A gallery walk: 'drawing out' understandings of collaborative self-study in teacher education

The Collaborative Reflective Experience and Practice in Education (CREPE) Research Group formed mid 2014 as a group of eight teacher educators interested in working collaboratively to improve our teaching practice through self-study methodology. Located at distance across the three campuses of Deakin University in Victoria, Australia and from the disciplines of mathematics, science, visual arts, performing arts, and curriculum and pedagogy, we aimed to better understand, improve, and share our practices as teacher-educators. While a few of us had engaged in self-study previously, all were comfortable with observing some kind of professional reflective/reflexive practice. We shared the intention of engaging in the scholarship (teaching practice and research) of self-study methodology via community of practice approaches, focusing on our collaborative (overarching) research as well as engaging in focused research simultaneously. It is our efforts towards collaborative research that are the subject of this chapter.

Social justice across Indonesian schooling.

Implementation of social justice teaching in the regency of Probolinggo, East Java, Indonesia, is still problematic, particularly in view of observed classroom teaching, which was centred on traditional didactic and teacher-directed modes of delivery.

Does the poor quality of Australian health education documentation undermine the message? A review of documents informing pregnant women about alcohol

Background. The advice given to pregnant women about alcohol consumption during pregnancy is variable across countries and within countries.Aim. The aim of this study was to review the content and design of existing Australian health education documentation regarding alcohol consumption in pregnancy that is available to pregnant women. Methods. A documentary analysis was conducted. This involved the identification and collection of a range of health education documents, which were then systematically analysed. The thematic and symbolic elements of each document were compared and contrasted using a modified version of the DISCERN instrument. Findings. A total of 32 documents were retrieved via general and targeted internet searching. Documents varied considerably in their purpose, language levels, accessibility, and quality. The majority of documents scored as low to moderate quality. Implications. Although there are many and varied existing documents relating to alcohol consumption during pregnancy in Australia, these are not of high quality and could be substantially improved by including publication dates, using simple language, and providing sources of information. This may result in a more effective public health message and so help to reduce the number of pregnant women who continue to drink during pregnancy.

Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours

The conventional lecture has significant limitations in the higher education context, often leading to a passive learning experience for students. This paper reports a process of transforming teaching and learning with active learning strategies in a research-intensive educational context across a faculty of 45 academic staff and more than 1000 students. A phased approach was used, involving nine staff in a pilot phase during which a common vision and principles were developed. In short, our approach was to mandate a move away from didactic lectures to classes that involved students interacting with content, with each other and with instructors in order to attain domain-specific learning outcomes and generic skills. After refinement, an implementation phase commenced within all first-year subjects, involving 12 staff including three from the pilot group. The staff use of active learning methods in classes increased by sixfold and sevenfold in the pilot and implementation phases, respectively. An analysis of implementation phase exam questions indicated that staff increased their use of questions addressing higher order cognitive skills by 51%. Results of a staff survey indicated that this change in practice was caused by the involvement of staff in the active learning approach. Fifty-six percent of staff respondents indicated that they had maintained constructive alignment as they introduced active learning. After the pilot, only three out of nine staff agreed that they understood what makes for an effective active learning exercise. This rose to seven out of nine staff at the completion of the implementation phase. The development of a common approach with explicit vision and principles and the evaluation and refinement of active learning were effective elements of our transformational change management strategy. Future efforts will focus on ensuring that all staff have the time, skills and pedagogical understanding required to embed constructively aligned active learning within the approach.