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Reem Mohammed; Shannon Kennedy-Clark; Peter Reimann – Journal of Computers in Mathematics and Science Teaching, 2023
This study examined the effects of using a combination two novel technologies on the development of knowledge and understanding of ecological science concepts for a small of preservice primary teachers, who had self-identified as having low prior background knowledge in science concepts and low confidence in their abilities in teaching science.…
Descriptors: Educational Technology, Preservice Teachers, Elementary School Teachers, Self Efficacy
Augusto Z. Macalalag Jr.; Zachary Minken; Kelly Feighan; Megan Richardson; Marlin Marte; Gabrielle Ialacci; Benjamin Van Meter; Khaliah Sproul; Alan Kaufmann – Turkish Journal of Education, 2024
Reforms in STEM education call for reframing teachers' pedagogical content knowledge (PCK) by focusing on development of students' knowledge and scientific literacy through socioscientific issues (Lee, 2016; Zeidler, 2016; Johnson et al., 2022). We developed a two-year professional development (PD) for 6-12th grade STEM teachers that embedded SSI…
Descriptors: STEM Education, Pedagogical Content Knowledge, Teacher Competencies, Scientific Literacy
Strang, Rebekah – Mathematics Education Research Group of Australasia, 2021
To foster effective teaching and quality education, professional development (PD) is imperative. This paper explores the perspectives of junior secondary mathematics teachers in two Queensland schools as part of a broader case study that investigated the perspectives of junior secondary mathematics teachers on the transition of Year 7 to secondary…
Descriptors: Professional Development, Program Effectiveness, Secondary School Teachers, Mathematics Teachers
Main, Susan; Konza, Deslea; Hackling, Mark; Lock, Graeme – Australian Journal of Teacher Education, 2020
Professional learning is widely acknowledged as an effective way to improve teacher practice and, consequently, student outcomes. However, this presupposes a direct link from professional learning to the enactment of the content of professional learning in teaching. This paper explores teachers' engagement with a continuing professional learning…
Descriptors: Foreign Countries, Professional Development, Professional Continuing Education, Reading Instruction
Kertesz, J. L.; Brett, P. – Teaching Education, 2020
This article explores contested possible meanings of the term 'impact' used in recent initial teacher education review body and accreditation documentation in Australia. It proposes a model of program design that explicitly evidences graduate capabilities to generate effective teaching and learning in school classrooms. It argues that we cannot…
Descriptors: Foreign Countries, Teacher Education Programs, Preservice Teacher Education, Accreditation (Institutions)
Scott, Joseph John – Elementary School Forum (Mimbar Sekolah Dasar), 2019
Within the physical education literature, there remains to be contentions between the effectiveness of sporting- and movement-based approaches. Whilst both have noted strengths and weaknesses, there is little research into whether either is leading to quality physical education in Australian elementary schools. This paper therefore examines two of…
Descriptors: Foreign Countries, Physical Education, Elementary Education, Teaching Methods
O'Sullivan, Mary – Research Quarterly for Exercise and Sport, 2021
This McCloy Lecture sheds light on the "hidden profession" of Physical Education Teacher Educators (PETEs) by sharing my perspectives on the challenges and opportunities faced by PETE scholars and teachers globally. I begin with an overview of my biography and how it has influenced my thinking about PETE. I present some scholarly…
Descriptors: Physical Education Teachers, Teacher Educators, Teacher Education Programs, Influences
Susan Ballinger, Editor; Ruth Fielding, Editor; Diane J. Tedick, Editor – Multilingual Matters, 2024
This book fills a large gap in our understanding of how to prepare teachers for the challenging but increasingly popular task of integrating content and language instruction. It brings together findings on content-based teacher education from Africa, Asia, Australia, Europe and North America in order to inform researchers and teacher educators and…
Descriptors: Content and Language Integrated Learning, Second Language Instruction, Second Language Learning, Teaching Methods
McCarthy, Aidan; Maor, Dorit; McConney, Andrew – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2019
In an initiative to improve learning experiences and outcomes for students, the leaders of a school located in a hospital in Australia implemented a new digital strategy with mobile technologies and relevant digital pedagogies. This study examines the outcomes of a professional development program introduced to effect transformational change by…
Descriptors: Telecommunications, Handheld Devices, Educational Technology, Technology Uses in Education
Gill, Lincoln; Dalgarno, Barney – Technology, Pedagogy and Education, 2017
This article reports on a qualitative case study which examined the development of six Australian pre-service teachers' Technological Pedagogical and Content Knowledge (TPACK), through a series of six semi-structured interviews, over the duration of their four-year teacher preparation programme. Consistent with the research design employed,…
Descriptors: Elementary School Students, Preservice Teachers, Technological Literacy, Pedagogical Content Knowledge
Miller, Andrew; Eather, Narelle; Gray, Shirley; Sproule, John; Williams, Cheryl; Gore, Jennifer; Lubans, David – European Physical Education Review, 2017
The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centred approach. A cluster randomized controlled trial…
Descriptors: Professional Continuing Education, Teacher Competencies, Elementary School Teachers, Faculty Development
Paige, Kathryn; Zeegers, Yvonne; Lloyd, David; Roetman, Philip – International Journal of Science and Mathematics Education, 2016
This paper reports on an action research-based professional learning programme (PLP) in which early career teachers volunteered to identify and then research an aspect of their science teaching practice. The PLP was facilitated by academics from the School of Education and the Barbara Hardy Institute at the University of South Australia. The…
Descriptors: Science Teachers, Beginning Teachers, Foreign Countries, Professional Education
Shepherd, Jonathan; Pickett, Karen; Dewhirst, Sue; Byrne, Jenny; Speller, Viv; Grace, Marcus; Almond, Palo; Roderick, Paul – Health Education Journal, 2016
Objectives: To conduct a systematic review of effectiveness, and barriers and facilitators, of initial teacher training to promote health and well-being in schools. Design: Systematic review of the literature. Method: A total of 20 bibliographic databases were searched, including MEDLINE, EMBASE and the Social Science Citation Index. Studies were…
Descriptors: Well Being, Barriers, Preservice Teacher Education, Health Promotion
Hudson, Suzanne Margaret; Hudson, Peter Brian – Australian and International Journal of Rural Education, 2019
Attracting and retaining teachers in regional, rural and remote (RRR) communities has long been highlighted as problematic in Australia. With predicted growth in classrooms across the nation, it is expected that there will be increased teacher shortages in RRR communities. Specific, contextual preparation for teaching has been advocated for…
Descriptors: Rural Schools, Teacher Recruitment, College School Cooperation, Teacher Education Programs
Dyment, Janet E.; Davis, Julie M.; Nailon, Diane; Emery, Sherridan; Getenet, Seyum; McCrea, Nadine; Hill, Allen – Environmental Education Research, 2014
In recent times, Australia has recognised and enacted a range of initiatives at service, system and community levels that seek to embed sustainability into the early childhood sector. This paper explores the impact of a professional development (PD) session that provided opportunities for early childhood educators to learn and share ideas about…
Descriptors: Foreign Countries, Faculty Development, Sustainability, Early Childhood Education