Strait Islander (ATSI) and Non-ATSI Student Retention Through Food and Exercise in Primary and Secondary Schools in New South Wales, Australia ». Dans Contemporary Issues in Technology Education, 31–44. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_3.
Texte intégralLee, Jack T., et Rajani Naidoo. « Complicit Reproductions in the Global South : Courting World Class Universities and Global Rankings ». Dans Evaluating Education : Normative Systems and Institutional Practices, 77–91. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_6.
Texte intégralActes de conférences sur le sujet "Student teaching South Australia"
Thalluri, Jyothi, et Joy Penman. « Sciences come alive for first-year university students through flipped classroom. » Dans Third International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5169.
Texte intégralGardeazabal Penuela, Luis Francisco, et Tanya Mackay. « UNIVERSITY OF SOUTH AUSTRALIA STUDENT UNION (USASA) ADVOCACY INTERNSHIP PROGRAM : STUDENT PARTNERSHIP IN ACTION ». Dans 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1379.
Texte intégral« Virtual Pathology Learning Resource is proving to be an effective strategy in teaching Pathology to allied health science students ». Dans InSITE 2018 : Informing Science + IT Education Conferences : La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3972.
Texte intégralde Souza-Daw, Tony, et Le Hoang Ngoc. « Practicality of teaching computers and related courses : Experiences in Africa, South-East Asia and Australia ». Dans 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201016.
Texte intégralTyilo, Nonzukiso. « Implementation of e-portfolio for student teachers’ reflexive competence in a South African University ». Dans 2nd International Conference on Future of Teaching and Education. GLOBALKS, 2019. http://dx.doi.org/10.33422/2nd.icfte.2019.12.855.
Texte intégralRamdass, Kem. « Student reflections on teaching, learning and the workplace at a university in South Africa ». Dans 2015 Portland International Conference on Management of Engineering and Technology (PICMET). IEEE, 2015. http://dx.doi.org/10.1109/picmet.2015.7273043.
Texte intégralIsrael Lumadi, Rudzani. « Rethinking Curriculum for Competency-Based on Contests Hampering Student Support in Open Distance Learning Space : South African Perspectives ». Dans International Conference on New Trends in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/ntte.2019.09.499.
Texte intégralMangwegape, Bridget. « TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.
Texte intégralKamei, Toshiko. « The SWANs/ABLES Project : A resource developed by and for teachers to support the teaching and learning of students with additional learning needs ». Dans Research Conference 2021 : Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_18.
Texte intégralFatimah, Jeanny, Dwia Pulubuhu et Arianto Arianto. « Learning Communication Strategy Based on Contextual Teaching and Learning to Increase Awareness of Student Learning in South Sulawesi ». Dans Proceedings of the 1st Hasanuddin International Conference on Social and Political Sciences, HICOSPOS 2019, 21-22 October 2019, Makassar, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.21-10-2019.2291555.
Texte intégralRapports d'organisations sur le sujet "Student teaching South Australia"
Thomson, Sue, Nicole Wernert, Sima Rodrigues et Elizabeth O'Grady. TIMSS 2019 Australia. Volume I : Student performance. Australian Council for Educational Research, décembre 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
Texte intégralCilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor et Tshegofatso Thulare. Can Virtual Replace In-person Coaching ? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), janvier 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.
Texte intégralHillman, Kylie, et Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, août 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.
Texte intégralHillman, Kylie, et Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, août 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.
Texte intégralPrysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, mars 2021. http://dx.doi.org/10.30970/vjo.2021.50.11093.
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