Статті в журналах: "History teachers Australia Attitudes"

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Morris Matthews, Kay, and Kay Whitehead. "Australian and New Zealand women teachers in the First World War." History of Education Review 48, no. 1 (June 3, 2019): 31–45. http://dx.doi.org/10.1108/her-05-2018-0012.

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Purpose The purpose of this paper is to highlight the contributions of women teachers to the war effort at home in Australia and New Zealand and in Egypt and Europe between 1914 and 1918. Design/methodology/approach Framed as a feminist transnational history, this research paper drew upon extensive primary and secondary source material in order to identify the women teachers. It provides comparative analyses using a thematic approach providing examples of women teachers war work at home and abroad. Findings Insights are offered into the opportunities provided by the First World War for channelling the abilities and leadership skills of women teachers at home and abroad. Canvassed also are the tensions for German heritage teachers; ideological differences concerning patriotism and pacifism and issues arising from government attitudes on both sides of the Tasman towards women’s war service. Originality/value This is likely the only research offering combined Australian–New Zealand analyses of women teacher’s war service, either in support at home in Australia and New Zealand or working as volunteers abroad. To date, the efforts of Australian and New Zealand women teachers have largely gone unrecognised.

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Kass, Dorothy. "Clarice Irwin’s visions for education in Australia in the 1920s and 1930s: “what might be”." History of Education Review 48, no. 2 (September 26, 2019): 198–213. http://dx.doi.org/10.1108/her-02-2019-0003.

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Purpose The paper is a study of Clarice McNamara, née Irwin (1901–1990), an educator who advocated for reform in the interwar period in Australia. Clarice is known for her role within the New Education Fellowship in Australia, 1940s–1960s; however, the purpose of this paper is to investigate her activism in an earlier period, including contributions made to the journal Education from 1925 to 1938 to ask how she addressed conditions of schooling, curriculum reform, and a range of other educational, social, political and economic issues, and to what effect. Design/methodology/approach Primary source material includes the previously ignored contributions to Education and a substantial unpublished autobiography. Used in conjunction, the sources allow a biographical, rhetorical and contextual study to stress a dynamic relationship between writing, attitudes, and the formation and activity of organisations. Findings McNamara was an unconventional thinker whose writing urged the case for radical change. She kept visions of reformed education alive for educators and brought transnational progressive literature to the attention of Australian educators in an overall reactionary period. Her writing was part of a wider activism that embraced schooling, leftist ideologies, and feminist issues. Originality/value There has been little scholarly attention to the life and work of McNamara, particularly in the 1920s–1930s. The paper indicates her relevance for histories of progressive education in Australia and its transnational networks, the Teachers Federation and feminist activism between the wars.

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Raicevic Bajic, Dragana, Gordana Nikolic, Mihailo Gordic, Kimberley Mouvet, and Mieke Van Herreweghe. "Serbian Sign Language: officially recognised, yet not used in deaf education." DiGeSt - Journal of Diversity and Gender Studies 8, no. 1 (May 17, 2021): 75–90. http://dx.doi.org/10.21825/digest.v8i1.15646.

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The No Child Left Behind Act in the US (2001), the programme “Write it Right” in Australia (1994) and the Council of Europe’s project Languages of Schooling (2006) point towards a growing awareness of unequal access to education. All over the world legislative initiatives have been taken to ensure that all students have access, both in terms of social cost and linguistic barriers (Reffell & McKee, 2009). However, in some countries, the deaf community with its often invisible cultural linguistic identity appears not to benefit from the change in ideology towards equal education. In this paper we are looking at one such deaf community, i.e. the Serbian deaf community, and at past and present language ideologies, attitudes and practices with respect to their language, i.e. Serbian Sign Language or SZJ. We start by situating these ideological positions of language users and educators within a broader historical context by giving the first account of SZJ, its place in education and its history within the Western Balkan sociopolitical and linguistic context. We then focus on a thematic analysis of data from interviews with deaf signers and teachers about how they experienced and perceived language in education. This revealed that deaf signers see SZJ as the most important building block in their learning process whilst the teachers emphasise hearing as the major factor in learning. The findings clearly point at a discrepancy in sign language ideologies between deaf SZJ users and their teachers resulting in conflicting attitudes and practices in Serbia today. Keywords: Serbian Sign Language, deaf education, language policy, practice, language attitudes

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Holieva, Mariia. "PROJECT APPROACH TO LEARNING: EXPERIENCE IN DIFFERENT COUNTRIES." Scientific Journal of Polonia University 53, no. 4 (November 15, 2022): 26–34. http://dx.doi.org/10.23856/5303.

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Different countries in their educational systems have accumulated extensive experience in using project technology in education. This technology is an alternative to traditional lecture teaching: it helps to connect theoretical material with practice in real life; to change the roles of students and teachers: students have the opportunity to become an active subject in the educational process, and teachers are engaged in organizing, managing and directing this process, and not just broadcasting ready-made information. The purpose of the article is an analytical review of the options for implementing project-based learning for students in Finland, France, Australia, China and the USA described in foreign peer-reviewed journals. A brief excursion into the history of the origin and development of the project-based learning method is given. The main characteristics of different approaches to its application are highlighted, which differ in the attitudes towards solving certain problems, the choice of goals and means of implementing educational projects. The article is an attempt to comprehend and generalize the world experience in the application of project technology in education. The materials of the publication provide an opportunity for managers of the education system of different levels and practicing teachers to get acquainted with the potential and diversity of project-based learning practices in order to adopt the best of them and the most acceptable for Ukrainian realities, adapting them to the conditions of specific educational institutions.

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Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.

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Yazici, Fatih. "Preservice History Teachers’ Attitudes towards Identity Differences." Higher Education Studies 7, no. 3 (June 14, 2017): 11. http://dx.doi.org/10.5539/hes.v7n3p11.

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The ongoing changes in history education in support of diversity have an effect on Turkey even if on a limited scale. Although the current history curriculum in Turkey promotes the identity transmission instead of respecting different identities, it also has some goals such as “teaching the students about basic values including peace, tolerance, mutual understanding, democracy, and human rights, and making them sensitive about maintaining and improving these values”, which is compatible with the contemporary understanding of history education. However, it must be noted that the attitudes and perceptions of teachers are as important as their presence in curriculum in terms of reaching the aims of history education. The aim of this study was to reveal preservice history teachers’ attitudes towards identity differences. Identity Attitudes Scale (IAS), which was developed by Yazici (2016) to measure the attitudes towards identity differences, was conducted on 314 preservice history teachers. Preservice teachers’ attitudes towards identity differences in terms of gender, and their ethnic, religious and political identities were examined using t-test and one-way variance analysis. As a result, it was found that the variables had effect on preservice teachers’ attitudes at varying rates.

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Tangulu, Zafer. "Analysis on Oral History Attitudes of Pre-service Teachers." Anthropologist 18, no. 3 (November 2014): 959–68. http://dx.doi.org/10.1080/09720073.2014.11891629.

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MARTIN, ROSS M. "Political Strikes and Public Attitudes in Australia." Australian Journal of Politics & History 31, no. 2 (April 7, 2008): 269–81. http://dx.doi.org/10.1111/j.1467-8497.1985.tb00332.x.

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Stefanich, Greg P., and Kenneth W. Kelsey. "Improving science attitudes of preservice elementary teachers." Science Education 73, no. 2 (April 1989): 187–94. http://dx.doi.org/10.1002/sce.3730730205.

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James, Colin, Caroline Strevens, Rachael Field, and Clare Wilson. "Student Wellbeing Through Teacher Wellbeing: A Study with Law Teachers in the UK and Australia." Student Success 10, no. 3 (December 16, 2019): 76–83. http://dx.doi.org/10.5204/ssj.v10i3.1338.

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Research confirms law students and lawyers in the US, Australia and more recently in the UK are prone to symptoms related to stress and anxiety disproportionately to other professions. In response, the legal profession and legal academy in Australia and the UK have created Wellness Networks to encourage and facilitate research and disseminate ideas and strategies that might help law students and lawyers to thrive. This project builds on that research through a series of surveys of law teachers in the UK and Australia on the presumption that law teachers are in a strong position to influence their students not only about legal matters, but on developing attitudes and practices that will help them to survive and thrive as lawyers. The comparative analysis reveals several differences, but also many similarities with law teachers in both countries reporting negative effects from neoliberal pressures on legal education programs that impact their wellbeing, performance as teachers and ability to adequately respond to student concerns.

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Whitehead, Kay. "German Schools and Teachers in Nineteenth‐Century South Australia." Paedagogica Historica 37, no. 1 (January 2001): 55–68. http://dx.doi.org/10.1080/0030923010370104.

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Mozelius, Peter, Wilfredo Hernandez, Johan Sällström, and Andreas Hellerstedt. "Teacher Attitudes Toward Game-based Learning in History Education." International Journal of Information and Communication Technologies in Education 6, no. 4 (December 1, 2017): 27–35. http://dx.doi.org/10.1515/ijicte-2017-0017.

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AbstractGame-based learning (GBL) is an emerging field reaching new contexts. Research has reported about students’ rich use of digital games and the learning potential of GBL in traditional school subjects. Digital games have been tested as educational tools in various subjects in Swedish schools during the last decade, in areas such as teaching and learning of history and foreign languages. However, there is a lack of detailed research on attitudes toward the use of GBL in history education.Main aim of the study was to examine and discuss attitudes toward an increased use of digital games in formal history education. Earlier studies have analysed students’ opinions and preferences, but this study has a focus on the teacher perspective and on which design factors are important if digital games should be an alternative for self-learning in history education. The research approach has been qualitative cross-sectional study where secondary school teachers have answered questionnaires with open-ended questions on their view of didactics and the use of GBL in formal education. All selected respondents are registered as professional secondary school history teachers. Furthermore, teachers have described their own gaming habits and their game design preferences.Findings show that a majority of the informants have good knowledge about digital games with historical setting and also a positive attitude toward an increased use of GBL. Secondary school teachers also have a tradition of using various media in their teaching and learning activities and there are neither any regulations against an increased use of digital games. An important aspect of history education, where digital games might not the first choice, is in the description of the main changes and influence of a historical époque. Authors’ recommendation is to use games that can enable tangential learning where the gaming sessions could be seen as appetisers for further and deeper learning.

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Wu, Jia-Fen, and Xiaoxiao Lin. "Bibliometric analysis of publications on inclusive education from the Web of Science Core Collection published from 1992 to 2020." Science Editing 8, no. 1 (February 20, 2021): 79–84. http://dx.doi.org/10.6087/kcse.233.

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Purpose: This study analyzed the bibliometric characteristics of publications on inclusive education in the Social Science Citation Index and Science Citation Index Expanded in the Web of Science Core Collection from 1992 to 2020.Methods: Terms related to “inclusive education” and “inclusion of education” were used as keywords to search for journal articles on July 3, 2020.Results: There were 1,786 articles, representing 3,376 authors, in the 345 journals scanned. The United States, United Kingdom, and Australia were the three leading countries/regions in this field. In the top 12 countries, the top 15 institutions and the top 10 most-cited journals were identified by either the number of publications or the number of total citations. Core themes from the 30 most highly-cited articles were teachers’ attitudes, teachers’ self-efficacy, and the effects of inclusive education. Teachers included both pre-service and in-service teachers; students represented those with and without special educational needs.Conclusion: The results indicate that the United States, United Kingdom, and Australia dominated inclusive education research, originating most of the highly-cited articles, having more prolific authors, and presenting the most-cited institutions. Furthermore, three emerging core themes from the 30 most highly-cited articles were teachers’ attitudes, teachers’ self-efficacy, and the effects of inclusive education. Frontline teachers are recommended to submit manuscripts about their teaching experiences to the most-cited journals, which have a large readership. To measure the effects of inclusive education, it is essential to formulate reliable, valid, and culture-free research instruments for future studies.

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Young, Betty J., and Theodore Kellogg. "Science attitudes and preparation of preservice elementary teachers." Science Education 77, no. 3 (June 1993): 279–91. http://dx.doi.org/10.1002/sce.3730770303.

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Shah, Zawar, Shannon Kennedy-Clark, Yancong Xie, Md Shamsur Rahim, Mehregan Mahdavi, and Andrew Levula. "Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia." Sustainability 14, no. 14 (July 10, 2022): 8431. http://dx.doi.org/10.3390/su14148431.

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Higher education for sustainable development (HESD) plays a key role in achieving the United Nations’ 17 Sustainable Development Goals (SDGs). This research study specifically examined HESD in terms of eLearning initiatives in Australian private higher education providers from the perspective of teachers. A qualitative structured interview method was adopted wherein 10 teachers were interviewed in order to gain an understanding of their general knowledge of HESD, their attitudes and experience towards HESD, their teaching practices related to HESD, and their understandings of strategy as well as planning initiatives for their institution. The main findings suggest that (1) teachers in private higher education providers tend to have a limited knowledge of sustainability concepts and limited experience in teaching sustainability; (2) eLearning can be a valuable approach in teaching sustainability, but this approach presents teachers with challenges such as student engagement; and (3) private higher education providers require proper resources and governance frameworks in order for any sustainability initiative to be successful. This research highlights the resourcing aspect of private higher education providers in training staff, developing learning materials, and developing practical guidelines to achieve the SDGs by 2030.

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Campbell, Craig. "History of Education Research in Australia." Espacio, Tiempo y Educación 3, no. 2 (July 18, 2016): 3. http://dx.doi.org/10.14516/ete.2016.003.002.000.

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History of education research has flourished in Australia since the 1960s. However, fewer university appointments in recent years suggest that a decline will soon occur. Nevertheless, research over the previous fifty years has produced much excellent work, following three significant historiographical trends. The first is the dominant Anglo-Empirical Whig tradition, which has concentrated on conflicts between church and state over schooling, and the founders and establishment of schools and public school systems. The second arose from social history, shifting the focus of research onto families, students and teachers. However, the concentration on the social class relations of schooling was eventually overtaken by substantial studies into gender relations. In more recent times, cultural studies and the influence of Foucault have been responsible for new research questions and research, marking a new historiographical trend. A survey of topics for which more research is required concludes the editorial, not least of which is the history of Indigenous education.

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Aydin, Rafet. "Examination of prospective teachers' educational beliefs and attitudes towards educational history." African Educational Research Journal 9, no. 4 (November 12, 2021): 884–906. http://dx.doi.org/10.30918/aerj.94.21.145.

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The aim of this research is to reveal the educational beliefs of prospective teachers and their attitudes towards the History of Education course and the relationship between them. This research aimed to determine the opinions of prospective teachers about their future profession and to make suggestions about teacher training. The research was designed in the survey model and the relational survey model was used to determine the relationship between the variables. The sample of the study consisted of a total of 453 teacher candidates, 90 of whom were male and 363 were female. The data of the research were collected by using the "Educational Beliefs Scale" and "Attitude Scale Towards Turkish Education History Course". The data were analyzed with computer package programs. In line with the educational beliefs scale used in the research, it was revealed that the educational beliefs of the teacher candidates were 'Existentialism', 'Progressivism', 'Perennialism', 'Reconstructionism' and 'Essentialism', respectively. According to the data obtained from the scale of attitude towards education history, it was concluded that prospective teachers’ attitudes towards education history are high. Finally, it was concluded that there is a moderate, positive, and significant relationship between the educational beliefs of the prospective teachers and their attitudes towards Education History.

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McAllister, Ian. "National identity and attitudes towards immigration in Australia." National Identities 20, no. 2 (September 7, 2016): 157–73. http://dx.doi.org/10.1080/14608944.2016.1206069.

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Whitehead, Kay. "Australian women educators’ internal exile and banishment in a centralised patriarchal state school system." Historia y Memoria de la Educación, no. 17 (December 18, 2022): 255–90. http://dx.doi.org/10.5944/hme.17.2023.33121.

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This article explores Australian women teachers’ struggles for equality with men from the late nineteenth to the mid-twentieth century. While Australia purported to be a progressive democratic nation, centralised patriarchal state school systems relied on women teachers to fulfil the requirements of free, compulsory and secular schooling. This study focuses on the state of South Australia where women were enfranchised in 1894, far ahead of European countries. However, women teachers were subjected to internal exile in the state school system, and banished by the marriage bar. The article begins with the construction of the South Australian state school system in the late nineteenth century. The enforcement of the marriage bar created a differentiated profession of many young single women who taught prior to marriage; a few married women who required an income; and a cohort of senior single women who made teaching a life-long career and contested other forms of subordination to which all women teachers were subject. Led by the latter group, South Australian women teachers pursued equality in early twentieth century mixed teachers unions and post-suffrage women’s organisations; and established the Women Teachers Guild in 1937 to secure more equal conditions of employment. The paper concludes with the situation after World War Two when married women were re admitted to the state school system to resolve teacher shortages; and campaigns for equal pay gathered momentum. In South Australia, the marriage bar was eventually removed in 1972.

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Larsson, Yvonne. "Teachers' Attitudes and Perspectives on Educational Provisions for “Gifted” and “Talented” Children in New South Wales, Australia and Essex, England." Gifted Education International 6, no. 3 (January 1990): 174–81. http://dx.doi.org/10.1177/026142949000600311.

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This paper focuses on teacher attitudes to educational provisions for gifted and talented children in two countries. A questionnaire was distributed to 100 teachers in Sydney, New South Wales and to 100 teachers in Essex, England. Both groups represented a range of primary and secondary schools. Teachers had between 5 and 20 years experience and most were aged between 30 and 40 years. The common factor was acceptance of provisions within the comprehensive framework of education but rejection of any provisions that might be interpreted as elitist. It was also considered that there should be pre-service and in-service training in teaching methods for gifted education for all teachers so that the individual talents of children can be accommodated according to their needs within the comprehensive system.

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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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Temple-Smith, M. J., G. Mulvey, and L. Keogh. "Attitudes to taking a sexual history in general practice in Victoria, Australia." Sexually Transmitted Infections 75, no. 1 (February 1, 1999): 41–44. http://dx.doi.org/10.1136/sti.75.1.41.

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Forrest, James, Garth Lean, and Kevin Dunn. "Attitudes of Classroom Teachers to Cultural Diversity and Multicultural Education in Country New South Wales, Australia." Australian Journal of Teacher Education 42, no. 5 (May 2017): 17–34. http://dx.doi.org/10.14221/ajte.2017v42n5.2.

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Little, Helen, Ellen Beate Hansen Sandseter, and Shirley Wyver. "Early Childhood Teachers' Beliefs about Children's Risky Play in Australia and Norway." Contemporary Issues in Early Childhood 13, no. 4 (January 1, 2012): 300–316. http://dx.doi.org/10.2304/ciec.2012.13.4.300.

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Positive risk-taking in the context of outdoor physical play is important for fostering children's optimal health and development. Despite this, there is mounting concern that many developmentally beneficial activities are now seen as dangerous and something to be avoided. However, perceptions of risk are very much subject to cultural interpretation, and the growing risk aversion evident in some developed Western societies, such as Australia, the United Kingdom and the United States of America, is less apparent in other developed countries, notably some of the European and Scandinavian countries. To explore some of these cultural differences, early childhood practitioners from Australia and Norway were interviewed regarding their provision of outdoor play experiences for children and their attitudes towards risk-taking in play. Practitioners from both countries recognised the importance of risky play for children's development and well-being. However, differences in the extent to which children's risky play was supported were evident. Factors associated with the quality of the outdoor environment, regulatory requirements, and a litigious environment were identified as constraining teaching practice for the Australian practitioners. The findings have implications for the development of policy that supports teachers' pedagogical decision-making in providing developmentally challenging play environments for children.

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Temmerman, Nita. "An investigation of undergraduate music education curriculum content in primary teacher education programmes in Australia." International Journal of Music Education os-30, no. 1 (November 1997): 26–34. http://dx.doi.org/10.1177/025576149703000104.

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Primary school music experiences have been shown to impact not only on future adult attitudes to, but also interest and participation in music. Unfortunately, the current policy and practice of music in primary schools is still perceived to be unsatisfactory. According to teachers this can be attributed in the main to their undergraduate university training in music education. Music educators have a key role to play in breaking the apparent current cycle of unsatisfactory (or no) music practice at the primary school level. This paper investigates what curriculum content is currently included in compulsory undergraduate university music education programmes. It asks teacher educators, in light of recent research, to reflect critically on the adequacy of their current curriculum to prepare beginning teachers to teach primary school music.

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Cameron, Sarah, and Juliet Pietsch. "Migrant Attitudes Towards Democracy in Australia: Excluded or Allegiant Citizens?" Australian Journal of Politics & History 67, no. 2 (June 2021): 260–75. http://dx.doi.org/10.1111/ajph.12727.

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King, Bruce B. "Beginning teachers' knowledge of and attitudes toward history and philosophy of science." Science Education 75, no. 1 (January 1991): 135–41. http://dx.doi.org/10.1002/sce.3730750112.

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Moni, Karen B., Anne Jobling, Christina E. van Kraayenoord, John Elkins, Robyn Miller, and David Koppenhaver. "Teachers’ knowledge, attitudes and the implementation of practices around the teaching of writing in inclusive middle years’ classrooms: No quick fix." Educational and Child Psychology 24, no. 3 (2007): 18–36. http://dx.doi.org/10.53841/bpsecp.2007.24.3.18.

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This article examines teachers’ knowledge and attitudes and their implementation of practices around the teaching of writing to students with developmental disabilities and learning difficulties in inclusive classrooms in the middle years (Years 6 to 9). As part of a larger study undertaken in Queensland, Australia, we used evidence from a range of data sources to argue that teachers have knowledge about learners in the middle years, about the abilities and needs of students with developmental disabilities and learning difficulties, and support inclusive philosophies and practices. However, it is evident that this knowledge and these attitudes do not necessarily lead to the implementation of inclusive practices that are responsive to individual students. The findings from this study revealed that it was difficult for teachers to use and sustain practices around the teaching of writing that effectively included students with developmental disabilities and learning difficulties. Specifically, teachers know and understand the abilities and needs of their students, and have positive beliefs about inclusive education, but struggle to implement the practices of differentiated instruction that respond to these students as individuals. Reasons for this knowledge/attitude–practice gap are suggested.

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Bohatyryova, Galina, Yurii Horban, Oksana Koshelieva, Olga Bigus, Oleksandr Chepalov, and Dmytro Bazela. "Cultural aspects of future specialists training in modern conditions." LAPLAGE EM REVISTA 7, Extra-D (July 10, 2021): 117–26. http://dx.doi.org/10.24115/s2446-622020217extra-d1077p.117-126.

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This study is based on the results of the OECD (2018) structured survey of 1,093 teachers at universities in Australia, Colombia, the Czech Republic, Denmark, Georgia, Malta, Vietnam, Turkey, and Argentina, examined policy, the practice of cultural characteristics in training specialists, and teachers' attitudes to cultural diversity. The attitude and perception of cultural features by teachers does not determine the practice of forming a cultural environment and managing this environment to ensure quality education of students of different nations. The main culturological aspects of training are self-expression of cultural and ethnic identities, expression of cultural characteristics and their value through multicultural activities in universities, teaching students to combat ethnic or cultural discrimination. Therefore, the formation of a multicultural environment in higher education occurs through the activities of students and teachers, which complement each other.

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Whitehead, Kay. "Histories of teachers in Australia and New Zealand from the 1970s to the present." History of Education Review 48, no. 2 (September 26, 2019): 242–58. http://dx.doi.org/10.1108/her-06-2019-0020.

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Purpose Commencing with publications in the 1970s, the purpose of this paper is to review the historical writing about Australian and New Zealand teachers over the past 50 years. Design/methodology/approach The paper incorporates men and women who led and taught in domestic spaces, per-school, primary, secondary and higher education. It is structured around publications in the ANZHES Journal and History of Education Review, and includes research published in other forums as appropriate. The literature review is selective rather than comprehensive. Findings Since the 1980s, the history of New Zealand and Australian teachers has mostly focussed on women educators in an increasing array of contexts, and incorporated various theoretical perspectives over time. Originality/value The paper highlights key themes and identifies potential directions for research into Australian and New Zealand teachers.

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Hassan, Abdel Moneim Ahmed, and Robert L. Shrigley. "The effect of persuasion upon the attitudes of science teachers." Science Education 69, no. 1 (January 1985): 95–103. http://dx.doi.org/10.1002/sce.3730690110.

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32

Stronck, David R. "Teachers' attitudes toward science coordination in british columbia's school districts." Science Education 71, no. 1 (January 1987): 21–27. http://dx.doi.org/10.1002/sce.3730710106.

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Trotman, Janina. "Women Teachers in Western Australian “Bush” Schools, 1900-1939: Passive Victims of Oppressive Structures?" History of Education Quarterly 46, no. 2 (2006): 248–73. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00067.x.

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Demography, distance, and die expansion of settlements created problems for the State Department of Education in Western Australia and other Australian states in the nineteenth and early twentieth centuries. Educational administration in Canada and parts of the United States faced similar issues with regard to the provision of schools. A common response was the establishment of one-teacher rural schools, frequently run by young, and sometimes unclassified, female teachers. In the United States locally elected school boards were the primary source of regulation, but in late nineteenth-century Western Australia such local boards had been stripped of their powers and were answerable to the newly established, highly centralized Education Department. Formal regulated teachers. The masculinized system of the Department and its inspectorate. All the same, however, the local community still exerted informal controls over the lives of teachers working and living in small settlements.

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Dallimore, Liz. "Teaching the scientists of tomorrow." Biochemist 24, no. 2 (April 1, 2002): 32. http://dx.doi.org/10.1042/bio02402032.

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Since arriving in the UK as a young scientist from Australia, I have discovered that many of the attitudes and problems associated with science education are common to both countries. Government teachers and academic staff of both countries campaign to entice more young people, particularly women, to choose a career within science. Science appears to be a more prominent part of the curriculum in Australia at the equivalent of GCSE and AS/A2 levels. However, my perception is that students tend to see it as a stepping stone to university courses in other disciplines (e.g. medicine, dentistry and physiotherapy) and have little perception of the career opportunities open to graduate scientists.

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Umetbaeva, Damira. "Paradoxes of Hegemonic Discourse in Post-Soviet Kyrgyzstan: History Textbooks’ and History Teachers’ Attitudes toward the Soviet Past." Central Asian Affairs 2, no. 3 (May 29, 2015): 287–306. http://dx.doi.org/10.1163/22142290-00203004.

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This article analyzes the creation of hegemonic discourse in a post-transformation society by examining representations of Soviet socialism in post-Soviet history textbooks and in the discursive practices of history teachers in Kyrgyzstan. While the textbooks attempt to fix a new hegemonic discourse about Soviet socialism, they also contain contradictory discourses. History teachers, in turn, have appropriated the discourse of the Kyrgyz nation-state and its modernization, adapting it to their own experiences. Post-Soviet Kyrgyzstan has become a new type of state, where hegemonic discourse on both the official level and in the discursive practices of its citizens is ambivalent and outright contradictory.

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Connell, Sharon, John Fien, Helen Sykes, and David Yencken. "Young People and the Environment in Australia: Beliefs, Knowledge, Commitment and Educational Implications." Australian Journal of Environmental Education 14 (1998): 39–48. http://dx.doi.org/10.1017/s0814062600001555.

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AbstractThere is a paucity of research in Australia on the nature of young people's attitudes, knowledge and actions. This paper reports on the findings from one such study of Australian high school students. The research was based on a survey of 5688 students from Melbourne and Brisbane. These young people identified protection of the environment as the most important problem In Australia and strongly supported the belief systems characteristic of an ‘environmental paradigm’. Despite this, the majority displayed relatively low levels of knowledge of key environmental concepts, and were involved in little environmental action-taking outside of household activities. Differences are reported between: students from Melbourne and Brisbane; girls and boys; high performing and general schools; and teachers and students. The paper concludes with a discussion of some implications for environmental education in Australia.

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Akbaba, Bülent, and Bahadır Kılcan. "Develeopment of an Attitude Scale toward Oral History: A validity and reliability study." Pegem Eğitim ve Öğretim Dergisi 2, no. 1 (March 1, 2012): 1–10. http://dx.doi.org/10.14527/c2s1m1.

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The purpose of this study is to develop a scale to determine prospective attitudes towards oral history. The scale consisting of 26 items was applied to 123 prospective teachers from Department of Social Sciences Teaching and 118 prospective teachers from Department of History Teaching in Gazi University, Gazi Faculty of Education. Experts' views were given importance to ensure the content validity of the scale. Explanatory factor analysis and item discrimination powers were calculated to determine the validity of the scale. After the analysis done, it is seen that the scale has a two-factor structure. Internal consistency level was calculated to detect the reliability of the scale. Results indicated that this scale can easily be used as a valid and reliable tool to determine the attitudes towards oral history studies.

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Langfield, Michele. "Attitudes to European immigration to Australia in the early twentieth century." Journal of Intercultural Studies 12, no. 1 (January 1991): 1–15. http://dx.doi.org/10.1080/07256868.1991.9963369.

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Pirozzo, Ralph. "Australia: A Community-Based Programme for the Gifted." G/C/T 8, no. 4 (July 1985): 32–34. http://dx.doi.org/10.1177/107621758500800415.

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The curriculum required by the gifted is frequently described as qualitatively different. The underlying philosophical assumption is that the gifted child's intellectual ability does not respond to boring and repetitive curriculum tasks. Yet, there are major problems in planning and implementing a differentiated programme for these children due to negative attitudes toward the gifted, limited teachers' expertize in certain subject areas, and lack of school materials. These negative attitudinal factors represent the major obstacle to programming for the gifted because their needs are the lowest priority in most school systems. These negative societal attitudes stem from the public's equation of gifted education with notions of genetic superiority and the establishment of an elite class. Thus, whenever schools are unable/unwilling to provide for these children's needs, the community has an obligation to ensure that these children are provided with programmes that will enable them to achieve at their highest levels. It becomes evident that all available learning resoures must be tapped to enrich and extend these children. Community support is particularly appropriate because it encourages the community to become actively involved in the enhancement of its most valuable natural resource, its bright children. As well, this enables youngsters to interact with practising experts who are willing to share their specialized knowledge and their familiarity with the demands of various professions and occupations. Since 1979, I have demonstrated the feasibility of this notion through my involvement in a community-based enrichment programme. This article describes a rationale for the implementation of a community-based programme and details the procedures used to keep this programme functioning for the last five years.

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McDeviw, Teresa M., Henry W. Heikkinen, Janet K. Alcorn, Anthony L. Ambrosio, and April L. Gardner. "Evaluation of the preparation of teachers in science and mathematics: Assessment of preservice teachers' attitudes and beliefs." Science Education 77, no. 6 (November 1993): 593–610. http://dx.doi.org/10.1002/sce.3730770604.

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Djono, Nur Fatah Abidin, and Moh Salimi. "Pursuing Historical Truth: The Discourse of History Teachers in Teaching the History of 30 September Movement in Indonesia." Education Research International 2021 (November 20, 2021): 1–11. http://dx.doi.org/10.1155/2021/2671682.

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The most controversial issue in history teaching in Indonesia is the history of the 30 September Movement. History teachers have to deal with seven versions of the narrative presented in history textbooks and a bunch of pseudohistories invented by students from the Internet and social media outlets. This research analyzes the discourse of history teachers in teaching the history of the 30 September Movement in Indonesia. Critical discourse analysis based on the socio-cognitive approach was used to analyze the perception and attitudes of 25 history teachers in five cities in Indonesia. The findings of the research show two typologies of history teachers in dealing with the history of the 30 September Movement. The first is the conformist history teachers who try to accept and confirm the official history but feel confused when dealing with other narratives. The second is the objectivist history teachers who try to criticize the official narrative but are afraid to express it in the learning process. They tend to believe in one narrative to be the historical truth that closely relates to the narratives in history textbooks. Based on the findings, it can be pointed out that history teachers need an appropriate pedagogical approach that accommodates multiple narratives in teaching controversial histories such as the history of the 30 September Movement.

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Krylova, Anastasiya A., Natalya G. Krylova, and Elena V. Tikhomirova. "The experience of bullying in the teacher's personal history." Yaroslavl Pedagogical Bulletin 1, no. 124 (2022): 40–47. http://dx.doi.org/10.20323/1813-145x-2022-1-124-40-47.

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In this article, the authors made an attempt to identify the specifics of attitudes towards bullying, its perception among school teachers who have experienced bullying in the past, namely, during schooling. The increasing spread of bullying in the educational environment is also associated with the inability, unwillingness of teachers to cope with this problem. The authors, drawing attention to this context, suggested that the degree of concretization of ideas, differentiation of bullying signs, understanding of the ways of constructive solution of the accompanying problems among teachers is associated with the personal experience of living in a bullying situation in the past: with the role position (aggressor / victim) and the type of bullying, with whom he met. The study used the «Smob» method (H. Kasper, 2010) to identify the type of bullying that teachers faced in personal childhood history and a semi-structured interview to determine the role position in which the person was at the time of the bullying situation in the personal history and attitudes towards this phenomenon in the present. The study involved 40 teachers (M = 48.8 years, SD = 18.3) with experience of living in a bullying situation in the past as a victim or aggressor. As a result, th e authors come to the conclusion that the position of the victim, as more traumatic, often associated with a situation of systematic, repeated bullying — type I bullying, causes difficulties in differentiating the phenomenon in the present, leads to its ignoring, fear of collision in professional activity, does not allow the teacher to adequately and respond effectively if it occurs due to the fact that he does not believe in his own strength. The position of the aggressor, more often associated with type II bullying in the case of teachers — «a separate event», less traumatic for their personality, is practically not accompanied by cognitive distortions in the notion of bullying in the present. They understand the need to prevent such situations in a child's environment, they believe in the possibility of timely forecasting and prevention.

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43

Joseph, Dawn. "Fostering a happy positive learning environment for generalist pre-service teachers: building confidence that promotes wellbeing." British Journal of Music Education 36, no. 02 (July 2019): 183–96. http://dx.doi.org/10.1017/s0265051719000159.

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AbstractMusic is more than just sounds; engaging in music activities in educational settings may foster a sense of wellbeing. This paper explores whether positive learning environments can change attitudes and build confidence of students undertaking the Bachelor of Education (primary) program. As part of a wider study in Melbourne (Australia), using questionnaire data, this qualitative case study reports on two overarching themes (Wellbeing and Learning, and Skill Development and Confidence). I contend that a happy and safe teaching and learning space may promote and nurture the health and wellbeing of students who lack the confidence to teach music as generalist teachers.

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Anderson, Judy, Kate Wilson, Debbie Tully, and Jenni Way. "“Can We Build the Wind Powered Car Again?” Students’ and Teachers’ Responses to a New Integrated STEM Curriculum." Journal of Research in STEM Education 5, no. 1 (July 1, 2019): 20–39. http://dx.doi.org/10.51355/jstem.2019.61.

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Recently, STEM (science, technology, engineering and mathematics) education has become a focus in the Australian context, particularly since the release of government-initiated reports into Australia’s falling performance on international tests and fewer enrolments in senior school STEM subjects and university STEM degrees. Since student engagement in STEM subjects begins to decline in primary school (Kindergarten to grade 6 in Australia [5-12 years of age]), addressing engagement and achievement in the STEM subjects requires support for teachers to design curriculum that enthuses students and develops their understanding of the role of the STEM subjects in solving real-world problems. To that end, a year-long professional learning program was developed to assist small teams of teachers from each of 13 primary schools in designing integrated STEM curriculum approaches. To determine the impact of the program on teachers’ capacity to design integrated STEM curriculum and on students’ STEM attitudes and aspirations, data were collected using both qualitative and quantitative research methods. This paper presents a case study of one of the participating primary schools. From the 44 grade 3 students who completed both pre- and post-surveys, students’ attitudes and aspirations towards the STEM subjects showed significant positive shifts. Analyses of school documents and transcripts of interviews with four teachers and a group of four students from the school enabled.

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Varadharajan, Meera, and John H. Buchanan. "Any small change?: Teacher education, compassion, understandings and perspectives on global development education." International Journal of Development Education and Global Learning 9, no. 1 (June 30, 2017): 33–48. http://dx.doi.org/10.18546/ijdegl9.1.04.

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Increased migration of people(s), goods, ideas and ideologies necessitate global understanding, empathies and responses on the part of teachers and their students. This paper investigates the effects on 100 primary pre-service teachers' understandings of and attitudes toward a semester-long course exploring, inter alia, global development. The research was undertaken in Sydney, Australia. Near-identical surveys were administered at the course's beginning and end, for comparison. Additionally, four students volunteered to participate in a focus group for further discussion. Students' understandings, including misunderstandings, are examined in the context of their future professional responsibilities and of the related literature. While attitudes to those in underdeveloped countries appeared generally empathetic, this was premised on relatively limited or inaccurate 'knowledge'. The paper questions the adequacy of compassion as a motivating factor in global development education and action, and related subject shortcomings. Moreover, it examines the contribution of compassion as an enabler or impediment to global equities and justices, and considers other approaches. The paper also explores implications for teacher education and accordingly posits some recommendations.

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Leonard, Simon. "Children's History: Implications of Childhood Beliefs for Teachers of Aboroginal Students." Australian Journal of Indigenous Education 30, no. 2 (2002): 20–24. http://dx.doi.org/10.1017/s1326011100001447.

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While conducting research intended to explore the underlying thoughts and assumptions held by non-Indigenous teachers and policy makers involved in Aboriginal education I dug out my first book on Australian history which had been given when I was about seven years old. Titled Australia From the Beginning (Pownall, 1980), the book was written for children and was not a scholarly book. It surprised me, then, to find so many of my own understandings and assumptions about Aboriginal affairs and race relations in this book despite four years of what had seemed quite liberal education in Australian history.

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Chanwaiwit, Panachanok, and Piyapan Kantisa. "THAI TEACHERS’ ATTITUDES TOWARDS ENGLISH AS A LINGUA FRANCA: A LONGITUDINAL STUDY." ELT Echo : The Journal of English Language Teaching in Foreign Language Context 7, no. 2 (December 28, 2022): 133. http://dx.doi.org/10.24235/eltecho.v7i2.11662.

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Hattie, John, and Donald Fitzgerald. "Sex Differences in Attitudes, Achievement and Use of Computers." Australian Journal of Education 31, no. 1 (April 1987): 3–26. http://dx.doi.org/10.1177/000494418703100101.

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While there is much literature suggesting reasons why there are differences between males and females with respect to computer usage, achievement and attitudes, there is a paucity of empirical research. This study discusses a meta-analysis or synthesis of empirical studies and finds small differences in attitude and no differences in achievement between males and females. Two Australian studies are then reported. One study investigated differences between male and female students, parents, and teachers in 32 schools that have been involved with computers for some time. The second study was based on a representative sample of 1000 schools throughout Australia. The research supported the conclusion of small differences in attitudes, but pointed to a polarity in that as many males as females liked computers, but many more girls ardently disliked computers. There were no differences between primary male and female students in usage and attitudes towards computers, but as the students progressed through secondary schools, the differences became marked. Various reasons for these findings are evaluated and some strategies suggested to encourage girls to use computers.

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Lasa, Aitzol, Haritz Iribas, Olga Belletich, and Miguel R. Wilhelmi. "Teacher Degree Students Attitudes Towards STEM Activities in two Spanish Universities." U.Porto Journal of Engineering 8, no. 1 (February 16, 2022): 34–50. http://dx.doi.org/10.24840/2183-6493_008.001_0005.

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The attempt to train undergraduate primary school teachers in STEM skills faces an evident handicap, since students enrolling Teacher Degrees usually have humanistic secondary school backgrounds. Attitudes towards STEM on a sample of 336 under-graduate teachers from two Spanish universities were analyzed. Students answered a questionnaire, and responses were analyzed qualitatively (open text questions) and quantitatively (Descriptive Statistics and Statistical Implicative Analysis). Results describe a young collective, with a clear majority of women, mostly interested in languages and history, with high vocation (rather spontaneous than hereditary) to work with children. There is evidence that school advice services fulfill a role to discourage certain students from STEM. These conclusions give valuable information that could be used to replace institutional practices and improve the perception future teachers have towards the teaching of STEM in Primary Education.

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Watt, Helen M. G. "Attitudes to the Use of Alternative Assessment Methods in Mathematics: A Study with Secondary Mathematics Teachers in Sydney, Australia." Educational Studies in Mathematics 58, no. 1 (January 2005): 21–44. http://dx.doi.org/10.1007/s10649-005-3228-z.

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