Moving physical activity beyond the school classroom : A social-ecological insight for teachers of the facilitators and barriers to students' non-curricular physical activity
- Hyndman, Brendon, Telford, Amanda, Finch, Caroline, Benson, Amanda
- Authors: Hyndman, Brendon , Telford, Amanda , Finch, Caroline , Benson, Amanda
- Date: 2012
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 37, no. 2 (2012), p.1-24
- Relation: http://purl.org/au-research/grants/nhmrc/565900
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- Description: Non-curricular avenues such as active play during school breaks have been established as a major source for children’s physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students’ non-curricular physical activity. During this study focus groups and drawing were used to explore the broader influences on primary (n=47) and secondary (n=29) school students’ physical activity behaviour beyond the classroom. Barriers and facilitators to children’s physical activity were categorised using a multi-level social-ecological framework incorporating intrapersonal, interpersonal, physical environment and policy factors. Based on the drawings, comparisons between students’ existing play spaces and their perception of their ideal play space were made. Additionally, students depicted what features within a play space would encourage them to be active. The findings of the study indicate secondary school play spaces may need to incorporate more features to facilitate physical activity. The barriers and facilitators identified in this study provide information for teachers and school decision makers to consider when targeting children’s physical activity beyond school classrooms.
- Authors: Hyndman, Brendon , Telford, Amanda , Finch, Caroline , Benson, Amanda
- Date: 2012
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 37, no. 2 (2012), p.1-24
- Relation: http://purl.org/au-research/grants/nhmrc/565900
- Full Text:
- Reviewed:
- Description: Non-curricular avenues such as active play during school breaks have been established as a major source for children’s physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students’ non-curricular physical activity. During this study focus groups and drawing were used to explore the broader influences on primary (n=47) and secondary (n=29) school students’ physical activity behaviour beyond the classroom. Barriers and facilitators to children’s physical activity were categorised using a multi-level social-ecological framework incorporating intrapersonal, interpersonal, physical environment and policy factors. Based on the drawings, comparisons between students’ existing play spaces and their perception of their ideal play space were made. Additionally, students depicted what features within a play space would encourage them to be active. The findings of the study indicate secondary school play spaces may need to incorporate more features to facilitate physical activity. The barriers and facilitators identified in this study provide information for teachers and school decision makers to consider when targeting children’s physical activity beyond school classrooms.
Intentions and behaviours: Record-Keeping practices of pre-service teachers during professional experience
- Shaw, Simon, Pedersen, Scott, Cooley, Dean, Callingham, Rosemary
- 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.
- 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
- Full Text:
- Reviewed:
- 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.
Pre-service primary teachers’ perceptions of early childhood philosophy and pedagogy: A case study examination
- Lord, Alison, McFarland, Laura
- Authors: Lord, Alison , McFarland, Laura
- Date: 2010
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 35, no. 3 (2010), p.
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- Description: Abstract: This study examined the experiences of three primary teacher education students participating in early childhood-focused community play sessions, as well as their perceptions of early childhood and primary philosophy and pedagogy. The purpose was to explore perceived differences in primary and early childhood preservice teacher courses, which may then translate to differences in approaches to pedagogy in the field. Three pre-service teachers participated in a weekly community play session on a rural university campus in NSW, Australia. As these students had been educated in primary education pedagogy, a focus group interview was conducted to gain insights to their experiences in the play sessions, which had an early childhood emphasis in theory and practice. Qualitative analysis suggests that these students found several major differences in their early childhood and primary experiences. Themes and properties that emerged included Pedagogy (curriculum, parents, play) and Foundational Knowledge (developmental theory, discontinuity of development). These primary students found the idea of developing curriculum based on observations and interests rather than mandated Syllabus outcomes, challenging. Also, they found the role of play and parent-teacher relationships in early childhood and primary to differ. Students also noted a lack of foundational developmental theory, specifically in the birth-two period, in their teacher education course, and expressed the idea that younger children are discretely different from older children, rather than seeing development as a continuous process. Implications for teacher education courses and children’s transition to school are discussed
- Authors: Lord, Alison , McFarland, Laura
- Date: 2010
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 35, no. 3 (2010), p.
- Full Text:
- Reviewed:
- Description: Abstract: This study examined the experiences of three primary teacher education students participating in early childhood-focused community play sessions, as well as their perceptions of early childhood and primary philosophy and pedagogy. The purpose was to explore perceived differences in primary and early childhood preservice teacher courses, which may then translate to differences in approaches to pedagogy in the field. Three pre-service teachers participated in a weekly community play session on a rural university campus in NSW, Australia. As these students had been educated in primary education pedagogy, a focus group interview was conducted to gain insights to their experiences in the play sessions, which had an early childhood emphasis in theory and practice. Qualitative analysis suggests that these students found several major differences in their early childhood and primary experiences. Themes and properties that emerged included Pedagogy (curriculum, parents, play) and Foundational Knowledge (developmental theory, discontinuity of development). These primary students found the idea of developing curriculum based on observations and interests rather than mandated Syllabus outcomes, challenging. Also, they found the role of play and parent-teacher relationships in early childhood and primary to differ. Students also noted a lack of foundational developmental theory, specifically in the birth-two period, in their teacher education course, and expressed the idea that younger children are discretely different from older children, rather than seeing development as a continuous process. Implications for teacher education courses and children’s transition to school are discussed
Preparing pre-service teachers for professional engagement through place/community pedagogies and partnerships
- Authors: Green, Monica
- Date: 2016
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 41, no. 11 (2016), p. 44-60
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- Description: There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers' professional knowledge, engagement and practice in an undergraduate Bachelor of Education (primary) course. The paper reports on a study about teacher education students' perspectives of fieldwork-based learning and its potential to inform students' future engagement with the broader school community. Using a conceptual framework of place- and community based education, the study examined data from an electronic survey and student teacher fieldwork reflections to better understand how pre-service teachers interpret the benefits of working with local schools, and communitybased representatives. Findings suggest pre-service teachers' professional engagement was significantly enhanced as a consequence of partnership fieldwork. The implications for teacher education and future teacher practice are discussed.
- Authors: Green, Monica
- Date: 2016
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 41, no. 11 (2016), p. 44-60
- Full Text:
- Reviewed:
- Description: There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers' professional knowledge, engagement and practice in an undergraduate Bachelor of Education (primary) course. The paper reports on a study about teacher education students' perspectives of fieldwork-based learning and its potential to inform students' future engagement with the broader school community. Using a conceptual framework of place- and community based education, the study examined data from an electronic survey and student teacher fieldwork reflections to better understand how pre-service teachers interpret the benefits of working with local schools, and communitybased representatives. Findings suggest pre-service teachers' professional engagement was significantly enhanced as a consequence of partnership fieldwork. The implications for teacher education and future teacher practice are discussed.
Generating reflections through professional collaborative storytelling
- Keary, Anne, Wood, Narelle, Barley, Karina, Carabott, Kelly
- Authors: Keary, Anne , Wood, Narelle , Barley, Karina , Carabott, Kelly
- Date: 2022
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 47, no. 2 (Feb 2022), p. 44-59
- Full Text:
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- Description: For teachers, storytelling is a way of making sense of everyday pedagogical practices and connecting with colleagues. In this paper, we explore how storytelling contributed to a collaborative culture indicative of our professional journey as four teacher educators. We examine six online weekly Zoom conversations we participated in as a teaching group to share our pedagogical ideas for enhancing an English education unit of work. During this storytelling, we discussed how we engaged with the teaching of, teaching about and teaching through the teaching and learning curriculum cycle to a first-year cohort of preservice teachers (PSTs). Importantly, we deliberated on how we could make our pedagogical decision-making visible to PSTs, illustrating the importance of teacher collaborative storytelling. We contend that by creating time and an online space for us as teacher educators to share, consider, evaluate and think collectively about pedagogical practices we not only developed a better understanding of our subject area but provided a collaborative professional learning model to our PSTs. We hope that other English teachers may read a little of their own professional journeys in our storytelling and be encouraged to engage with a professional collaborative dialogic space. This paper does not purport to suggest that this is the only way to teach English education to PSTs. Rather, it is about making visible who we are as learners and our practice as teacher educators and storytellers.
- Authors: Keary, Anne , Wood, Narelle , Barley, Karina , Carabott, Kelly
- Date: 2022
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 47, no. 2 (Feb 2022), p. 44-59
- Full Text:
- Reviewed:
- Description: For teachers, storytelling is a way of making sense of everyday pedagogical practices and connecting with colleagues. In this paper, we explore how storytelling contributed to a collaborative culture indicative of our professional journey as four teacher educators. We examine six online weekly Zoom conversations we participated in as a teaching group to share our pedagogical ideas for enhancing an English education unit of work. During this storytelling, we discussed how we engaged with the teaching of, teaching about and teaching through the teaching and learning curriculum cycle to a first-year cohort of preservice teachers (PSTs). Importantly, we deliberated on how we could make our pedagogical decision-making visible to PSTs, illustrating the importance of teacher collaborative storytelling. We contend that by creating time and an online space for us as teacher educators to share, consider, evaluate and think collectively about pedagogical practices we not only developed a better understanding of our subject area but provided a collaborative professional learning model to our PSTs. We hope that other English teachers may read a little of their own professional journeys in our storytelling and be encouraged to engage with a professional collaborative dialogic space. This paper does not purport to suggest that this is the only way to teach English education to PSTs. Rather, it is about making visible who we are as learners and our practice as teacher educators and storytellers.
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