Contemporary ways of learning in secondary teacher education : Towards a deeper understanding of teacher learning
- Authors: Brown, Maryann
- Date: 2006
- Type: Text , Thesis , PhD
- Full Text:
- Description: "The focus of this portfolio is an exploration of contemporary ways of learning in secondary teacher education."
- Description: Doctor of Philosophy
An investigation of middle secondary students’ mathematical conceptions of rate
- Authors: Herbert, Sandra
- Date: 2010
- Type: Text , Thesis , PhD
- Full Text:
- Description: This qualitative study investigated Year 10 students’ understandings of the important mathematical concept of 'rate'. Results identified educationally critical aspects including teaching through a range of contexts and representations.
- Description: Doctor of Philosophy
Behind the masks: a study of teachers' work, emotions and school change
- Authors: McDonough, Sharon
- Date: 2011
- Type: Text , Thesis , PhD
- Full Text:
- Description: This thesis examines the role of teachers’ emotions in their work, particularly during times of school reform and highlights the important role they play during change processes.
- Description: Doctor of Philosophy
Implementing inclusion : classroom journeys
- Authors: Elvey, Moya
- Date: 2020
- Type: Text , Thesis , PhD
- Full Text:
- Description: This study interrogates the professional experiences, attitudes and pedagogical choices of eight classroom teachers in regular schools and inquires into their impact on the development of inclusive teaching practices. Approached from the perspective of an experienced teaching practitioner, the study responds to the call for an increased focus on the role of classroom teachers in implementing inclusion in schools. The study is underpinned by a theoretical stance that promotes the value of inclusive education through a human rights, access and equity framework. It advocates for the importance of overcoming the discriminatory practices that marginalise some students. Consistent with a qualitative, ethnographic methodology, observations and interviews with practicing teachers provide insights into the factors that encourage, and sometimes discourage, the enactment of inclusive pedagogies. The literature on inclusive education provides guidance throughout the data collection and analysis process. This includes frameworks designed by other researchers that outline and define inclusive teaching strategies. The study exposes the pivotal role that ongoing teacher professional learning, along with strategic guidance and support from colleagues and school leaders, plays in enhancing teacher capacity and positive attitudes towards student diversity. It also uncovers evidence that when medical reports and pressure from ‘others’ such as health professionals, encourage teachers to focus on student ‘deficits’ and ‘problems’, they are more likely to seek out and adopt strategies that marginalise and set some students apart from their peers. A fundamental finding of this study is that when teachers and their school leaders focus on developing understanding about ‘effective’ pedagogies - on quality education for all - responsive, inclusive, student-centred teaching approaches often become embedded in their everyday classroom practice.
- Description: PhD