An Australian international teaching practicum in China : exploring multiple perspectives
- Authors: Jin, Aijing , Parr, Graham , Cooley, Dean
- Date: 2020
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 47, no. 2 (2020), p. 263-281
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- Description: In the context of increasing interest in international teaching practicums, this study investigated the perceptions of Australian pre-service teachers, Chinese mentor teachers and Chinese school students vis-à-vis an international teaching practicum in Anshan, China. Utilising a case study design and thematic analysis methods, the authors critically investigate how the participants from Australia and China perceived the benefits and challenges associated with that practicum. The analysis draws on data from pre-service teachers’ reflective reports, mentor teachers’ interviews and local student questionnaires. The data show that this international teaching practicum was a mutually beneficial and valuable experience for all participants. However, the study revealed challenges and tensions with respect to the meeting of Australian and Chinese educational systems because of their very different social and cultural contexts. Recommendations are made for improving the experience of all participants in international teaching practicums into the future. © 2019, The Australian Association for Research in Education, Inc.
How do male primary teachers negotiate expectations to perform gendered roles in their schools?
- Authors: Cruickshank, Vaughan , Pedersen, Scott , Cooley, Dean , Hill, Allen
- Date: 2020
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 47, no. 2 (2020), p. 307-322
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- Description: Primary schools are dynamic environments where teachers take on multiple roles, often simultaneously, to help promote high-quality learning and meet the various needs of their students. Within the primary school context both female and male teachers are required to perform multiple roles; however, these roles are often socially constructed based on gender. Traditionally, primary schools in countries such as Australia, New Zealand and the United States have a high proportion of female teachers. Despite their minority status, research has noted that male primary teachers in the minority are often expected to take primary responsibility for roles such as disciplinarian, manual labourer, sports coach, and lead in science, technology, engineering and mathematics education. Role differentiation in primary schools often reflects broader societal gender constructions that are increasingly subjected to critical scrutiny. Yet that same level of scrutiny has not always been applied to educational contexts. It is the aim of this paper, therefore, to more fully examine how gendered roles influence the experience of male primary teachers and more specifically, how those teachers cope with the expectations placed on them because they are men. Understanding the sources and types of coping strategies will aid in the development of specific interventions to improve the retention of other male primary teachers. © 2019, The Australian Association for Research in Education, Inc.
Towards a measure of gender-related challenges faced by male primary teachers
- Authors: Cruickshank, Vaughan , Pedersen, Scott , Cooley, Dean , Hill, Allen
- Date: 2018
- Type: Text , Journal article
- Relation: Australian Journal of Education Vol. 62, no. 1 (2018), p. 49-60
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- Description: Debate about teacher gender balance in primary education is a constant. This debate is fuelled by recommendations to increase recruitment and retainment of males into primary education. In parallel, 10-year trend data indicate a continual decrease in male primary school teachers. Although many factors contribute to the decreasing percentage of male primary teachers, one factor is the gender-related challenges they face in their profession. Previous research has identified some of these challenges; however, a limitation of these claims is contextual and individually bound data derived from qualitative research methods. Large-scale interventions have not been realised as current trends are unable to be generalised to the wider population of male primary teachers. Thus, the aim of this paper is to expand upon previous literature through discussing the development and validation of a scale which quantifies the gender-related challenges faced by male primary teachers.
Intentions and behaviours: Record-Keeping practices of pre-service teachers during professional experience
- Authors: Shaw, Simon , Pedersen, Scott , Cooley, Dean , Callingham, Rosemary
- Date: 2013
- Type: Text , Journal article
- Relation: The Australian Journal of Teacher Education Vol. 38, no. 6 (2013), p. 71-87
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- Description: The current expectation of teachers in Australia is that they are able to collect, interpret, and use data related to teaching and learning. Digital technologies in schools, such as electronic methods of record-keeping, offer enhanced opportunities for teachers to perform this skill, and its application has been growing steadily in education. The aim of this exploratory study was to examine fourth-year pre-service teachers’ behaviour in record-keeping whilst on their final professional experience placement. Using Ajzen’s (1992) theory of planned behavior, this study found that most pre-service teachers exhibited positive attitudes toward the behaviour of recording, using, and analysing classroom data. Despite this positive attitude, many pre-service teachers were unable to maintain any system of record-keeping whilst on placement. For many, this was due to a number of external influences or perceived external influences, which acted as a constraint to their behaviour.