List of Titles

Collaboration and co-creation in regional and remote education : case studies from initial teacher education programs

- Woolcott, Geoff, Whannell, Robert, Wines, Chris, Pfeiffer, Linda, Marshman, Margaret, Galligan, Linda

Authors: Woolcott, Geoff , Whannell, Robert , Wines, Chris , Pfeiffer, Linda , Marshman, Margaret , Galligan, Linda
Date: 2019
Type: Text , Journal article
Relation: Australasian Journal of Regional Studies Vol. 25, no. 1 (Apr 2019), p. 54-80
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Description: Education policies and practices developed for urban populations are not always effective when implemented in regional and remote locations. Despite government policy initiatives that may provide for collaboration across communities, a singular issue is that a diversity of solutions may be required rather than a 'one size fits all' approach. This article presents a potential solution to this problem through engaging collaboration and co-creation to optimise educational opportunities in initial teacher education in Australia. Qualitative analysis of a collaborative and co-created process of enhancement, lesson development and reflection brings together the every-day problem-solving processes used by pre-service teachers and classroom students with those used by research scientists and community experts. A consequence of such a process that benefits regional and remote communities is the development of collaborative networks founded in co-creation of educational opportunities and based on daily life in local communities.

Oppositional defiant disorder: Prevalence based on parent and teacher ratings of Malaysian primary school children

- Gomez, Rapson, Hafetz, Nina, Gomez, Rashika

Authors: Gomez, Rapson , Hafetz, Nina , Gomez, Rashika
Date: 2013
Type: Text , Journal article
Relation: Asian Journal of Psychiatry Vol. 6, no. 4 (2013), p. 299-302
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Description: Background: This study examined the prevalence rate of Oppositional Defiant Disorder (ODD) in Malaysian primary school children. Methods: In all 934 Malaysian parents and teachers completed ratings of their children using a scale comprising DSM-IV-TR ODD symptoms. Results: Results showed rates of 3.10%, 3.85%, 7.49% and 0.64% for parent, teacher, parent or teacher ("or-rule"), and parent and teacher ("and-rule") ratings, respectively. When the functional impairment criterion was not considered, the rate reported by parents was higher at 13.28%. Discussion: The theoretical, diagnostic and cultural implications of the findings are discussed. © 2013 Elsevier B.V.
Description: C1

From pedagogical confrontations to pedagogical invitations: A Self-study of teacher educator practice

- Brandenburg, Robyn, McDonough, Sharon, Moran, Wendy Kay

Authors: Brandenburg, Robyn , McDonough, Sharon , Moran, Wendy Kay
Date: 2016
Type: Text , Book chapter
Relation: Enacting self-study as methodology for professional inquiry Chapter 33 p. 269-275
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Description: For teacher educators, ethical dilemmas, tensions and 'pedagogical confrontations' (PCs) often arise in day-to-day teaching practice. Education research reveals that self-study researchers usually have a heightened awareness of their obligations to both identify and subsequently act on these dilemmas, tensions and confrontations (Berry, 2007; Bullough & Pinnegar, 2004; East, Fitzgerald & Heston, 2009; LaBoskey, 2004; Loughran, 2006; Pinnegar & Hamilton, 2009, 2015; Samaras, 2011 ). This self-study research focuses on the identification, categorization and analysis of 'pedagogical confrontations' (PCs) and asks what they mean for teacher educators. Through selfstudy and analysis of these 'pedagogical confrontations' we have come to understand more about the sophisticated and complex nature of teaching. Furthermore, we explore the way in which the use of PCs as a lens for researching practice, has subsequently led to new insights and led to an 'enactment in practice' (Loughran, 2006).

Mobilising a lens of inclusivity within initial teacher education. Teacher education in and for uncertain times.

- Goriss-Hunter, Anitra, Burke, Jenene

Authors: Goriss-Hunter, Anitra , Burke, Jenene
Date: 2018
Type: Text , Conference paper
Relation: Australian Teacher Education Association and Teacher Education Forum of Aotearoa New Zealand Conference, 4-6 July 2018, Melbourne.
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Description: In uncertain contemporary times, Initial Teacher Education (ITE) educators are under considerable pressure from political, social and institutional sources to ensure that PSTs are “classroom ready”; fully equipped to prepare diverse student cohorts to lead fulfilling post-school lives in an increasingly complex and changing world. To achieve this goal, current research and policy is increasingly focusing on foregrounding inclusive teaching practice. A great deal of education literature focuses on notions of diversity and inclusion with regard to student education in schools (Blackmore, 2009, Campbell & Whitty, 2002, Nieto, 1999, Smyth & McInerney, 2007, and Smyth & McInerney, 2009). Much has also been written about the difficulties inherent in educating PSTs regarding the complexities of inclusive teaching (Blackmore, 2009, Shor, 1992, Sleeter, 2001, Smyth & McInerney, 2007, and 2018 ATEA & TEFANZ Conference: Teacher Education in and for Uncertain Times Smyth & McInerney, 2009). In addition, leading education organizations and accrediting institutions, such as the Victorian Institute of Teaching (VIT) and the Australian Institute for Teaching and School Leadership (AITSL) promote inclusion as a mandated teaching approach. While inclusion is the approach mandated in Australia for catering for diversity, the authors argue that current notions of inclusive teaching are still haunted by ghosts of integration and other non-inclusive practices in approaches that hierarchical, additive and focused on deficit thinking. In this model, students are diagnosed as having a particular condition, disorder, impairment, or other difference, which is prioritized as their chief learning characteristic. The rich complexity of a learner’s strengths, preferences, challenges and goals is then narrowed down to one major ingredient – the impairment or difference – which becomes the focus of strategies and practices recommended as appropriate for that particular condition. In this presentation, the authors ask the thorny question, how do we teach PSTs to identify the complexity of learner needs and to make pedagogic decisions to enable learning to occur for all students? The presentation contributes a way forward through the authors’ examination of a range of pedagogies used in class to facilitate PSTs’ investigation of approaches and practices that encourage teaching for inclusion. In order to facilitate PSTs’ learning concerning inclusive teaching, the authors focus on creating opportunities to enable students to work with a diverse range of learners “selecting strategies on the basis of what is to be learnt rather than what is wrong with the learner” (Florian, 2008, p. 2004). As an exploration of pedagogic decisions and teaching approaches, the paper outlines a case study that makes use of a self-study methodology as well as discourse analysis. This research mode “includes elements of ongoing inquiry, respects personal experience, and emphasizes the role of knowledge construction. The collaborative component of self-study acknowledges the important role of the social construction of knowledge (Lassonde, Galman & Kosnik, 2009, p. 10). The inclusivity of a self-study approach and its multi-faceted nature encourages reflection, collaboration and on-going dialogue between educators and PSTs providing insights into teaching practices. From observations and reflective examination of their teaching practices and course development, the authors identify and analyse the pedagogies that are being used to achieve the aims of promoting teaching for inclusion in ITE courses. In addition to a self-study methodology, discourse analysis is used to examine formal literature and policy discussing diversity and inclusion."

Reflecting critically on my journey through social work education in Australia

- Patil, Tejaswini

Authors: Patil, Tejaswini
Date: 2017
Type: Text , Book chapter
Relation: Reflective thinking in social work : learning from student narratives Chapter 5 p. 88-97
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Description: It is vital that social work students learn to integrate their personal and professional selves if they are to meet the challenges of social work in complex changing environments. This accessible text is designed to enable readers to explore and build on their existing skills and abilities, supporting them to become competent and self-aware reflective practitioners. Reflective Thinking in Social Work uses stories told by a range of social work students to model reflective practice learning. Discussing issues such as identity, motivation to enter the social work profession and lived experiences in the journey into social work, the book brings together stories of hardship, privilege, families, hopes, interests and community activism from many diverse ethnic backgrounds. Each narrative is introduced by the author and ends with a commentary drawing out the key themes and exploring how the reader can use the narrative to enhance their own understanding and critical thinking, and to engage in transformative practice. Framed by an in-depth discussion of available frameworks for reflective practice in different contexts and the importance of narratives in constructing identities, this is an invaluable text for social work students at both bachelor's and master's degree levels.

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