Pre-service teachers' pedagogical relationships and experiences of embedding Indigenous Australian knowledge in teaching practicum

This paper argues from the standpoint that embedding Indigenous knowledge and perspectives in Australian curricula occurs within a space of tension, ‘the cultural interface’ (Nakata, 2002), in negotiation and contestation with other dominant knowledge systems. In this interface, Indigenous knowledge (IK) is in a state of constancy and flux, invisible and simultaneously pronounced depending on the teaching and learning contexts. More often than not, IK competes for validity and is vexed by questions of racial and cultural authenticity, and therefore struggles to be located centrally in educational systems, curricula and pedagogies. Interrogating normative western notions of what constitutes authentic or legitimate knowledge is critical to teaching Indigenous studies and embedding IK. The inclusion (and exclusion) of IK at the interface is central to developing curriculum that allows teachers to test and prod, create new knowledge and teaching approaches. From this perspective, we explore Indigenous Australian pre-service teachers’ experiences of pedagogical relationships within the teaching habitus of Australian classrooms. Our study is engaged with the strategic transgressions of praxis. We contend that tensions that participant Indigenous Australian pre-service teachers experience mirror the broader (and unresolved) political status of Indigenous people and thus where and why IK is strategically deployed as ‘new’ or ‘old knowledge within Australian liberal democratic systems of curriculum and schooling. It is significant to discuss the formation and transformation of the pedagogical cultural identity of the teaching profession within which Indigenous and non-Indigenous pre-service teachers are employed.

Preservice teachers’ perceptions of their middle schooling teacher preparation : a sample of the Australian context

Reviews into teacher education and reform measures, such as implementing professional standards for teachers, are designed to raise the quality of education. Such reviews and reforms also target preservice teachers; hence universities examine their teacher education programs to address these issues, including developing programs that are current with the literature. Over the past fifteen years, concerns have arisen about Australian early adolescents and their disengagement from the schooling system, their “at risk” behaviour and their need for social, emotional and academic support. These concerns have prompted a middle schooling movement in Australia with the literature recognising a need for specialised middle school teachers. As a result, various universities have responded by developing courses specifically designed to graduate teachers who possess the theoretical and pedagogical knowledge for engaging early adolescent learners. This mixed-method study analysed the responses of preservice teachers from three universities across two states in Australia near the completion of their middle years teacher preparation program. The three aims of the study were to: (1) investigate final-year preservice teachers’ perceptions of their confidence to teach in the middle years of schooling; (2) analyse the experiences included in their teacher preparation course that made them feel confident; and (3) describe strategies for enhancing middle schooling teacher education preparation. Data were gathered from final-year preservice teachers (n=142) using a survey that was developed in response to middle schooling literature and the Professional Standards for Queensland Teachers (Queensland College of Teachers, 2006). A questionnaire collected extended information about the participants’ (n=142) experiences that made them feel confident. It also gathered information about strategies for enhancing middle years teacher preparation. One-to-one, 45-minute interviews (n=10) were conducted to elicit in-depth responses aligned with the research aims. Quantitative results indicated that the majority of preservice teachers (n=142) claimed confidence associated with survey items relating to creating a positive classroom environment (range: 70-97%), developing positive relationships for teaching (71-98%), pedagogical knowledge for teaching (72-95%), and implementation of teaching (70-91%). Qualitative findings suggested that the experiences that assisted them to be confident for teaching were practicum and associated field studies coursework, a positive mentor teacher, specifically designed middle years subjects, the pedagogical approaches of university staff, and other real-world experiences such as volunteering in schools and participating in professional development alongside their mentors. This study demonstrated that universities presenting middle years teacher preparation need to consider: the quality of the practicum experience; the suitability of mentor teachers; the significance and practicalities of middle years subjects; university lecturers’ modelling of pedagogical practices; and the inclusion of real-world learning experiences. Although the findings of this study provided evidence as to how preservice teacher confidence for teaching has been influenced by their middle schooling teacher preparation, further research is required to investigate how confidence translates into practice within their first years of teaching.

Attitudes of preservice teachers towards teaching deaf and ESL students

This study explored preservice teacher attitudes towards teaching a deaf student who uses Australian Sign Language (Auslan) compared to a student who is new to Australia and speaks Polish. The participants were 200 preservice teachers in their third or fourth year of university education. A questionnaire was created to measure attitudes, and participants were also asked to list teaching strategies they would use with the two students. A factor analysis yielded two subscales: Teacher Expectations and Teacher Confidence. Results showed that teachers had higher expectations of the Auslan student than the Polish student, and were more confident about teaching the Auslan student. Differences between the two conditions were also found for suggested teaching strategies. The findings have implications for teacher education programs.

Preparing high achieving English teachers to work in disadvantaged schools : 'I'll teach Shakespeare when I'm 60'

The recent release of the Gonski Review recognises the decline in Australia’s schooling performances over the last decade, noting in particular a distressing increase in the ‘achievement gap’ affecting students from low SES backgrounds (Gonski, 2012). The report details the need for more quality in teachers throughout the schooling system, particularly within the schools with the greatest academic needs. This paper specifically focuses on a group of high-achieving pre-service English teachers. In their last two years of university study, they participated in a program called Exceptional Teachers for Disadvantaged Schools (ETDS), designed to prepare them to work in disadvantaged or low SES schools. We wanted to capture their experiences of teaching in challenging settings during their practicum, and as they prepared to graduate, we wondered what they now felt about teaching English in low SES schools. Using narrative inquiry, we analysed a range of reflective data to gain insight into such things as their initial motivations for entering the teaching profession and how their preconceived expectations may or may not have shifted after practicum experiences in low SES schools. We encouraged open reflection about how they perceived themselves as English teachers.

Looking back and looking forward : exploring distributed leadership with Queensland Prep teachers

There is an increasing expectation that early childhood teachers will be pedagogical leaders, particularly in a global context of curriculum reform. This paper reports on the distributed leadership experiences of early childhood teachers’ during the 2003 Preparatory Year (Prep) trial in Queensland, Australia. In 2010, 13 of the first Prep teachers participated in interviews to discuss their definitions of leadership and reflect on the opportunities they had to lead curriculum development during and since the 2003 trial. Data were examined using a conceptual framework based on the work of Woods et al. (2004), with a focus on the structural and agential aspects of distributed leadership. Participants identified a range of contextual influences, challenges, skills and enabling strategies that illustrate the complexities in leading curriculum.

Mentoring pre-service teachers on school students’ differentiated learning

This Australian study explores the mentoring of pre-service teachers in selecting and implementing teaching strategies to meet students‟ learning needs. Two case studies involving 28 mentor teachers in a professional development program and a mentor-mentee partnership during a four week practicum provided data about mentoring teaching strategies for differentiated learning. Findings showed that contexts for learning about differentiation occurred at the pre action, in-action, and post-action stages. Central to each stage were pedagogical knowledge practices such as planning, preparation, classroom management, assessment, and problem solving (reflection-in-action to present solutions to problems) as key to in-action strategising and the mentoring processes. Mentoring pre-service teachers on how to devise teaching strategies for differentiated learning needs to be researched with a wider range of mentors and pre-service teachers, including those at different stages of development.

Education for social responsibility: Ethics and imagination for engaging students and teachers in educational reform

In this chapter we make assumptions about the primary role of education for the life of its beneficiaries and for society. Undoubtedly, formal education plays an important role in enhancing the likelihood for participation in future social life, including enjoyment and employment, by the student as well as the development of the well being of society in general. Similarly, education is often seen as a main means for intergenerational transmission of knowledge and culture. However, as Dewey (1916) argues, in liberal societies, education has the capacity of enhancing democratic participation in society that goes beyond passive participation by its members. One can argue that the achievement of the ideals of democracy demands a free and strong education system. In other words, while education can function as an instrument to integrate students into the present society, it also has the potential to become an instrument for its transformation by means of which citizens can develop an understanding of how their society functions and a sense of agency towards its transformation. Arguably, this is what Freire (1985) meant when he talked about the role of education to “read and write” the world. A stream of progressive educators (e.g., Apple (2004), Freire, (1985), Giroux (2001) and McLaren (2002)) taught us that the reading of the world that is capable of leading into writing the world is a critical reading; i.e., a reading that poses “Why” questions and imagines “What else can be” (Carr & Kemmis, 1987).

Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform

Teacher assessment literacy is a phrase that is often used but rarely defined. Yet understanding teacher assessment literacy is important in an international curriculum and assessment reform context that continues to challenge teachers’ assessment practices. In this article situated examples of classroom assessment literacies are analysed using Bernstein’s (Pedagogy, symbolic control and identity: Theory, research and critique, Taylor and Francis, London, 1996; Br J Sociol Educ 20(2):157–173, 1999) theoretical tools of vertical and horizontal discourses, classification and framing. Drawing on a sociocultural view of learning, the authors define teacher assessment literacies as dynamic social practices which are context dependent and which involve teachers in articulating and negotiating classroom and cultural knowledges with one another and with learners, in the initiation, development and practice of assessment to achieve the learning goals of students. This conceptualisation of assessment literacy aims to make explicit some underpinning theoretical constructs of assessment literacy to inform dialogue and decision making for policy and practice to benefit student learning and achievement.

Process for forming alumino-silicate derivatives

A process for the preparation of an amorphous alumino-silicate derivative which involves reacting a solid corresponding starting material with MOH where M is alkali metal or ammonium cation. The solid corresponding starting material may be selected from montmorillonite, kaolin, natural zeolite (e.g., clinoliptolite/heulandite) as well as illite, palygorskite and saponite and additional reactant MX wherein X is halide may be utilized in conjunction with MOH. The invention also includes alumino-silicate derivatives of the general formula M.sub.p Al.sub.q Si.sub.2 O.sub.r (OH).sub.s X.sub.t.uH.sub.2 O as well as alumino-silicate derivatives of the general formula M.sub.p Al.sub.q Si.sub.2 O.sub.r (OH).sub.s.uH.sub.2 O.

"You help me improve my English, I'll teach you Physics!" Cuban teachers overseas

Lending teachers for two-year periods is one of the ways in which Cuba has been able to collaborate with other countries in their efforts to improve educational planning and practice. My field research in 2001 in Jamaica (March and November) and in Namibia (December) enabled me to obtain information about how Cuban teachers are being utilized, and about the educational implications of this project. In Jamaica, I interviewed 15 Cuban teachers in several schools and one in the vocational institute, as well as the Cuban project supervisor in charge of the 51 Cuban teachers. I also talked with officials at the Jamaican Ministry of Education to obtain an idea of the developmental needs in the various subjects that the Cubans had been asked to teach. In Namibia I interviewed personnel in the National Sports Directorate and the Cuban manager in charge of the sports education project. The chapter draws on these interviews to build a picture of how the program of collaboration is organized, and considers its postcolonial significance, in theory and in practice, as an example of South-South collaboration. The chapter contributes to a multilevel style of comparative education analysis based on microlevel qualitative fieldwork within a framework that compares cross-cultural issues and national policies. The discussion of the educational situation of the host countries suggests why Cuban teachers can contribute to meeting curricular needs, particularly in the areas of the sciences, mathematics, Spanish, and sports. The friendly and joking remark of one of the Cuban teachers to school students in Jamaica: “You help me improve my English, I’ll teach you Physics!” highlights the reciprocal potential of these cooperation projects, discussed in several chapters of this book.

Adaptive teachers embracing new ways of learning with robotics in Chinese schools

In July 2010, China announced the “National Plan for Medium and Long-term Education Reform and Development(2010-2020)” (PRC 2010). The Plan calls for an education system that: • promotes an integrated development which harnesses everyone’s talent; • combines learning and thinking; unifies knowledge and practice; • allows teachers to teach according to individuals’ needs; and • reforms education quality evaluation and personnel evaluation systems focusing on performance including character, knowledge, ability and other factors. This paper discusses the design and implementation of a Professional Learning Program (PLP) undertaken by 432 primary, middle and high school teachers in China. The aim of this initiative was to develop adaptive expertise in using technology that facilitated innovative science and technology teaching and learning as envisaged by the Chinese Ministry of Education’s (2010-2020) education reforms. Key principles derived from literature about professional learning and scaffolding of learning informed the design of the PLP. The analysis of data revealed that the participants had made substantial progress towards the development of adaptive expertise. This was manifested not only by advances in the participants’ repertoires of Subject Matter Knowledge and Pedagogical Content Knowledge but also in changes to their levels of confidence and identities as teachers. It was found that through time the participants had coalesced into a professional learning community that readily engaged in the sharing, peer review, reuse and adaption, and collaborative design of innovative science and technology learning and assessment activities.

Are Malaysian Teachers Ready to Assume the Duties of Reporting Child Abuse and Neglect?

Mandatory child abuse and neglect reporting laws apply to teachers in many countries of the world. However, such laws have not yet been introduced for teachers in Malaysia, and there is debate about whether the laws should be extended to teachers at all. This paper aimed to investigate the level of support among teachers to assume mandatory reporting duties and to identify factors determining this support in Malaysia. A total of 668 teachers from 14 randomly selected public primary schools completed an anonymous self-administered questionnaire. Results showed that 44.4 per cent of the respondents supported legislation requiring teachers to report child abuse. Teachers of Indian ethnicity, those with a shorter duration of service in teaching (< 5 years), the availability of knowledgeable and supportive school staff and a higher level of commitment to reporting were significant factors affecting teachers' support for mandatory reporting. This study provides important insights into factors influencing teachers' support for the introduction of mandatory reporting legislation for teachers in Malaysia. Teachers do not unanimously support these laws and there is a lack of clarity about what such laws will mean for teachers. The data highlight the need for specific training programmes to raise teachers' awareness, build their confidence and enhance their willingness to report child abuse.