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Contemporary physical education reform in China : Teachers talk

- Hickey, Christopher, Jin, Aijing

  • Authors: Hickey, Christopher , Jin, Aijing
  • Date: 2007
  • Type: Text , Conference paper
  • Relation: Paper presented at AARE 2007 International Educational Research Conference, Fremantle, Western Australia : 25th-29th November 2007
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  • Description: Among the many changes occurring across Chinese society in the early phase of Y2K is the construction and implementation of a new physical education (PE) curriculum. Not unlike recent changes in Australia, New Zealand and the UK, this process has seen a heightening of the profile of health. Presented within a wider framework for making the school curriculum more relevant, PE is more closely aligned with China's emerging health concerns around young people. Foremost here are burgeoning social anxieties about decreased levels of physical activity, dietary practices, risk-taking tendencies, and a general decline of social cohesion/connection across the profile of contemporary youth. This paper reports on a study undertaken to explore the experiences of Chinese PE teachers as they engage with the new curriculum.The data reveals a number of structural, personal and cultural factors that work against teachers taking up the opportunities presented in the new curriculum. Prominent here are; low professional status, an expanding generation gap, lack of training and the grip of deeply rooted cultural values. Juxtaposed against the like experiences of PE teachers in Australia and the UK the paper concludes with practical recommendations for nurturing curriculum change in China.
  • Description: 2003006441

Network analyses of Oppositional Defiant Disorder (ODD) symptoms in children

- Gomez, Rapson, Stavropoulos, Vasileios, Gomez, Andre, Brown, Taylor, Watson, Shaun

  • Authors: Gomez, Rapson , Stavropoulos, Vasileios , Gomez, Andre , Brown, Taylor , Watson, Shaun
  • Date: 2022
  • Type: Text , Journal article
  • Relation: BMC Psychiatry Vol. 22, no. 1 (2022), p. 263-263
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  • Description: Based on parent and teacher ratings of their children, this study used regularized partial correlation network analysis (EBIC glasso) to examine the structure of DSM-5 Oppositional Defiant Disorder (ODD) symptoms. Parent and teachers (N = 934) from the general community in Malaysia completed questionnaires covering DSM-5 ODD symptoms. The most central ODD symptom for parent ratings was anger, followed by argue. For teacher ratings, it was anger, followed by defy. For both parent and teacher ratings, the networks revealed at least medium effect size connections for temper and argue, defy, and argue, blames others, and annoy, and spiteful and angry. Overall, the findings were highly comparable across parent and teacher ratings, and they showed a novel understanding of the structure of the ODD symptoms. The clinical implications of the findings for assessment and treatment of ODD are discussed.

Why 'that' question? Reimagining classroom reading activities from the basis of what we understand about engaged reading

- McGraw, Amanda, Mason, Mary, Lee, David

  • Authors: McGraw, Amanda , Mason, Mary , Lee, David
  • Date: 2019
  • Type: Text , Journal article
  • Relation: Literacy learning Vol. 27, no. 3 (2019), p. i-vi
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  • Description: The authors offer a series of strategies around re-engagement of students in reading, framed by the findings from a 6-year project. Listening carefully to what younger readers themselves say about reading, they interrogate ways that a number of school practices work against the pleasure of immersing readers in books. [Author abstract]

Discursive influences on clinical teaching in Australian undergraduate nursing programs

- McKenna, Lisa, Wellard, Sally

  • Authors: McKenna, Lisa , Wellard, Sally
  • Date: 2004
  • Type: Text , Journal article
  • Relation: Nurse Education Today Vol. 24, no. 3 (2004), p. 229-235
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  • Description: Clinical teaching is a vital, yet multidimensional component of Australian undergraduate nursing courses. Unlike other parts of curricula, clinical teaching relies on the both higher education and health care sectors to meet prescribed goals and for effective student learning to occur. As such it is influenced by discourses from within both education and health. Whilst there is considerable literature related to undergraduate nursing clinical teaching; it mainly deals with practical aspects such as effectiveness of clinical teaching or discussions of models employed. Only a small pool of literature exists that discusses the construction of clinical teaching including the factors that have influenced the development of practices both in the past and present. Using the work of Foucault, this paper examines dominant and competing discourses influencing clinical teaching through their constructions within the literature. These are discourses of academia, nursing, and economics. The discussion situates these discourses and discusses how some of the resultant issues surrounding clinical education remain largely unresolved. Crown Copyright © 2004 Published by Elsevier Ltd. All rights reserved.
  • Description: C1
  • Description: 2003000838

STEM in the Making? Investigating STEM Learning in Junior School Makerspaces

- Falloon, Garry, Forbes, Anne, Stevenson, Michael, Bower, Matt, Hatzigianni, Maria

  • Authors: Falloon, Garry , Forbes, Anne , Stevenson, Michael , Bower, Matt , Hatzigianni, Maria
  • Date: 2022
  • Type: Text , Journal article
  • Relation: Research in science education (Australasian Science Education Research Association) Vol. 52, no. 2 (2022), p. 511-537
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  • Description: Makerspaces are recent additions to schools and have been promoted as a means of developing STEM knowledge and skills. According to literature, the practical nature of making supports deeper engagement with STEM concepts and enhances development of STEM capabilities such as creativity, critical thinking, problem solving and collaboration. However, to date, limited empirical work has been completed investigating STEM learning in school makerspaces. This article reports outcomes from a study of 24 classroom makerspaces, where 5-8-year olds used 3D printing technology to design and develop artefacts responding to different problems, needs and opportunities. Findings were mixed, with evidence supporting makerspaces as effective for STEM skill and disposition development but more limited in their capacity to build STEM knowledge, unless this was explicitly identified and targeted by teachers. This paper questions assumptions about makerspaces as implicitly effective for STEM knowledge-building, arguing that teachers must specifically target conceptual outcomes in planning and teaching if makerspaces are to be effective for this purpose. Also, findings suggest the need to rethink how makerspaces contribute to holistic STEM literacy development, moving beyond current perspectives focused on learning about STEM, to one where makerspaces are viewed as epistemic environments beneficial to knowledge-building, of STEM. Findings will be of value to educators considering makerspaces as a component of STEM curriculum and infrastructure development. [Author abstract]

Designing capacity : Broadening and deepening design capacity through design education

- Barron, Deirdre, Zeegers, Margaret

  • Authors: Barron, Deirdre , Zeegers, Margaret
  • Date: 2008
  • Type: Text , Conference paper
  • Relation: Paper presented at The European Conference on Educational Research: From Teaching to Learning?, Gothenburg, Sweden : 10th-12th September 2008
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  • Description: In this paper we canvass a shift in professional practice for teachers and teaching and learning as it focuses on Design Education. We acknowledge that changes in formal educational settings result from the scope and rapidity of changes in emerging technologies and understandings of pedagogical influences on teaching and learning. In canvassing the changes, in this paper we identify issues that emerge in relation a number of proposed solutions in dealing with gaps in teacher education in the field of Design Education. We suggest that these same solutions draw on traditional disciplines which ignore the possibilities of Design to engage 21st Century problems in teaching and learning. We draw attention to a neglect in current teacher education programs in relation to teachers of design and what this may imply for classrooms, teachers, and their work.
  • Description: 2003006590

Ethics, self-study research methodology and teacher education

- Brandenburg, Robyn, McDonough, Sharon

  • Authors: Brandenburg, Robyn , McDonough, Sharon
  • Date: 2019
  • Type: Text , Book chapter
  • Relation: Ethics, self-study research methodology and teacher education 1 p. 1-14
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  • Description: This book examines the nuanced and situated experiences of self-study researchers. It explores the ways in which ethics are dynamic, idiosyncratic and require an ongoing ethical reflexivity. In addition, the book identifies, documents and collates the collective experiences of self-study researchers and sheds new light on the role and impact of ethics, ethical dilemmas and ensuing decisions for education researchers. The book considers the ethical dilemmas that self-study researchers in teacher education face, their careful ethical considerations while conducting research, and how they form their professional judgment and understanding of what it means to be an ethical self-study researcher. For self-study researchers, there are a number of ethical dilemmas and challenges that cannot be neatly captured by the frameworks and guidelines of an ethics board. For many, this requires researchers to be ever-present and re-engaged with the ethics of their own projects, from the development, through to the dissemination of their work. Readers will gain a deeper understanding of ethics, ethical perspectives and practices in the field of self-study research.

Listening to teachers, learning about teaching

- Brown, Maryann

Learning about the effects of context on teaching and learning in preservice teacher education

- Fenwick, Lisl, Cooper, Maxine

  • Authors: Fenwick, Lisl , Cooper, Maxine
  • Date: 2013
  • Type: Text , Journal article
  • Relation: Australian Journal of Teacher Education Vol. 38, no. 3 (2013), p. 96-110
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  • Description: Preparing teachers to work effectively within increasingly diverse contexts is a key goal of teacher education programs. This study analyses the extent to which a semester unit within a teacher education course provided pre-service teachers with the understanding and practices required to teach in low socio-economic status (SES) contexts. The results suggest that a unit, which emphasises links between theory, historical perspectives and practice, can effectively provide pre-service teachers with the key understandings and skills associated with improving equity outcomes in education. However, when the ideas being presented conflict with pre-existing, strongly held ideas about the role of schooling, practices associated with equity will not be sustained.
  • Description: 2003011028

Challenges facing Chinese PE curriculum reform : Teachers’ talk

- Jin, Aijing

  • Authors: Jin, Aijing
  • Date: 2009
  • Type: Text , Conference paper
  • Relation: Paper presented at ATEA 2009 Conference : Teacher Education Crossing Borders, Albury, New South Wales : 28th June-1st July, 2009
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  • Description: China has attracted a huge amount of interest from around the world over the last two decades because of its rapid and vigorous development. Rapid economic growth has brought with it significant structural reforms in all trades and professions across China. Within this context of rapid social change, the Chinese basic education system has been subject to considerable reforms. Foremost has been the introduction of a new National Curriculum Standard comprising 18 learning areas in which Physical Education and Health was included in order to better accommodate the contemporary needs of (post)modern China. This study focuses upon the ways physical education teachers interpret and engage with the curriculum reforms advanced in the new National Physical Education and Health Curriculum. Through interviews with 18 practicing physical education teachers, the paper seeks to address some challenge issues facing Chinese physical education reform, especially the factors resisting implementation of the new curriculum. Among the core themes to be discussed in this paper will be the personal, structural and cultural factors that work against teachers taking up the change opportunities.
  • Description: 2003007967

HPE as risky practice : Litigation concerns

- Swan, Peter, O'Meara, James

  • Authors: Swan, Peter , O'Meara, James
  • Date: 2005
  • Type: Text , Book chapter
  • Relation: Teaching health and physical education in Australian schools Chapter 10 p. 88-98
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  • Description: Within this chapter we have focused almost exclusively on the actions of teachers of HPE. Every state version of the national curriculum in Australia makes reference to students learning about themselves and caring for the wellbeing of themselves and others. Our intention here is to suggest that in providing safety education and involving students in considering this safety lens, teaching HPE can help prevent foreseeable and immediate injury. The basis of this chapter has been to suggest that changes in community beliefs and the development of a risk society has created a new risk framework regarding injuries in which teachers of HPE must work.
  • Description: 2003002109

Policies and practices of early childhood education and care during the COVID-19 pandemic: Perspectives from five countries

- Visnjic-Jevtic, Adrijana, Varga Nagy, Anikó, Ozturk, Gulsah, Şahin-Sak, İkbal, Toran, Mehmet, Sánchez-Pérez, Noelia

  • Authors: Visnjic-Jevtic, Adrijana , Varga Nagy, Anikó , Ozturk, Gulsah , Şahin-Sak, İkbal , Toran, Mehmet , Sánchez-Pérez, Noelia
  • Date: 2021
  • Type: Text , Journal article
  • Relation: Journal of Childhood, Education & Society Vol. 2, no. 2 (2021), p. 200-216
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  • Description: The COVID-19 pandemic, which affects all areas of life, has also affected children in need of education and care. It is of great importance to develop policies that take into account the best interests of children in this process. In this review article, the policies developed for early childhood education and care during the pandemic period in five countries (Australia, Croatia, Hungary, Spain, and Turkey), how they are implemented, the problems that arose, and the solutions produced are discussed. As a result, the COVID-19 pandemic has revealed that we need to focus on eliminating the educational inequalities, set policies for the welfare of children on foundations that are more realistic, rebuild teacher training, and improve the welfare of families. Priorizating the best interests of the child in the policies to be developed and building the social ecology on justice will ease overcoming the crises that will be faced.

English community school teacher education and English as a second language in Papua New Guinea

- Zeegers, Margaret

  • Authors: Zeegers, Margaret
  • Date: 2005
  • Type: Text , Journal article
  • Relation: Asia-Pacific Journal of Teacher Education Vol. 33, no. 2 (2005), p. 135-146
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  • Description: This article explores community (primary) school teacher education in the subject, English, at a Papua New Guinea (PNG) teachers' college as manifested in end-of-year English lessons in practicum rounds of pre-service community school teachers. English is the official language overlaid on 700 indigenous languages in this country where reconstructionism informs policy decisions. Given this, the importance of success in English in schools is not to be underestimated. The research focuses on the implementation the knowledge, skills, strategies and materials acquired by pre-service English teachers in a coastal province in PNG in the context of a number of public statements on educational policy and practice. It examines the impact of these as indicated in lesson plans and supervisors' reports
  • Description: C1
  • Description: 2003003551

Extending assessment beyond skill competency. Professional induction as a mechanism to improve undergraduate teacher retention

- Cooley, Dean, Pedersen, Scott

  • Authors: Cooley, Dean , Pedersen, Scott
  • Date: 2016
  • Type: Text , Conference paper
  • Relation: NAFEA 2016, Beyond the Borders (National Association of Field Experience Administrators Conference), Deakin University Melbourne, July 14th 2016
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  • Description: In Australia, the teaching profession is faced with the prospect that teacher education is no longer a popular choice among young people. This is problematic as the teaching workforce is at an average age of 43.4 years, with the proportion of teachers aged 50 or above at 39 per cent. Thus for the profession, retention of teacher candidates in ITE programs is critical to ensuring sustainability. At present retention rates in ITE programmes from year 1 to 2 ranges from 67 to 83 per cent. More alarming are graduate attrition rates of 30-40 per cent within the first five years. The literature draws attention to notion that retention to a profession has to extend beyond assessment of candidates’ competency against a range of set standards. In particular, data from other professions indicate that quality of a professional induction received by newcomer professions is predictive of retention and perceptions of success. This presentation will report on the development of a theme based WIL placement designed to provide a professional induction for teacher candidates as a means of increasing their perceptions of satisfaction with their WIL experiences and decreasing their intention to quit.

Teaching cultural humility for social workers serving LGBTQI Aboriginal communities in Australia

- Bennett, Bindi, Gates, Trevor

  • Authors: Bennett, Bindi , Gates, Trevor
  • Date: 2019
  • Type: Text , Journal article
  • Relation: Social work education Vol. 38, no. 5 (2019), p. 604-617
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  • Description: It is well documented that colonization and subsequent repressive policies have wrought devastating changes in the lives of Aboriginal people in Australia. Social workers are an essential group for improving social justice and self-determination for Australian Aboriginal people. The Australian Association of Social Workers (AASW) acknowledges that Aboriginal people make a unique contribution to the life of the nation and mandates that social work educational programs provide culturally responsive content that acknowledges the value and contributions of Aboriginal people. Social work educators need to embed this content without reinforcing stereotypes or being tokenistic. This is a challenge when teaching about intersecting identities, such as lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) Aboriginal people. We outline the terms used in this space and propose that cultural humility is an acceptable framework to consider. We introduce key conceptual terms used in LGBTQI Aboriginal communities. Finally, we provide recommendations for engaging with LGBTQI Aboriginal peoples.

Globalization and the reshaping of teacher professional culture : Do we train competent technicians or informed players in the policy process?

- Angus, Lawrence

  • Authors: Angus, Lawrence
  • Date: 2006
  • Type: Text , Book chapter
  • Relation: Handbook of Teacher Education: Globalization, Standards and Professionalism in Times of Change Chapter 47 p. 141-156
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  • Description: This book provides an international review of the current state of teacher education, with chapters from an international group of teacher educators. It focuses on major issues that are confronting teacher educators now and in the next decade. These include the impact of globalization on the profession of teaching, and how teacher education must deal with changing accountability requirements from governments and establish a set of minimum standards acceptable to enable a person to teach. The work also considers aspects of the three major phases of teacher education: the period prior to commencing in the profession, successful induction into the profession, and the ongoing professional development of teachers. Finally, it identifies ways in which new technologies can be used to improve the training and ongoing development of teachers. Cases from different countries are used to provide a rich base of data to help us understand how the profession is moving onwards.
  • Description: B1
  • Description: 2003002102

The facilitator's role in supporting physical education teachers' empowerment in a professional learning community

- Gonçalves, Luiza, Parker, Melissa, Luguetti, Carla, Carbinatto, Michele

  • Authors: Gonçalves, Luiza , Parker, Melissa , Luguetti, Carla , Carbinatto, Michele
  • Date: 2022
  • Type: Text , Journal article
  • Relation: Sport, education and society Vol. 27, no. 3 (2022), p. 272-285
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  • Description: Physical education (PE) researchers demonstrate the benefits of collaborative continuing professional development (CPD) through the cultivation of professional learning communities (PLCs). Furthermore, this body of research reflects teachers' empowerment as a current concern in the literature about PLCs. Although the importance of teachers' empowerment in PLCs is recognised, there is much to learn about the facilitator's actions to create spaces for empowerment. The purpose of this paper is to explore the facilitator's actions in supporting PE teachers' empowerment in a PLC. Action research framed this project in Brazil. Participants included six PE teachers, a facilitator, and a critical friend. Data sources included daily observations and reflections from weekly meetings with the teachers and the critical friend. Data were analysed using inductive and thematic methods. By engaging a Freirean view as a theoretical framework, it was understood that the teachers needed to empower themselves to survive in their reality, learn in order to be recognised at school, and act to change their micro-context. Accordingly, three themes represented the facilitator's actions to support teachers' empowerment: (a) creating a horizontal relationship with teachers through dialogue (b) understanding and respecting teachers' learning and (c) struggling with teachers in their reality as an act of solidarity. These facilitator actions contributed primarily to building a democratic space where the teachers could name, critique and negotiate the barriers they faced. Although creating spaces for teachers' empowerment provided the opportunity for improving teachers' PE knowledge, these spaces fundamentally supported teachers in seeking better professional conditions, organising themselves as a community and pursuing social change.

A 3D approach to first year English education

- Zeegers, Margaret

  • Authors: Zeegers, Margaret
  • Date: 2013
  • Type: Text , Journal article
  • Relation: Quality Assurance in Education Vol. 21, no. 1 (2013), p. 54-69
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  • Description: Purpose: The purpose of this paper is to explore the suggestive possibilities of an approach to undergraduate English teacher education that the author has called the 3D Approach - Develop professional knowledge, Display professional knowledge, Disseminate professional knowledge - in relation to a number of groups of first year pre-service teachers (PSTs) engaging the teaching and learning materials of their English education course. Design/methodology/approach: The paper examines ways in which this approach has been assessed by the PSTs themselves, constructing this as an expression of their lived experience as PSTs. The author draws on Vygotsky's concept of the Zone of Proximal Development, initiates a systematic and orchestrated program of explicit scaffolding of first year PST learning and draws on University-generated student assessment of their courses, focus groups and individual interviews to investigate ways in which the 3D approach may be considered as enhancing first year PST learning. Findings: PSTs' own informed evaluations of their own developing knowledge have made visible the teaching and learning that they have engaged and articulated. What the author outlines in this paper is not a "Eureka" moment for first year PSTs, but it is the result of careful scholarly considerations of what careful scholarly considerations by first years in Education courses may engage. For this cohort of PSTs, and for the author, it is a particular form of engagement with pedagogy. It is a pedagogy for teachers, part of active engagement on the part of the teacher and the learner, producing knowledge together. Research limitations/implications: Lack of generalisability from case study research may be considered as a limitation, but the author would argue that it is the details thrown up for careful examination in a case study which may serve to inform professional discussion and debate. Practical implications: Negative press of inadequate teachers emerging from universities, with their specious claims will not progress reasoned discussion; research on how the PSTs are themselves taught and how they develop as professionals will. PSTs' own informed evaluations of their own developing knowledge will go some way towards enabling this to happen. This sort of research opens up possibilities for starting with the right sort of questions, a shift from asking the wrong sort of questions, which the author would argue is that sort on which the media are basing their opinion pieces. Social implications: Continuing public discussions, usually conducted in and by the media, about teacher quality, particularly as this tends to be tied to notions of teacher pay, indicates a wider social concern about the need for quality teachers. This sort of social concern is also a major concern for teacher educators, and is to be addressed as such. This paper addresses some of those concerns. Originality/value: The paper engages issues about teacher education raised publicly in the media and ties these to the more private domain of university practice in a given teacher education course. © Emerald Group Publishing Limited.

Teaching, researching and evaluating : Action research as an approach to evaluation

- Noone, Lynne, Cartwright, Patricia

International connections in actor training in Australia : Tracing Stanislayski's system and Brechtian politics

- Tait, Peta, Beddie, Melanie

  • Authors: Tait, Peta , Beddie, Melanie
  • Date: 2019
  • Type: Text , Journal article
  • Relation: Stanislavski Studies Vol. 7, no. 2 (2019), p. 159-175
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  • Description: This article traces the approaches to actor training offered in Australia based on the training backgrounds of influential teachers. The research for this article finds international connections that reveal strong links to approaches originating with Konstantin Stanislayski and Bertolt Brecht. It seeks to understand with whom a teacher studied to explain what was probably learnt and therefore the type of training knowledge that the teacher is likely to pass on to students. The research confirms that international approaches are fundamental to performance training in tertiary conservatorium courses, and the profiles of nine teachers are presented in detail to encapsulate patterns of training and to show the complex nexus of influences and international approaches. The profiles indicate an increasing influence of American approaches in the second half of the twentieth century alongside British ones, but that British influences remain important for European approaches and for political theatre in particular into the twenty-first century. We argue that even where there was a synthesis happening in the teaching of performance in Australia, the influences of major international approaches are identifiable through the training backgrounds of teachers. In this way, it is possible to locate teachers in Australia within actor training internationally.