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1.
This paper explores the concept ‘pedagogical cultural identity’ as one that embeds cultural knowledge and lived experience into pedagogical practice. Four narratives were constructed from fifteen in-depth interviews with early career Aboriginal teachers who completed their Aboriginal Studies teaching degree at the University of Sydney. The study found that these teachers enacted their habitus, harnessed their social and cultural capital, and mobilised their relationship building skills in the construction of their professional identity. Significantly, contextual power relations influenced the enactment of a pedagogical cultural identity, challenging assumptions of a presumed identity claim by exploring its potential and limitations.  相似文献   

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3.
Online learning has become a conventional term and practice in Australian higher education, yet cultural inclusivity for Indigenous (Indigenous for the purposes of this paper refers to Australian Aboriginal and Torres Strait Islander peoples) students is insufficiently reflected in learning management system (LMS) policies and design. This study aims to explore culturally inclusive learning entrenched in Australian university policies on and practices of LMS by applying Indigenous holistic pedagogical values in LMS design. Based on a literature review, we articulate four dimensions: communication, collaboration, community and interculturality for culturally inclusive learning in an online learning environment. By using the dimensions, we critically review policies (n?=?10) and LMS sites (n?=?50). In this review, we argue that there are contrasts of individually heterogeneous and collectively homogeneous approaches, self-focused and community-driven pedagogy, and task-oriented and relational learning. Significantly, the review results indicate that Indigenous holistic pedagogies have a metaphysical strength to be the ontological foundation for cultural inclusivity.  相似文献   

4.
ABSTRACT

Learning management systems (LMS) have been utilised for enhancing the quality of learning and teaching in higher education, yet the cultural needs of Indigenous students are rarely considered. The study reimagines culturally inclusive learning in an LMS by critically reviewing theories of culturally inclusive learning and Indigenous pedagogical values. It explores perceptual gaps between Indigenous cultural needs and the current use of an LMS through analysis of data collected from Indigenous students and academic staff via an online questionnaire (n = 100) and face-to-face interviews (n = 20) at one Australian university. As a result, it articulates and unpacks mythical perceptions of using an LMS. Consequently, there is clear evidence that Indigenous students expect to experience more human-to-human interactions and develop a sense of community through the use of available communication tools, whereas academic staff tend to rely on a binary opposition between pedagogy and culture in which culture is regarded as a subordinate concept to pedagogy.  相似文献   

5.
This article reports on collaborative action research in twelve northern rural and Indigenous communities in four Canadian provinces. Pre-kindergarten, kindergarten, grade one, and Aboriginal Head Start teachers worked with university researchers in three universities to create action research projects with the aim of supporting children’s oral language and writing through play in their classrooms. Inductive analysis of focus group data shows that teachers gained understandings about play as a context both for supporting and for authentic assessment of young children’s oral language. The building of trusting relationships, built through ongoing collaboration with colleagues within their schools and across four provinces, in addition to collaboration with university researchers over a number of years, was viewed as particularly influential to teachers’ professional learning. Additionally, teachers talked about the value of opportunities to contribute to the development of teaching and assessment tools. Participating teachers came to see themselves as making valuable contributions to professional knowledge beyond their northern communities. The 4R’s for conducting research in Indigenous contexts (reciprocity, respect, relevance, and responsibility) provide a framework for deriving implications from this collaborative research. It is important that the results of collaborative action research conducted in rural and Indigenous schools be widely disseminated to provide alternative perspectives to curriculum, research and practice that tend to be urban-oriented.  相似文献   

6.
This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers’ learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers’ non-formal learning in higher education contributes to their professional competence, an under-researched area in teacher education. A total of 282 student teachers participated in the quantitative survey, 18 of whom were interviewed. Although  Undergraduate Learning Experience: Formal Learning and Non-formal Learning was not the most highly rated factor, multiple regression indicated that it was the only ITE professional learning factor that significantly predicted all dimensions of professional competence. This supports the hypothesis that non-formal learning as a part of learning in higher education makes a significant contribution to student teachers’ professional competence. The qualitative findings showed that non-formal learning provided opportunities for service learning, co-curricular activities, and student exchange programmes with different objects of engagement. Student teachers constructed pedagogical content knowledge, general pedagogical knowledge, and knowledge of context through hands-on experiences, professional dialogue with practitioners, and observations of others’ practice. Such knowledge contributed to their competence in classroom teaching and to work in schools. Implications for ITE are discussed.  相似文献   

7.
ABSTRACT

Teachers’ professional knowledge is considered one of the most important predictors of instructional quality. According to Shulman, such professional knowledge includes content, pedagogical content and pedagogical knowledge. Although recent research shed some light on the structure of the dimensions of professional knowledge, little is known how teacher education impacts pre-service physics teachers’ professional knowledge. In an effort to address this issue, we examined the content, pedagogical content and pedagogical knowledge of N?=?200 pre-service physics teachers enrolled in different years of teacher education at 12 major teacher education universities in Germany. We used structural equation modelling (1) to examine the relations amongst pre-service physics teachers’ content, pedagogical content and pedagogical knowledge, (2) to explore how the three kinds of knowledge and their relations differ across different stages of teacher education and (3) to identify factors affecting the level of each component of professional knowledge. Our findings suggest that content, pedagogical content and pedagogical knowledge represent distinct types of knowledge. Furthermore, our findings show that in the first years of professional education, pedagogical content knowledge is more closely related with general pedagogical knowledge while in later years, it is more closely related with content knowledge, suggesting that it develops from a general knowledge about teaching and learning into knowledge about the teaching and learning of specific content. Finally, beyond school achievement and years of enrolment as predictors, we find in particular the amount of classroom observations to have a positive impact on the professional knowledge of pre-service physics teachers.  相似文献   

8.
The conundrum of Indigenous education in Australia is that there are multiple, highly contested and polarising narratives that vie to inform both public and policy debate about how to construct effective schooling of Aboriginal students. Two of these contested discourses, which are seen to drive much of this debate, highlight the complexity of concerns—one which is essentially aspirational in its intent but unperceptive to the realities of Aboriginal student achievement and a second data focused discourse that is managerial and evaluative in its focus to disclose policy and pedagogic failures on student outcomes. The first has posed the politically more palatable proposition that there has been a slow, sometimes faltering but inexorable improvement in Aboriginal education, while the second highlights a mounting body of qualitative data that document an overall failure by school systems to lift Aboriginal student education achievement. The author recognises the complex and historical nature of the multilayered ‘issues’ that sit at the heart of Aboriginal underachievement. He argues that one of those underpinning issues that has plagued Aboriginal education centres on the depth of the socio-cultural disconnect between Aboriginal students and their communities, and teachers. He also argues that, too often, teachers are appointed to schools with limited social, political and professional knowledge about the particular needs and aspirations of Aboriginal students such that it impacts on their capacity to establish authentic connections to students. The research on which this article is based sets out to provide an understanding of both the nature and dynamics of community and school engagement in sites with high proportions of Aboriginal students. The study aimed to investigate teachers’ capacity to develop authentic pedagogic practices that are responsive to the educational, cultural and aspirational needs of Aboriginal students. In particular, the research highlights how the relational dynamics between schools and Aboriginal people have been deeply affected by colonial histories of exclusion and systemic disadvantage, pervasive school discourses of marginalisation and in particular an ignorance about holistic needs of Aboriginal students at school and the resultant negative relational interactions between schools and Aboriginal families. This multisite ethnographic study was undertaken with Aboriginal community members, teachers and school principals in 2012 as doctoral research. It was conducted within a relational landscape characterised by an enduring socio-cultural dissonance between schools and their Aboriginal communities. The study focused on examples of authentic collaboration and purposeful interactions between Aboriginal communities and schools that were shown to support teachers in building deeper understanding that enhanced their cognisance of the wider needs of Aboriginal students. The findings in this article highlight that when authentic engagement between Aboriginal people and schools occurred, it appeared to positively impact the teachers’ professional knowledge and created a consequent interest within these communities to engage with their schools. The research further identified that in each site the Aboriginal participants articulated an interest in developing authentic school collaborations that would enhance student outcomes. These findings suggested that teachers need to honour, understand and actively reflect on community history, contexts and aspirations to develop the skills and knowledge to address the particular socio-cultural and educational needs of Aboriginal students.  相似文献   

9.
ABSTRACT

Multicultural Days are a regular event in Australian schools. While they are viewed as a vehicle for cultural inclusion and strengthening community, they have long been critiqued for their avoidance of a more critical engagement with deeper issues around cultural complexity. The intent of this paper is not simply to add to this critique but to understand why such forms of lazy multiculturalism persist in schools. Taking an ethnographic orientation to the field of multicultural education, it examines one school's approach to the Multicultural Day. The paper considers how, despite engaging in professional learning designed to challenge established practice in this area, teachers resisted the intellectual task of doing diversity differently. The ethnographic methods used in the study not only allowed for an examination of the practices this school engaged in, they drew attention to how teachers might modify their practice and develop a deeper understanding of cultural complexity.  相似文献   

10.
Mentoring pedagogical knowledge is fundamental towards developing preservice teachers’ practices. As a result of a train-the-trainer mentoring programme, this study aimed to understand how mentors’ engagement in a professional development programme on mentoring contributes to their mentoring of pedagogical knowledge practices. This qualitative research analyses the mentoring of pedagogical knowledge from six paired mentor teachers and preservice teachers (n=12) after a four-week professional school experience. Findings indicated that the train-the-trainer model was successful for mentoring pedagogical knowledge on 10 of the 11 advocated practices. This suggested that a well-constructed professional development programme on mentoring can advance the quality of mentoring for enhancing preservice teachers’ practices.  相似文献   

11.
Grounded in a constructionist paradigm, this study examined elementary school teachers' learning while creating technology‐rich instructional materials. Sixteen teachers at an elementary school were interviewed about their experience. Using the components of Technological Pedagogical and Content Knowledge as an analytical framework, inductive qualitative analysis indicated that these professional learning activities led to teachers' growth primarily in technological knowledge, technological pedagogical knowledge and content knowledge. These findings as well as implications for designing professional learning activities for teachers are also shared.  相似文献   

12.
Background and purpose: Many researchers agree that teachers’ learning processes are social and that teachers need to be brought together to learn from each other. Researchers have also stated that intellectual and pedagogical change requires professional development activities that take place over a period of time in school. The purpose of the study presented in the article was to develop knowledge about the teachers’ learning when taking part in a school-based development project. Main argument: The study shows that it takes some time before the teachers identify with the work in school-based development. Even though the national authorities decided what to focus on during the development work, the participating teachers felt that they had autonomy in the work. The study presented in the article shows that it is important for the teachers’ learning culture that they are listened to and taken into consideration and that the leaders have competence in leading school-based development to support the teachers’ learning. Sources of evidence and method: The article is based on a study connected with school-based development in three lower secondary schools. Qualitative interviews were used as the data-collection strategy to capture the teachers’ and school leaders’ experiences and reflections. Conclusion: The article presents new knowledge connected with teachers’ learning in school-based development. The study presented in the article shows that schools’ learning culture can make a difference for the teachers’ learning and their job satisfaction and wellbeing.  相似文献   

13.
Abstract

This article reviews research on pedagogies associated with the use of information and communications technology (ICT) in primary and secondary schools. We propose a framework for examining pedagogical practices based on an analysis of the nature of pedagogy as revealed in the literature. In the light of this framework we discuss empirical evidence of the use of different types of ICT in different subjects and phases of education. We identify pedagogical issues associated with ICT use and their implications for teachers' pedagogical reasoning and practices. The evidence suggests that new affordances provided by ICT-based learning environments require teachers to undertake more complex pedagogical reasoning than before in their planning and teaching that incorporates knowledge of specific affordances and how these relate to their subject-based teaching objectives as well as the knowledge they have always needed to plan for their students' learning. In addition the research shows that teachers' beliefs about the value of ICT for learning and the nature of successful learning environments are important in teachers' pedagogical reasoning  相似文献   

14.
This project is based on research conducted with 12 schools in New South Wales, Australia. It examines how each school incorporates Aboriginal perspectives in its Kindergarten to Year 6 program with a view to identifying quality practice. As we interviewed teachers in these schools, it became clear that there is considerable confusion over the difference between Aboriginal perspectives and Aboriginal knowledge with both concepts being used interchangeably to teach syllabus content and information about Aboriginal people. We endeavour to clarify these concepts and to suggest how teachers might incorporate Aboriginal knowledge in their programs, without recreating some of the stereotypical representations that are often an effect of current pedagogies.  相似文献   

15.
Abstract

In a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils in response to their individual needs. This paper explores three issues: how teachers understand assessment in relation to their students’ learning, the curriculum and their pedagogical choices; how teachers’ capacity to use assessment to improve students’ learning can be developed through career-long professional learning (CLPL); and how teachers’ learning can be implemented and sustained in schools, both locally and nationally. In considering these issues, recent thinking about learning and assessment and CLPL are considered alongside empirical evidence from the development and implementation of assessment processes and approaches to professional development in Scotland. The paper emphasises the importance of a dynamic framework of CLPL that recognises the individuality of teachers’ learning needs and the consequent need for tailored professional learning opportunities with different combinations of support and challenge at school, local and national levels.  相似文献   

16.
This paper reports on qualitative research from an Australian, K-6, faith-based school about teachers’ experience of a job-embedded professional learning initiative (the Whole-School Benchmarking of Writing, WSBoW) that was designed to improve teachers’ capacity to apply data-driven decision-making to achieve improvements in student learning. Teacher interviews provided the data about experiences and influences on teching practice. The findings demonstrated that the professional learning initiative provided teachers with a supportive pedagogical tool for focusing their teaching practices on improving student learning. A research based evaluative framework was used as a heuristic to analyse the change initiative. This study used the framework and employed a social constructivist and sociocultural epistemology that recognised the importance of leadership and school context in the development of a culture focused on collaborative communities of practice and data-driven teacher decision-making. The study has significance for leaders, schools and systems that engage teachers in professional capacity building.  相似文献   

17.
The province of KwaZulu-Natal in South Africa has a recent estimate of 8000 unqualified and under-qualified teachers. Some of these teachers have an undergraduate degree, but do not have a professional qualification. In order to become professionally qualified, teachers with a degree must complete a Post Graduate Certificate in Education (PGCE), which is traditionally a programme offered to fulltime ‘pre-service’ student teachers. However, part-time students have already been teaching in schools for some years and thus are in fact ‘in-service’ teachers. They have already gained professional practical knowledge through learning on-the-job. The study aimed to investigate what kind of knowledge they had learnt through experience and how this knowledge changes as a result of their formal learning on the PGCE. The study interviewed twenty part time PGCE students who are already practicing teachers about the kind of professional knowledge they acquired through the formal programme and their perceptions of how their practice changed as a result of this learning. Most of the respondents said that they had changed their teaching practice as a result of studying for the PGCE and that pedagogical knowledge about assessment, classroom management and lesson structuring strategies were deemed to be most important. More than half reported that the programme had developed their confidence as a result of both developing personal competence and through becoming a ‘real’ teacher by dint of achieving professional status. This points to the importance of offering teachers with a degree the opportunity to become professionally qualified through a flexibly offered programme.  相似文献   

18.
《师资教育杂志》2012,38(4):481-485
ABSTRACT

In the past few decades, increasing demands have been placed on developing students’ autonomy and critical thinking skills. To enhance students’ agency in learning, teachers have been encouraged to adopt alternative pedagogical practices. The revamp of pedagogy needs to be reflected in assessment as it is an integral part of instruction. Practising teachers, however, lack assessment knowledge due to inadequate training during the pre-service preparation programmes. The enhancement of assessment knowledge is being urgently called for, which demands the professional development of teachers. This study seeks to investigate the impact of a professional development programme organized by a university in Hong Kong on the development of assessment knowledge of four teachers in two elementary schools. Findings indicate that the acquisition of assessment knowledge is a long-term achievement, which requires ongoing professional development efforts.  相似文献   

19.
This study examines teachers’ attitudes toward pedagogical changes regarding various teaching strategies concerning students, content, and the teacher’s educational orientation. Teachers’ attitudes toward such changes are examined at different stages of their professional development. The research question is: To what extent do teachers at different stages of professional developments hold different attitudes toward pedagogical changes?The participants were 520 teachers in primary schools, junior high schools, and high schools.Findings indicate significant differences between teachers’ attitudes toward pedagogical changes during different stages in their professional development.Data accumulated can guide policy-makers in creating programs for greater efficiency at educational institutions.  相似文献   

20.
The commercialisation of education and the massive recruitment of international students across different vocational education and training (VET) systems including the US, UK, Canada and Australia have led to significant changes in the VET teaching and learning landscape. This situation compels the VET sector to design and develop new professional development programs to support the immediate and changing needs of teachers working with the diverse international student cohort. However, to date, teacher professional development in response to the growing population of international students has not been an explicit focus of empirical study and theoretical conceptualisation in VET research. This study responds to this paucity. It draws on a broader three-year research project funded by the Australian Research Council (2014–2017) that involves fieldwork, participation in and observation of staff professional development activities and interviews with 102 VET staff in Australia. It uses positioning theory as a conceptual framework to examine how VET teachers position themselves and their professional development needs in response to international students. The results call for a critical need to re-examine the focus of the current professional development programs offered for VET teachers. The current context requires teacher professional development in international VET to focus on developing teachers’ capabilities to re-examine their pedagogical beliefs and practices and to understand international students’ various needs and cultural backgrounds. The study also stresses the importance of ongoing professional learning to equip teachers with the skills and knowledge to appropriate their pedagogical practices in response to the critical need to prepare all students for the intercultural labour market and to use students’ diversity as a resource for teaching and learning.  相似文献   

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