Longitudinal Teacher Education Workforce Study [LTEWS] final report. November 2013

The Longitudinal Teacher Education Workforce Study (LTEWS) investigated the career progression of graduate teachers from teacher education into teaching employment in all states and territories across Australia in 2012 and the first half of 2013, and tracked their perceptions, over time, of the relevance and effectiveness of their teacher education programs. Specifically, it investigated: The career progression of the 2011 teacher education graduates from teacher education into, andpossible exit from, teaching employment, including their utilisation into teaching, their retention and attrition in teaching in their early years, and their geographic and schools sector mobility; and, The views of teacher education graduates over time on the relevance and effectiveness of their teacher education for their teaching employment, including the relationship between their views of their teacher education and their early career teaching career.LTEWS was conducted concurrently with the Studying the Effectiveness of Teacher Education (SETE) project, which is a three-year project investigating these issues in Queensland and Victoria. SETE is funded by the Australian Research Council, the Victorian Department of Education and Early Childhood Development (DEECD), the Queensland Department of Education, Training and Employment (QDETE), the Victorian Institute of Teaching (VIT), and the Queensland College of Teachers (QCT). LTEWS focused on data collection in states and territories other than Queensland and Victoria. The findings from the SETE study were incorporated with the LTEWS findings to provide a national data set.

The place of place-based education in the Australian primary geography curriculum

The idea for this paper emerged from a recent qualitative investigation which examined the ways in which six Australian primary teachers conceptualised geography and geography teaching (Preston, 2014b). A finding of this research was a strong correlation between the breadth of geographical understandings and the years of experience and age of participants. For early career teachers, conceptions of geography were narrowly confined to information-oriented perceptions. Whereas, the two teachers, with more than 30 years in primary schools, portrayed much more complex understandings. Their conceptions depicted geography as process-oriented and in relational terms, that is, understandings of geography that recognise the interactions and interdependence of people and environments (Bradbeer, Healey, & Kneale, 2004). Both these experienced teachers were also committed to place-based, inquiry approaches to geography teaching and had been using placebased methodologies long before it became a new movement in education (Morgan, 2009, p. 521 ). This prompted me to question why geography education seldom features in discourses of place-based education and to contemplate the oft-cited argument (at least in the United States) that the recent focus on curriculum standards is incompatible with locally responsive curriculum (Jennings, Swidler, & Koliba, 2005).
In order to answer these questions, I explore the intersections and divergences between place-based education and geography education in the Australian context. Drawing on Smith's (2002) and Gruenewald's (2003) conception of place-based education, and the new. Australian geography curriculum document, I argue that primary geography education has strong synergies with place-based education methodologies and aims. I further suggest that a geographical perspective can augment placebased education to enrich and broaden students' understandings of the complex interactions between and within places. This argument is balanced with a critical examination of the practice of geography education acknowledging that the tradition of fieldwork might benefit from placebased education approaches that enable more embodied, socially engaged interactions with places. Thus, I contend, place-based education and geography education are mutually supportive and each can extend the other. The paper concludes with a reflection on the challenges in Australia in preparing primary teachers for the implementation of the new (place-based) geography curriculum.

How long is too long in contemporary peer review? Perspectives from authors publishing in conservation biology journals

Delays in peer reviewed publication may have consequences for both assessment of scientific prowess in academics as well as communication of important information to the knowledge receptor community. We present an analysis on the perspectives of authors publishing in conservation biology journals regarding their opinions on the importance of speed in peer-review as well as how to improve review times. Authors were invited to take part in an online questionnaire, of which the data was subjected to both qualitative (open coding, categorizing) and quantitative analyses (generalized linear models). We received 637 responses to a total of 6,547 e-mail invitations sent. Peer-review speed was generally perceived as slow, with authors experiencing a typical turnaround time of 14 weeks while their perceived optimal review time is six weeks. Male and younger respondents seem to have higher expectations of review speed than females and older respondents. Majority of participants attributed lengthy review times to the 'stress' on the peer-review system (i.e., reviewer and editor fatigue), while editor persistence and journal prestige were believed to speed up the review process. Negative consequences of lengthy review times appear to be greater for early career researchers and can also have impact on author morale (e.g. motivation or frustration). Competition among colleagues were also of concern to respondents. Incentivizing peer review was among the top suggested alterations to the system along with training graduate students in peer review, increased editorial persistence, and changes to the norms of peer-review such as opening the peer-review process to the public. It is clear that authors surveyed in this study view the peer-review system as under stress and we encourage scientists and publishers to push the envelope for new peer review models.

Understanding a transitional teacher education in globalized and neoliberal contexts

Many early career teachers commence their transition into the teaching profession in rural and remote schools. Separated from existing interpersonal/professional networks of support, early career teachers rely on new colleagues and school leaders in more complex ways than their peers teaching closer to home. Crucially, their emerging identities, resilience and motivations are therefore influenced and reinforced
through professional interactions. This paper explores the critical turning points and narratives of two early career rural teachers. The narratives were collected through reflect.goingok.com, a digital tool created by one of the authors; that enabled the teachers to engage in regular reflections about their transition from university to the classroom. In conclusion some of the implications of the co-narration of teacher identity, and how this informs a systemic approach that supports early career teachers in rural teaching practice is discussed.

Fundef (1996-2006): a remuneração dos professores do ensino fundamental da rede pública municipal de Natal/RN

This work discusses about the teacher salary in the primary school after the creation of the Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e Valorização do Magistério (Fundef), in the public schools in Natal/RN, from 1996 to 2006. The salary is considered one of the politic dimensions of the valorization of teaching. We aim to analyze the implication of this fund to the teacher remuneration, with different levels of training, in the early career, comparing it to the annual minimum salary, during the same period. This study has a historic-critic approach, establishing the relationship between the elements into a particular context (valorization of teaching/ teacher salary) and the elements from general contexts (financing/ Fundef). Analyzing data of the teacher remuneration from municipal payroll and comparing them to the annual national minimum salary gave us the result that the teachers, in their early career, do not have remuneration with a satisfactory evolution. Teachers that finished high school received until three minimum salaries before the creation of Fundef (1996-1997), after that (in 1998) they received under two minimum salary. In addition to this, independently of the level of the teacher training, their remuneration is under three minimum salaries. Hence, we can infer that the politic of funds is distant from the ideal to valorize the professional of the municipal teaching

Professores iniciantes: marcas de alteridade na constituição da profissionalidade docente

Pós-graduação em Educação - IBRC

Necessidades formativas dos professores dos anos iniciais na sua inserção no exercício da docência

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Tempo e saberes: a constituição do professor experiente em matemática

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Professores iniciantes de educação física: discussões a partir das fontes de autoeficácia docente

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Crítica em perspectiva semiótica: o caso de Barbara Heliodora

This research aims to analyze, based on the theories of French semiotics (or greimasian), the development of the critical text by Barbara Heliodora and drama criticism, a very popular genre in journalism and therefore of great relevance for scholars in the area. The corpus of this research will analyze nine texts by the author, giving priority to her early career (texts from 1957, 1958 and 1962) and her most recent texts (two from 2007 and one from 2010). The choice for greimasian Semiotics is justified because it is a methodology that provides all the necessary elements for interpretation of textual content and its relationship both in the business of the theater and journalism

Estados emocionais em professores recém-formados: análise contextual

In general, the early career is a period marked by crises. Hubermam (1992) points out that this period is considered by the teacher as one of life's most difficult professional teaching. According to Machado (2004), the physical education worked only in competitive perspective in school, does not contribute to the school to perform its social role. This approach encourages the use of stigmas, labels and prejudices, so common in school, that marginalize even more students from lower classes, and can make the sport of high performance within the school walls create students with low self-esteem and low motivation within other possible disorders . Thus, this study presents the fundamental importance to aid and support to novice teachers, so that they can understand, and address key emotional aspects that interfere in their practice. Thus, our aim was to identify the most recurrent emotional processes in novice teachers identify and also how these emotional states can influence the professional and personal attitudes of these teachers. Through a bibliographic we seek statements, reports and case studies that provide enough material to our analysis and interpretation in order to collaborate with the study area and proceed to proposals that are not unreasonable or tied to the current system. Among the emotional states reported in the literature, we highlight the main, more present and influent in the beginner teacher as listed as follow: Anxiety, Stress, Fear, Shame, Low Self Confidence and Motivation. Considering these states, Damasio (1996) reports that the United Emotional directly influenced the style and efficiency of cognitive processes, in other words, interfere with the performance of teachers in the teaching front. Thus, Machado (2006) points out that the teacher should have a set of techniques and procedures that drive their practice in a manner appropriate to the leading group. Therefore, the knowledge of Psychology of Physical...

Notes on competencies in engineering education

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Neural mobilization reverses behavioral and cellular changes that characterize neuropathic pain in rats

Background: The neural mobilization technique is a noninvasive method that has proved clinically effective in reducing pain sensitivity and consequently in improving quality of life after neuropathic pain. The present study examined the effects of neural mobilization (NM) on pain sensitivity induced by chronic constriction injury (CCI) in rats. The CCI was performed on adult male rats, submitted thereafter to 10 sessions of NM, each other day, starting 14 days after the CCI injury. Over the treatment period, animals were evaluated for nociception using behavioral tests, such as tests for allodynia and thermal and mechanical hyperalgesia. At the end of the sessions, the dorsal root ganglion (DRG) and spinal cord were analyzed using immunohistochemistry and Western blot assays for neural growth factor (NGF) and glial fibrillary acidic protein (GFAP). Results: The NM treatment induced an early reduction (from the second session) of the hyperalgesia and allodynia in CCI-injured rats, which persisted until the end of the treatment. On the other hand, only after the 4th session we observed a blockade of thermal sensitivity. Regarding cellular changes, we observed a decrease of GFAP and NGF expression after NM in the ipsilateral DRG (68% and 111%, respectively) and the decrease of only GFAP expression after NM in the lumbar spinal cord (L3-L6) (108%). Conclusions: These data provide evidence that NM treatment reverses pain symptoms in CCI-injured rats and suggest the involvement of glial cells and NGF in such an effect.

The role of specialisation in the promotion of young football talents: A person-oriented study

This paper investigates the controversial question whether it is more effective to promote specialisation in a specific sport at the beginning of a career or whether to encourage a broad range of sports when promoting competitive sports talents in order for them to achieve a high level of performance in adulthood. The issue of promoting talents depends on human developmental processes and therefore raises developmental scientific questions. Based on recent, dynamic-interactionist concepts of development, we assume a person-oriented approach focussing on the person as a whole rather than individual features. Theoretical considerations lead to four interacting factors being summarised to form a subsystem: childhood training. The relative weights of these factors lead to patterns. By relating these to a performance criterion at the age of peak performance, particularly promising developmental patterns may be identified. One hundred fifty-nine former Swiss football talents were retrospectively interviewed about their career and the data analysed using the LICUR method. Two early career patterns were identified as having a favourable influence on adult performance. Both are characterised by an above-average amount of in-club training. One pattern also exhibits an above-average amount of informal football played outside the club, the other above-average scores for activity in other sports. Hence, comprehensive training and practice inside and outside the club form the basis for subsequent football expertise.

Identity, Philosophy, and the Problem of Armenian History in the Sixth Century

History and Identity in the Late Antique Near East gathers together the work of distinguished historians and early career scholars with a broad range of expertise to investigate the significance of newly emerged, or recently resurrected, ethnic identities on the borders of the eastern Mediterranean world. It focuses on the "long late antiquity" from the eve of the Arab conquest of the Roman East to the formation of the Abbasid caliphate. The first half of the book offers papers on the Christian Orient on the cusp of the Islamic invasions. These papers discuss how Christians negotiated the end of Roman power, whether in the selective use of the patristic past to create confessional divisions or the emphasis of the shared philosophical legacy of the Greco-Roman world. The second half of the book considers Muslim attempts to negotiate the pasts of the conquered lands of the Near East, where the Christian histories of Hira or Egypt were used to create distinctive regional identities for Arab settlers. Like the first half, this section investigates the redeployment of a shared history, this time the historical imagination of the Qu'ran and the era of the first caliphs. All the papers in the volume bring together studies of the invention of the past across traditional divides between disciplines, placing the re-assessment of the past as a central feature of the long late antiquity. As a whole, History and Identity in the Late Antique Near East represents a distinctive contribution to recent writing on late antiquity, due to its cultural breadth, its interdisciplinary focus, and its novel definition of late antiquity itself.