Learning how to teach chemistry with technology: pre-service teachers’ experiences with integrating technology into their learning and teaching

The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.

Deconstructing religious identity, difference, and belonging : implications for anti-racist pedagogy

Increasing numbers of Australians identify with a multiplicity of religion groups or have no religious affiliation. Despite this, the representation of religious groups other than Christian—and the implications of this for anti-racist pedagogy in Australian schools—is seldom explored. This article interrogates the ways in which the most prominent of these minority religious groups (Buddhist, Hindu, Muslim, Jewish) were spoken about in two Melbourne newspapers and considers the implications of this interrogation for multicultural pedagogy in globally integrated local school contexts, such as those in Australia. Methodologies of social cultural theory and critical discourse analysis (CDA) are used to investigate newspaper discussions from the different viewpoints of their experiential, systemic, and normative focus. I find that notions of religious identity described in the media are stylized in form and an almost-silent normative self-identity is defined against clichéd typologies made within a crucible of race, identity, and belonging.

We did the how to teach it: music teaching and learning in higher education in Australia

The Australian Government recognizes that the Arts are acritical part of formal school education and it should not be viewedas subordinate or extra. This paper forms part of a wider researchproject titled “Pre-service teacher attitudes and understandings ofMusic Education” that started in 2013. The focus of this paperinvestigates music teaching and learning in a core unit within theBachelor of Education (Primary) course at Deakin University(Australia). Using questionnaire and interview data gathered in 2014,I employ Interpretative Phenomenological Analysis to analyse andcodify the data. Three themes are discussed in relation to: Why it isimportant to include music in the primary school? What wasenjoyable and what aspects were challenging in the musicworkshops? What can students integrate as generalist teachers intotheir future classrooms? Though the findings focus on “we did thehow to teach it”, it also highlights some challenges and opportunitiesfor students and staff. Tertiary educators are challenged to raise thecapacity and status of music when preparing students to translate themusic curriculum into their future classrooms.

I had gone to teach but stayed to learn: Geraldine MacKenzie at Aurukun Mission, 1925-1965

This article examines the missionary career of Geraldine MacKenzie who, with her husband Bill MacKenzie, served on the Presbyterian mission at Aurukun on the Cape York Peninsula between 1925 and 1965. It focuses primarily on MacKenzie’s own interpretation of and reflection on her experiences, as described in her memoir, Aurukun Diary. While the memoir elides some of the more controversial features of the MacKenzies’ tenure at Aurukun, it provides insights into the changing nature of missionary theology and practice on Aboriginal missions in the early twentieth century, particularly as they relate to the role of women—both missionaries and mission residents.

Scientific and Religious Mindsets: A Candid Look at the Perils of a Panglossian President

Through Voltaire’s novella Candide, this essay examines the differences between a scientific and a religious mindset and the consequences of poor decision-making when a political leader has a religious mindset that he misapplies to fundamentally scientific questions. By analyzing various decisions that President Bush has made, it is argued that he has a religious mindset that has resulted in several fallacious choices of extreme import, yielding considerable losses. As such, a decision-maker with power should be able to distinguish questions best answered with a scientific mindset from those that are in the realm of philosophy or religion and apply a scientific mindset to the former. A scientific mindset formulates a theory that yields testable propositions, it acquires data and uses that to evaluate the verity of the theory. As the data contradict the theory’s predictions, the theory is adjusted. The religious mindset proffers certain explanations but then holds steadfastly to them. It ignores contrary evidence, does not adjust its tenets, or alter its prescribed behaviors, attacks the integrity of those who espouse contrarian viewpoints, and commits logical falla- cies, such as inverting the causative relationship.

From Darfur to Sinai to Kashmir: Ethno-religious conflicts and legalization

This paper attempts to examine agreements between two high conflict states - India and Pakistan - in comparison with those between parties characterized by high degrees of conflict along ethnic and religious lines, from a theoretical perspective with a view to determining if legalization has any correlation between the commitments embodied in agreements between such states and the degree of compliance. For purposes of comparison, I examine the historic agreement between Israel and Egypt, and the Darfur Peace Agreement (DPA) as exemplars of similar conflicts where legalization has salience. I adopt the lens of legalization articulated by Abbott, et al, and bring recent advances from the intersection of international relations theory and international law to the design and structuring of agreements between states beset by persistent hostilities. I analyse agreements between India and Pakistan, Israel and Egypt, and the Darfur Peace Agreement, to demonstrate that agreements that are high on the precision-obligation-delegation matrix enjoy higher degrees of success than those that are low on this matrix when concluded between high conflict states. I conclude by arguing that India and Pakistan should aim for hard legalization to solve the Kashmir dispute, and that they must learn from the painful experience of the Darfur Peace Agreement and include non-state actors as signatories to any agreement.

‘I felt like I was watching porn’: the reality of preparing pre-service teachers to teach about sexual pleasure

Overwhelmingly, school-based sexuality education programmes focus on the prevention of infection, pregnancy and abuse, with little if any attention given to positive views of sexuality and rarely the inclusion of sex positive issues such as pleasure, intimacy and desire. This paper explores the experience of teaching about pleasure to pre-service health and physical education teachers as part of compulsory studies in a unit on sexuality education designed to prepare them to teach sexuality education in secondary schools. Drawing on the aims, theoretical framework, content and pedagogical structure of the unit, and data collected from 42, third-year pre-service teachers (PST) in Australia via surveys and student assessment, the paper provides some practical examples of what teaching about pleasure might look like in practice. It argues that with adequate preparation, a framework to celebrate sex and sexuality, a gender lens to examine normative discourses, and the opportunity for reflection, PST can develop the confidence, skill and willingness to include pedagogies of pleasure in their school-based work.