A proposal for change to teacher education in and for rural and regional Australia

In recent years, much attention has been given to the preparation of teachers for rural and regional schools (for example, Marks et al, 2000, Marks et al, 2001, Jones, 2002). Rural and regional teacher education brings with it exciting opportunities for individuals and communities. However, it is also coupled with specific demands on governments, teaching staff and tertiary institutions. However, as yet little attention has been given to how to reform teacher education to address the identified issues (Green & Reid, 2004). At present, the teacher education course offered on the Warrnambool campus of Deakin University is identical to that offered on the metropolitan (Burwood) and regional (Geelong) campuses. The course is a traditional four-year course.

At the Warrnambool campus we are embarking on a project which aims to reconceptualise teacher education for rural and regional contexts. It seeks to: better understand the issues and challenges rural and regional stake holders face within the profession, including both pre-service and service dimensions; identify the context specific knowledge, skills and strategies rural and regional schools are looking for in graduate teachers; and develop and implement a revised Bachelor of Education program that reflects the needs of rural and regional education.

In this paper, we outline how we intend determining the demand for a community-based teacher education program in western Victoria and determining/negotiating community support for such an initiative.

Do what we do: a multimodal approach to planning and teaching

Quality teaching and learning in teacher education can be enriched across campuses for both the academics and the student bodies when focus is given to the development of dynamic ICT rich learning experiences. This paper focuses on the learning journey of two academics and their preservice teacher education students located on two regional campuses, 200km apart, and how planning, communicating, implementing, presenting, evaluating, and reflecting took place within a framework of collegiality. The unit, entitled, ‘The Literacy Teacher, the Profession and the Community’ was a final year unit within the undergraduate Bachelor of Education program. Specifically this paper discusses how a multimodal teaching and learning environment using a range of new communication technologies enhanced the both the teaching and the learning experience for our pre-service teacher education students.

Improved glusoce homeostasis and enhanced insulin signalling in Grb 14-deficient mice

Gene targeting was used to characterize the physiological role of growth factor receptor-bound (Grb)14, an adapter-type signalling protein that associates with the insulin receptor (IR). Adult male Grb14^-/- mice displayed improved glucose tolerance, lower circulating insulin levels, and increased incorporation of glucose into glycogen in the liver and skeletal muscle. In ex vivo studies, insulin-induced 2-deoxyglucose uptake was enhanced in soleus muscle, but not in epididymal adipose tissue. These metabolic effects correlated with tissue-specific alterations in insulin signalling. In the liver, despite lower IR autophosphorylation, enhanced insulin-induced tyrosine phosphorylation of insulin receptor substrate (IRS)-1 and activation of protein kinase B (PKB) was observed. In skeletal muscle, IR tyrosine phosphorylation was normal, but signalling via IRS-1 and PKB was increased. Finally, no effect of Grb14 ablation was observed on insulin signalling in white adipose tissue. These findings demonstrate that Grb14 functions in vivo as a tissue-specific modulator of insulin action, most likely via repression of IR-mediated IRS-1 tyrosine phosphorylation, and highlight this protein as a potential target for therapeutic intervention.

A civilising influence

Jonathan Lyons draws the reader in to his study of Arab intellectualism, writes Adrian Gully

Developing a science challenge to support partnerships and pedagogy in rural and regional science

In 2007 the researchers decided to investigate the development of a “science challenge” as a means of engaging students in science. They wanted to ensure that whatever was developed was sustainable, addressed the needs of students and provided some answers for the dilemma of equitable education in regional and rural areas. A literature search indicated that whilst science competitions were not new, one which was based on schoolcommunity partnerships and involved students in the solving of real problems, was quite different. This paper will report on the development of the science challenge with reference to the viewpoints of teachers, community and industry participants.

You don't have other teachers to bounce ideas off : report from SiMERR Victoria

Companion volume to the SiMMER National Survey.

The role of NCCP time for enhancing children's creativity in technology

The focus of our research project was the question Can children‘s creativity be enhanced by including a period of non-conscious cognitive process (NCCP) time? During this non-thinking time the brain makes connections between independent ideas, forgets inappropriate responses, and makes available more relevant responses for problem solving. The research generated cases of several primary school classrooms as the teachers incorporated NCCP time in their design technology sessions. Children were observed and teachers interviewed about their perceptions of children‘s creativity as the children designed and produced recycling devices. The cases revealed an optimum time frame of several days for nonconscious cognitive processing. These findings have implications for teachers of technology who assign the same day and time each week for technology learning. During the non-task time, which included the NCCP time, children were able to discuss their ideas with family members. As children learn in socio-cultural contexts, these discussions can be fruitful. The teachers indicated that peer discussions also played an important role after the generation of designs.