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1.
In many countries, there are no professional standards determining attributes, praxis, effectiveness and evaluation for teachers of relationships and sexuality education in schools. However, in the USA, a new set of pre-service teacher preparation standards has been developed for sexuality education and health. Australia has a set of generic teacher professional standards, but none specifically designed for teachers of relationships and sexuality education. This study aims to explore the possible development of such specific education professional standards for Australian teachers, by comparing and contrasting the knowledge, skills, and competencies exemplified in the prospective USA preparation standards with those in existing generic Australian teacher standards at graduate level. The analysis points to common areas of suitability, competencies, and effectiveness that could help pre-service/initial teachers, in-service teachers, and teacher educators find appropriate and relevant benchmarks for the teaching of timely and comprehensive relationships and sexuality education. The findings show structural similarities, content consistencies, and helpful commonalities in both standards’ sets, comprising seven USA teacher preparation standards, and seven Australian teacher professional standards. Such information may be useful for teachers and educators wishing to generate professional standards for the teaching of relationships and sexuality education in Australia. 相似文献
2.
Robyn Bentley-Williams Christine Grima-Farrell Janette Long Cath Laws 《International Journal of Disability, Development & Education》2017,64(3):270-282
Since the introduction of anti-discrimination legislation including Australian Disability Discrimination Act, 1992 and the Disability Standards of Education, 2005, there is an increasing demand on all schools to cater effectively for more students with disabilities within an inclusive school community context. This investigation explored a proactive partnership model designed to equip pre-service teachers with deeper role understandings in teaching students with disabilities. This collaborative model involved sustained professional experiences in schools on four mornings each week over 38 weeks, offered in conjunction with their final-year teacher education studies in Diversity and Inclusive Education. A unique emphasis of this qualitative study was a focus on identifying conducive real-life experiences and ideal teacher qualities for undertaking challenging inclusive practitioner roles. Findings highlighted the perspectives of school leaders, special education mentors and pre-service teachers in improving inclusive learning outcomes for all students while developing an effective collaborative partnership model for teacher education. 相似文献
3.
This article investigates how schoolteachers’, school leaders’ and college teachers’ involvement affects placement schools as professional learning communities. Norwegian teacher education is used as a case. The first part builds on a survey among schoolteachers and mentors at 111 placement schools in Norway. It documents great variety in the level of engagement. Interviews with mentors, school leaders and college teachers reveal how cooperation between colleges and placement schools, as well as the school leaders’ commitment, influences the quality of placement. The school leaders’ role proves to be important in developing the schools as professional learning communities, and they seem to have a significant impact on the work of the mentors. The data also show that there is a need for a more substantial cooperation between college teachers and mentors about the student teachers’ professional development as well as a need for a more systematic integration of learning in the two learning contexts. 相似文献
4.
Shiang-Yao Liu Shi-Wu Liang Wei-Ta Fang Huei-Min Tsai 《The Journal of environmental education》2013,44(2):114-132
Taiwan's government enacted the Environmental Education Act in June 2011. In the beginning of the implementation of the Act, a national assessment of schoolteachers’ environmental literacy was performed in order to establish the baseline for evaluating the effectiveness of environmental education policy. This large-scale assessment involved a large sample size of in-service teachers across schools at all levels and regions in Taiwan using the stratified random sampling method. Data showed that the teachers have satisfactory levels of environmental knowledge and attitudes, but presented low degrees of environmental action. Differing from previous research results, elementary teachers performed better than high school teachers on this assessment, which may be attributed to their teacher training experiences. Results from this study may provide implications for teacher professional development programs and school environmental education policy. 相似文献
5.
ABSTRACTAssessment is a major component of education, significant in directing what is identified as valued student learning. This paper is framed within an understanding of imperative and exhortative policy. Two paradigmatically different, and potentially contesting, assessment policy directions in Australian education – educational accountability to monitor school and teacher performance, and teacher assessment practices to improve learning (assessment for learning [AfL] or formative assessment) – are examined for their impact on teacher professionalism. Both approaches have official endorsement in Australian policy. Mandated participation in national tests is indicative of educational accountability assessments under national direction. While also endorsed nationally, AfL implementation is reliant on state and territory direction. Our examination reveals tensions in the alignment of both policies. This is evident in the impact of accountability assessment on AfL implementation, in particular, teachers’ understandings of valued assessment evidence. We conclude that a paradigmatic shift to support student learning in Australian schools is a policy imperative that includes the need for professional development and learning support for teachers. 相似文献
6.
The purpose of this study, in part, was to confirm the factor structure of the School-Level Environment Questionnaire, which assesses six school climate factors that can be considered important for improving schools. The study also tested a research model of the relationships between the school climate, teachers’ self-efficacy and job satisfaction. The participants included 781 Western Australian high-school teachers in 29 schools. When the data were analysed by means of structural equation modelling, teacher self-efficacy and teacher job satisfaction were both related to school climate dimensions and there was also a relationship between teacher self-efficacy and job satisfaction. These results provide practical information for improving school climate and suggest that it is worthwhile for school principals to consider factors within the school climate and how they might be enhanced. 相似文献
7.
Kevin Sullivan Laura B. Perry Andrew McConney 《The Australian Educational Researcher》2014,41(5):521-540
This study uses data from the Programme for International Student Assessment, a large and nationally representative dataset, to examine how learning environments vary across metropolitan, rural and regional schools in Australia. Research has shown that school climate and learning environments are related to student academic performance, but little is known about the degree to which they differ across school communities in Australia. We examined principals’ perceptions of teacher and student behaviour related to school climate and students’ perceptions of teacher support, classroom disciplinary climate, and the relevance of education. The findings show that regardless of where they live, most students believe that schooling is worthwhile, and report positive relationships with their teachers. Perceptions of classroom disciplinary climate vary more across school communities, however, with students reporting less positive disciplinary climate in rural communities than in very large cities. Principals’ perceptions of teacher and student behavior related to school climate varied; with urban schools having much more positive results than schools in towns and rural communities. Finally, our findings show that students’ and principals’ perceptions of their school climate and learning environments are more positive in urban communities than in rural communities, but that the least positive environments are generally found in country towns rather than remote communities. Our findings suggest that attention should be paid to improving learning environments not just in the most rural/remote communities, but also in largish regional towns of up to 50,000 residents. 相似文献
8.
In Australian schools, one significant component of whole-school learning in sexuality education is to provide students with developmentally appropriate curriculum and learning opportunities, with the intention of influencing positive health and well-being. In the situation where the usual classroom teacher is under-prepared or unwilling to teach sexuality education to their students, the use of external providers who are experts in puberty and sexual health is crucial. While the provider is a key influential factor in any sexual health programme, reliance on external providers for the provision of sexuality education in regional Australian cities is not well documented. This mixed-method study aims to address this gap in the literature with a specific focus on Ballarat, where the provision of sexuality education, particularly in primary schools, is heavily reliant on several external providers. Participant schools highlight the need for further positive synergies between the classroom teachers, external agencies and the accessibility of a rigorous curriculum to sustain the delivery of an effective programme to young people in schools. 相似文献
9.
Rebekah L. Chapman Lisa Buckley Mary Sheehan Ian M. Shochet 《International journal of qualitative studies in education》2013,26(4):413-431
School connectedness has been shown to be an important protective factor in adolescent development, which is associated with reduced risk-taking behavior. Interventions to increase students’ connectedness to school commonly incorporate aspects of teacher training. To date, however, research on connectedness has largely been based on student survey data, with no reported research addressing teachers’ perceptions of students’ connectedness and its association with student behavior. This research attempted to address this gap in the literature through in-depth interviews with 14 school teachers and staff from two Australian high schools. Findings showed that teachers perceived students’ connectedness to be important in regard to reducing problem behavior, and discussed aspects of connectedness, including fairness and discipline, feeling valued, belonging and having teacher support, and being successfully engaged in school, as being particularly important. This research enables the development of school-based intervention programs that are based on both student- and teacher-focused research. 相似文献
10.
ABSTRACTThis study investigates the “educational borrowing” of Pestalozzi’s and Fellenberg’s reforms by James Bonwick, an Australian schoolmaster and inspector in the 1840s and 1850s. The article initially examines Pestalozzi’s and Fellenberg’s teaching methods and philosophies. Adopting a biographical approach, it then explores the circumstances that influenced Bonwick to embrace, utilise, and then become a protagonist in promoting the ideas of these European educationalists. Commencing with his teacher training, Bonwick was inspired to question the social and educational effectiveness of the monitorial teaching then in vogue. Transferring to the Australian Colony of Van Diemen’s Land, he operated several schools based on Fellenberg’s example. Then, in South Australia and Victoria, where he continued to implement Pestalozzian teaching methods, his superior teaching skills received recognition through being invited to appear before several governmental investigations into education. Finally, but most significantly, as a school inspector in Victoria between 1856 and 1859, he inspired a generation of the colony’s schoolteachers to take up his enlightened and progressive teaching methods and views. Most studies of “educational borrowing” focus on parliamentarians and senior bureaucrats, but this study explains how a school inspector’s energy and passion for Pestalozzian principles and methods generated widespread teacher support for their adoption. 相似文献
11.
As part of a larger longitudinal study of Western Australian high schools, 212 teachers were surveyed about their perceptions
of the school in which they teach and the management of that school. In particular, teachers responded to questions about
the school environment, their morale and the organisational health of the school, and they were asked some self-concept and
teaching efficacy questions. A multilevel model was used to investigate the effects of these and other school characteristics
on teacher morale (the dependent variable), while accounting for school level differences. This study demonstrated that teacher
morale varied between teachers and between schools, with school environment explaining 54% of the variability in morale. That
is, when the school environment was positive, teacher morale was higher. The implications of this finding point to the importance
of both improving the school environment and teacher morale in order to enhance the health of schools. This is only achieved
when teachers believe that their school is improving and has a positive climate.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
12.
This article considers the positive aspects of inclusion in Australian primary schools through a historical account of the nation's journey to adopting current policies and practices. The authors suggest that across the different states the picture is positive as there are clear attempts to make Australian schools as inclusive as possible. The importance of adequately resourcing schools to support teachers in the implementation of an inclusive environment is discussed as being second in importance to teacher attitudes to inclusion. The combination of these two factors has a direct influence on a school's ability to be effectively inclusive as it is the teacher at the ground level who must ensure inclusion is effective. As a result of improvements in teacher education programmes at universities, where inclusive education subjects are now compulsory, teaching in an inclusive environment is the ‘professional positive’ of teacher practice, which may potentially improve educational outcomes for all involved. 相似文献
13.
Both Canada’s and Germany’s school systems are transitioning into inclusive education systems. This transition is also happening in vocational schools. This paper addresses the new demands that vocational teachers face, due to the introduction of inclusive education in Germany and Canada, by examining Canadian and German pre-service vocational teachers’ attitudes, self-efficacy and experiences related to inclusive education. The study identifies significantly more positive ratings in the Canadian sample across all the three scales. We conclude that the different ratings relate to different school systems, experiences with inclusion and the teacher education systems. Based on these research findings, recommendations for teacher education are discussed. 相似文献
14.
Anna Hogan Greg Thompson Sam Sellar Bob Lingard 《The Australian Educational Researcher》2018,45(2):141-160
This paper explores teachers’ and school leaders’ perceptions of commercialisation in Australian public schools, reporting on findings from an open-ended survey question from an exploratory study that sought to investigate teacher and school leader perceptions and experiences of commercialisation. Commercialisation, for the purposes of this paper, is understood as the creation, marketing and sale of education goods and services to schools by for-profit providers and often includes (but is not limited to) the provision of curriculum content, assessment services, data infrastructures, digital learning, remedial instruction, professional development and school administration support. Our account highlights that commercialisation is prevalent in the day-to-day practice of Australian public schools. The perceptions of teachers and leaders suggest that commercialisation is complex, with both affordances and challenges. Respondents acknowledged that aspects of commercialisation are necessary for successfully running schools and classrooms in the 21st century, but also noted that there is a fine line beyond which these seemingly innocuous services become perilous. Concerns focused on how particular services are leading to the deprofessionalisation of teachers as they have less autonomy over what to teach and how to teach it. Moreover, teachers and school leaders reported being perturbed by the idea that commercial providers and services might work to replace teachers in the future. Drawing on these data we argue that growing commercialisation in Australian public schools clearly requires an ethical debate that schools, education professionals, policy makers and interested publics are yet to have. 相似文献
15.
Primary school provides an appropriate opportunity for children to commence comprehensive relationships and sexuality education (RSE), yet many primary school teachers avoid teaching this subject area. In the absence of teacher confidence and competence, schools have often relied on health promotion professionals, external agencies and/or one-off issue-related presentations rather than cohesive, systematic and meaningful health education. This study examines the implementation of a 10-lesson pilot RSE unit of work and an accompanying assessment task in two primary schools in South-East Queensland, Australia. Drawing predominantly from qualitative data, the research explores the experiences of primary school teachers as they engage with RSE curriculum resources and content delivery. The results show the provision of a high-quality RSE curriculum resource grounded in contemporary educational principles and practices enables teachers to feel more confident to deliver RSE and minimises potential barriers such as parental objections and fear of mishandling sensitive content. 相似文献
16.
Teacher education all over Europe is increasingly becoming school‐based oriented. This implies new roles for those who support student teachers learning in school. This article describes the way four school‐based teacher educators fulfill their role as educators of student teachers who learn how to teach while participating in the workplace. Based on theoretical notions derived from the literature on teacher education and workplace learning, the Cognitive Apprenticeship Model was specified and used in a case study as a framework to describe the activity of these school‐based teacher educators. They use tools (e.g., apprenticeship assignments) developed within the teacher education institute and rely on their professional knowledge as experienced schoolteachers. This results in student teachers being provided with useful tricks which, however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective. Also the possibilities of the social context of the school as a learning environment are not systematically used. 相似文献
17.
吴蔚 《福建教育学院学报》2012,(6):79-81
新课程改革对高中音乐教师的素质提出了专业化的要求。本文以福建地区为例,对新课程改革背景下高中音乐教师的素质现状进行初步的调查,并在此基础上提出了高中音乐教师素质提升的策略：包括加强教师继续教育,建设多种培训方式、在教师管理上建立完善的音乐教师资格认证制度以及提倡教师自主求实创新发展等。文章主要采用了调查法、比较法等研究方法。 相似文献
18.
This paper describes the formative, process and short term impact evaluation of sexuality and relationships education (SRE) training for teachers in Western Australia (WA) over a three year period. The training represents one component of a broader project, the aims of which are to improve teacher’s confidence and skills in delivering SRE, and to support schools to implement effective comprehensive SRE. Formative evaluation conducted prior to the development of the training, found although most respondents were relatively confident and skilled in facilitating SRE, the need for ongoing professional development was highlighted, especially in areas such as gender diversity, pornography, sexting, violence and working with specific groups. Training focusing on the new Australian Health and Physical Education curriculum and mandatory assessment was identified as a need. Workshop evaluation found statistically significant improvements in attitudes towards SRE and increased comfort in teaching SRE, facilitating discussion and facilitating skills and activities, after the workshop. The evaluation identified the need for an integrated and coordinated whole school approach and efforts to engage teachers with lower levels of confidence in teaching SRE. Changes to the Australian Curriculum provide opportunities to enhance the development of SRE in schools. Longer-term impact evaluation is required to identify whole school changes. 相似文献
19.
The processes of puberty are now commonly observed in primary school-aged students. Schools, therefore, need to address puberty and sexuality education for students’ health, well-being, safety and pastoral care. Similarly, preservice teacher education needs to address future primary school teachers’ unfamiliarity and lack of confidence with these issues and topics, and develop appropriate and normative learning and teaching practices to benefit students of all ages. This paper explores the types of sexuality education content and pedagogies student-teachers prefer to learn about, and be assessed on, in a dedicated sexuality education course in their preservice Bachelor of Education (Primary) degree. A mixed-method design collected quantitative preference ratings and qualitative responses revealing that student-teachers prefer content about the social, developmental and psychological aspects of primary school children’s puberty and sexuality. Student-teachers also prefer school counsellors and school nurses as guest speakers, learning pedagogies in tutorial or small groups and assessments through case studies by oneself or small groups. This Australian evidence may be useful to designers of preservice health and sexuality education courses, who aim to assist primary school student-teachers become more competent, confident and professionally trained in puberty and sexuality education. 相似文献
20.
How developed countries train, recruit and retain their schoolteachers is an area of considerable interest in education today. In this paper we consider how the US is addressing the issue of teacher quality by holding schools and school districts accountable for ensuring that all teachers of core subjects are ‘highly qualified’ by the end of the 2005–2006 school year. Part of the hugely important No Child Left Behind Act, this ‘highly qualified’ teacher requirement links billions of dollars of Federal funding to ensuring that schools and school districts develop strategies to meet these targets. We consider how successful this policy has been in two case study states: Wisconsin and California. What emerges is a mandate for change which emphasizes teachers' content knowledge over pedagogic skills, which reveals discrepancies in the certification, training and administration of the profession across different states, and which sharply reminds us of the difficulties faced by even the apparently simple policy of requiring high quality teachers by law. 相似文献