390307. Teacher education and professional development of educators
| Title | 390307. Teacher education and professional development of educators |
|---|---|
| Parent | 3903. Education systems |
Latest research outputs
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Planning for Success: Factors Influencing Change in Teacher Education
Ferreira, Jo-Anne, Ryan, Lisa and Tilbury, Daniella. 2014. "Planning for Success: Factors Influencing Change in Teacher Education." Australian Journal of Environmental Education. 30 (1), pp. 136-146. https://doi.org/10.1017/aee.2014.39Article
Whole-school approaches to sustainability: a review of models for professional development in pre-service teacher education
Ferreira, Jo-Anne, Ryan, Lisa and Tilbury, Daniella. 2006. Whole-school approaches to sustainability: a review of models for professional development in pre-service teacher education. North Ryde, Australia. Macquarie University.Project report
Developing Knowledge and Leadership in Pre-Service Teacher Education Systems
Ferreira, Jo-Anne, Ryan, Lisa and Davis, Julie. 2015. "Developing Knowledge and Leadership in Pre-Service Teacher Education Systems." Australian Journal of Environmental Education. 31 (2), pp. 194-207. https://doi.org/10.1017/aee.2015.24Article
Working the System: A Model for System-Wide Change in Pre-Service Teacher Education
Ferreira, Jo-Anne and Ryan, Lisa. 2012. "Working the System: A Model for System-Wide Change in Pre-Service Teacher Education." Australian Journal of Teacher Education. 37 (12), pp. 29-45. https://doi.org/10.14221/ajte.2012v37n12.3Article
A Response to Reorienting Teacher Education Towards Sustainability
Ferreira, Jo-Anne, Ryan, Lisa and Tilbury, Daniella. 2014. "A Response to Reorienting Teacher Education Towards Sustainability." Australian Journal of Environmental Education. 30 (1), pp. 147-148. https://doi.org/10.1017/aee.2014.40Letter
Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models
Ferreira, Jo-Anne, Ryan, Lisa and Tilbury, Daniella. 2007. "Mainstreaming education for sustainable development in initial teacher education in Australia: a review of existing professional development models." Journal of Education for Teaching. 33 (2), pp. 225-239. https://doi.org/10.1080/02607470701259515Article
'I got a badge!' Using badges to promote student engagement
Fanshawe, Melissa and Burke, Katie. 2022. "'I got a badge!' Using badges to promote student engagement." ASCILITE TELall Blog.Editorial
Australian Remote Education Tutors and Universities: Proposed Innovative Partnerships for Credentialling Adult Supervisors of School Students Enrolled in Distance Education
McLennan, Brad, Peel, Karen, Burnett, Elizabeth and Danaher, Patrick. 2022. "Australian Remote Education Tutors and Universities: Proposed Innovative Partnerships for Credentialling Adult Supervisors of School Students Enrolled in Distance Education." Australian and International Journal of Rural Education. 32 (1), pp. 52-69. https://doi.org/10.47381/aijre.v32i1.314Article
Roadblocks and Enablers for Teacher Engagement in Professional Development Opportunities Aimed at Supporting Trauma-informed Classroom Pedagogical Practice
Collier, Simone, Trimmer, Karen, Bryce, India and Krishnamoorthy, Govind. 2022. "Roadblocks and Enablers for Teacher Engagement in Professional Development Opportunities Aimed at Supporting Trauma-informed Classroom Pedagogical Practice." Journal of Graduate Education Research. 3, pp. 51-65.Article
It Takes a Village: Using Communities of Practice as a Framework for Reflecting on Rural and Regional Professional Experience Opportunities
Fitzgerald, Angela, Bradbury, Ondine and Leach, Tania. 2021. "It Takes a Village: Using Communities of Practice as a Framework for Reflecting on Rural and Regional Professional Experience Opportunities." White, Simone and Downey, Jayne (ed.) Rural Education Across the World: Models of Innovative Practice and Impact. Gateway East, Singapore. Springer. pp. 25-45Edited book (chapter)
How prepared are beginning teachers to teach students with disability in mainstream classrooms?
Chamlin, Tracey. 2015. "How prepared are beginning teachers to teach students with disability in mainstream classrooms?" 15th Research Symposium University of Southern Queensland Postgraduate and Early Career Researcher Group (PGECR 2015). Springfield, Australia 05 Jun 2015 Toowoomba, Australia.Presentation
Justifying methodology - Using constructivist grounded theory to understand the lived experiences of early career teachers teaching students with diverse learning needs
Chamlin, Tracey. 2017. "Justifying methodology - Using constructivist grounded theory to understand the lived experiences of early career teachers teaching students with diverse learning needs." 20th Research Symposium University of Southern Queensland Postgraduate and Early Career Researcher Group (PGECR 2017). Toowoomba, Australia 10 Nov 2017 Toowoomba, Australia.Presentation
How do teachers achieve a student-centred inclusive learning environment?
Chamlin, Tracey. 2016. "How do teachers achieve a student-centred inclusive learning environment?" 2016 AASE and PASS Joint National Conference: Learner at the Centre. Melbourne, Australia 09 - 10 Jun 2016 Toowoomba, Australia.Presentation
Theorising early career teacher experiences in teaching students with diverse learning needs in general education classes
Chamlin, Tracey. 2019. "Theorising early career teacher experiences in teaching students with diverse learning needs in general education classes." Annual International Australian Association for Research in Education Conference 2019 (AARE 2019). Brisbane, Australia 04 Dec 2019 Australia.Presentation
Early career teacher experience in teaching students with diverse learning needs in general education classes: A constructivist grounded theory study
Chamlin, Tracey. 2021. "Early career teacher experience in teaching students with diverse learning needs in general education classes: A constructivist grounded theory study." 2021 Australian Teacher Education Association Conference (2021 ATEA). Brisbane, Australia 07 - 09 Jul 2021 Brisbane, Australia.Presentation
Libyan teachers' beliefs on the importance of using motivational strategies in otivating primary school's learners
Azitoni, Remal. 2021. "Libyan teachers' beliefs on the importance of using motivational strategies in otivating primary school's learners." Alford Council of International English & Literature Journal (ACIELJ). 4 (2), pp. 8-23. https://doi.org/10.37854/ACIELJ.2021.4202Article
Technology standards for teachers and professional development frameworks
Son, Jeong-Bae. 2021. "Technology standards for teachers and professional development frameworks." APACALL Newsletter. 25, pp. 6-12.Article
The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review
Gravett, Karen, Kinchin, Ian M., Winstone, Naomi E., Balloo, Kieran, Heron, Marion, Hosein, Anesa, Lygo-Baker, Simon and Medland, Emma. 2019. "The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review." Assessment and Evaluation in Higher Education. 45 (5), pp. 651-665. https://doi.org/10.1080/02602938.2019.1686749Article
Circumventing erosion of professional learner identity development among beginning teachers
Larsen, Ellen and Allen, Jeanne Maree. 2023. "Circumventing erosion of professional learner identity development among beginning teachers." Teaching Education. 34 (1), pp. 78-94. https://doi.org/10.1080/10476210.2021.2011193Article
Australian teacher educators responding to policy discourses of quality
Larsen, Ellen and Mockler, Nicole. 2021. "Australian teacher educators responding to policy discourses of quality." Educational Review. https://doi.org/10.1080/00131911.2021.2007056Article
The Value of Praxis-Based Assessment to Stimulate Practical Engagement and Classroom Readiness in Online Initial Teacher Education
Burke, Katie and Fanshawe, Melissa. 2021. "The Value of Praxis-Based Assessment to Stimulate Practical Engagement and Classroom Readiness in Online Initial Teacher Education." Australian Journal of Teacher Education. 46 (10), pp. 91-109. https://doi.org/10.14221/ajte.2021v46n10.6Article
Sustaining interdisciplinary work in trauma‑informed education
Krishnamoorthy, Govind and Ayre, Kay. 2022. "Sustaining interdisciplinary work in trauma‑informed education." The Australian Educational Researcher. 49 (3), pp. 529-546. https://doi.org/10.1007/s13384-021-00483-3Article
The ‘good’ teacher in an era of professional standards: policy frameworks and lived realities
Salton, Yvonne, Riddle, Stewart and Baguley, Margaret. 2022. "The ‘good’ teacher in an era of professional standards: policy frameworks and lived realities." Teachers and Teaching: Theory and Practice. 28 (1), pp. 51-63. https://doi.org/10.1080/13540602.2021.2017274Article
Preservice Teachers’ Self-efficacy Through COVID-19: A Large Scale Survey of Students at a Regional University In Australia
Leach, Tania, Le, Anh Hai and Barton, Georgina M.. 2022. "Preservice Teachers’ Self-efficacy Through COVID-19: A Large Scale Survey of Students at a Regional University In Australia." Australian Journal of Teacher Education. 47 (9), pp. 19-42. https://doi.org/http://dx.doi.org/10.14221/ajte.2022v47n9.2Article
Brain-based Learning: Beliefs and Practice in one Australian Primary School Implementing a Neuroscience Pedagogical Framework
Deans, Christina and Larsen, Ellen. 2022. "Brain-based Learning: Beliefs and Practice in one Australian Primary School Implementing a Neuroscience Pedagogical Framework." Australian Journal of Teacher Education. 47 (10), pp. 18-38.Article
The Semiotic Construction of Evaluative Meaning in Videogames: Explicating the Portrayal of Values
Lowien, Nathan. 2022. The Semiotic Construction of Evaluative Meaning in Videogames: Explicating the Portrayal of Values. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/x4242PhD Thesis
Managing expectations: The experiences of early career teachers in Queensland, Australia
Chamlin, Tracey Lehua. 2022. Managing expectations: The experiences of early career teachers in Queensland, Australia. PhD Thesis Doctor of Philosophy (DPHD). University of Southern Queensland. https://doi.org/10.26192/w8w42PhD Thesis
Online collaborative learning starts with the global collaborator mindset
Lindsay, Julie and Redmond, Petrea. 2022. "Online collaborative learning starts with the global collaborator mindset." Educational Studies. https://doi.org/10.1080/03055698.2022.2133957Article
Exploration of the Barriers and Enablers of Mainstream Classroom Teachers Accessing Professional Development on Trauma Informed Classroom Pedagogy: The Nativity of the Embrace Framework
Collier, Simone. 2022. Exploration of the Barriers and Enablers of Mainstream Classroom Teachers Accessing Professional Development on Trauma Informed Classroom Pedagogy: The Nativity of the Embrace Framework. PhD by Publication Doctor of Professional Studies. University of Southern Queensland. https://doi.org/10.26192/q7q9zPhD by Publication
The Role of Student Silent Behaviour in an Adult Pre-Intermediate Communicative Language Learning Classroom Setting
Ekici, Gail. 2022. The Role of Student Silent Behaviour in an Adult Pre-Intermediate Communicative Language Learning Classroom Setting. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/q7q84PhD Thesis
Lessons Learned from the Experiences of Middle Managers in Higher Education: An Aotearoa New Zealand Case Study
Halstead, Paulette. 2022. Lessons Learned from the Experiences of Middle Managers in Higher Education: An Aotearoa New Zealand Case Study. Doctorate other than PhD Doctor of Education. University of Southern Queensland. https://doi.org/10.26192/q7q57Doctorate other than PhD
Teacher turnover intention: a Social Cognitive Career Theory perspective
Bartlett, Cristy L.. 2022. Teacher turnover intention: a Social Cognitive Career Theory perspective. PhD Thesis Doctor of Philosophy. University of Southern Queensland. https://doi.org/10.26192/q72qqPhD Thesis
Realising the vision of technology integration: a case study of K-12 private schools in the United Arab Emirates
Mahmoud, Kheder. 2022. Realising the vision of technology integration: a case study of K-12 private schools in the United Arab Emirates. Doctorate other than PhD Doctor of Education. University of Southern Queensland. https://doi.org/10.26192/q7220Doctorate other than PhD
Primary teachers' self‑assessment of their confidence in implementing digital technologies curriculum
Redmond, Petrea, Smart, Victoria, Powell, Alwyn and Albion, Peter. 2021. "Primary teachers' self‑assessment of their confidence in implementing digital technologies curriculum." Educational Technology Research and Development. 69 (5), pp. 2895-2915. https://doi.org/10.1007/s11423-021-10043-2Article
A multidimensional, person-centred perspective on teacher engagement: evidence from Canadian and Australian teachers
Perera, Harsha N., Yerdelen, Sundus, McIlveen, Peter and Part, Rachel. 2021. "A multidimensional, person-centred perspective on teacher engagement: evidence from Canadian and Australian teachers." British Journal of Educational Psychology. 91 (3), pp. 882-910. https://doi.org/10.1111/bjep.12398Article
A pedagogical model of autonomy, competence and relatedness for pre-service teacher educators
McLennan, Brad, McIlveen, Peter and Perera, harsha. 2021. "A pedagogical model of autonomy, competence and relatedness for pre-service teacher educators." Journal of Education for Teaching. 47 (2), pp. 186-200. https://doi.org/10.1080/02607476.2021.1876500Article
Challenges, implications and the future of the Australian Curriculum: The Arts
Kerby, Martin, Lorenza, Linda, Dyson, Julie, Ewing, Robyn and Baguley, Margaret. 2021. "Challenges, implications and the future of the Australian Curriculum: The Arts." The Australian Educational Researcher. 48 (5), pp. 901-922. https://doi.org/10.1007/s13384-021-00488-yArticle
Teacher decision-making in the classroom: the influence of cognitive load and teacher affect
McCarty, Caroline, Redmond, Petrea and Peel, Karen. 2021. "Teacher decision-making in the classroom: the influence of cognitive load and teacher affect." Journal of Education for Teaching. 47 (4), pp. 548-561. https://doi.org/10.1080/02607476.2021.1902748Article
Learning and exploring teacher identity: Preparing for teaching in the Partners in Literacy and Numeracy (PLaN) programme
Fanshawe, Melissa, Saltmarsh, Sue and Larsen, Ellen. 2023. "Learning and exploring teacher identity: Preparing for teaching in the Partners in Literacy and Numeracy (PLaN) programme." Asia Pacific Journal of Education. 43 (1), pp. 1-15. https://doi.org/10.1080/02188791.2020.1866492Article
Embedded experts in online collaborative learning: a case study
Lock, Jennifer and Redmond, Petrea. 2021. "Embedded experts in online collaborative learning: a case study." The Internet and Higher Education. 48. https://doi.org/10.1016/j.iheduc.2020.100773Article