ORCID Profile
0000-0001-5825-9734
Current Organisation
Charles Sturt University
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Publisher: Springer Science and Business Media LLC
Date: 02-05-2023
DOI: 10.1007/S11165-023-10113-W
Abstract: The provision of quality science education is a global priority beset by longstanding challenges, which can be lified in rural and regional contexts. This creates a dual problem where stakeholders must focus on the improvement of science education outcomes whilst being cognisant of the established ided between metropolitan and non-metropolitan learners. Considering the recent positive TIMSS results which showed equitable science results for regional, remote and metropolitan Australian year 4 students, this paper aims to examine the relationship between primary teachers’ school location and their science teaching efficacy beliefs and reported science teaching practices. A total of 206 Australian primary science educators responded to a cross sectional quantitative survey. Descriptive statistics, analysis of variance (ANOVA) and chi-square analyses found no statistically significant differences between metropolitan and non-metropolitan teachers on measures of science teaching efficacy beliefs and reported science teaching approaches. This apparent contradiction of established research themes merits deeper school and student-focused research to understand the practical implications that could arise from these findings.
Publisher: Springer Science and Business Media LLC
Date: 28-03-2020
Publisher: Springer Science and Business Media LLC
Date: 30-08-2015
Publisher: Informa UK Limited
Date: 29-10-2017
Publisher: Informa UK Limited
Date: 16-10-2019
Publisher: Edith Cowan University
Date: 06-2021
DOI: 10.14221/AJTE.2021V46N6.5
Abstract: Australian Initial Teacher Education (ITE) has long been marred by instability, scrutiny and high academic workloads. University wide workforce changes and the proliferation of online education require ongoing consideration as these factors have the potential to both enrich ITE and exacerbate existing issues. As subsect of ITE, preservice primary science education faces unique hurdles as establish student-centred, authentic practices have historically been delivered by tenured staff in traditional face-to-face settings. This paper aims to explore online teaching practices and teaching team composition in Australian preservice primary science education via interview and survey data collected from 17 academics in a Type II case study. Results showed varied, often asynchronous approaches to online education punctuated by elements of academic resistance. Teaching teams were increasingly dependent on sessional staff, which has resulted in complex benefits and detriments. Researchers and administrators need to work proactively to determine how both online practices should be utilised and teaching teams should be structured to deliver high quality ITE.
Publisher: Springer International Publishing
Date: 2017
Publisher: Springer Science and Business Media LLC
Date: 25-05-2023
DOI: 10.1007/S13384-023-00638-4
Abstract: Teachers are crucial to bridging the theory-praxis ide in science education by utilising evidence-based teaching practices to improve outcomes for their learners. However, the perspectives of primary teachers have seldom been considered beyond the confines of specific professional development programs. This paper aims to explore Australian primary teachers’ beliefs about how primary science education could be improved. A s le of 165 primary educators responded to an open-ended digital survey prompt. The results showed that teachers viewed themselves and their colleagues as central to the improvement of primary science education as evidenced by the most prominent themes of Professional Development (47.27%), Funding-Resources (37.58%), Classroom Practice (21.82%) and Personal-Teacher Improvement (21.21%). Curiously, university did not feature strongly, suggesting the participants may hold neutral views regarding the impact of universities on primary science education. The findings should serve as a catalyst for future research and engagement with primary teachers. Universities could expand their roles in building relationships with and providing accessible professional development to a group of primary teachers who, quite rightly, view themselves as key to improving primary science education.
Publisher: Clute Institute
Date: 06-06-2017
Abstract: Over the past 20 years there have been numerous calls in Australia and beyond for extensive educational reforms to preservice teacher education in the sciences. Recommendations for science teacher education programs to integrate curriculum, instruction and assessment are at the forefront of such reforms. In this paper, we describe our scholarly action–research approach to the teaching of science and science–method subjects to Australian preservice primary-school teachers in the state of New South Wales. We present an interactive educational design model founded on a solid theoretical literature base that incorporates Pedagogical Content Knowledge as an integrative mediating framework and which drives students’ interactions with the elements of the design model. The results from our mixed-methods study suggest that the approaches adopted through two extended vignettes show significant increases in preservice teachers’ competence and confidence. Together, the qualitative and extensive quantitative data suggest participants obtain a newly developed sense of enthusiasm for science and an understanding of the role that it can play in the primary- school curriculum. The data provide strong evidence that the approaches being called for in some of the earlier reforms and most recently by Bybee (2014) are effective
Publisher: Informa UK Limited
Date: 22-12-2022
Publisher: Informa UK Limited
Date: 27-06-2023
Publisher: Edith Cowan University
Date: 07-2022
DOI: 10.14221/AJTE.2022V47N7.6
Abstract: Recognition of the inherent value of the Creative Arts in society seldom extends beyond rhetoric to meaningful action. The powerful ways the Creative Arts are positioned within curriculum documents, for ex le, stand in contrast to entrenched problems such as poor teacher attitudes, disengaging teaching practices and low status. Initial Teacher Education (ITE) programs and preservice teachers are essential to the long-term improvement of Creative Arts education. Creative Arts in ITE is also an interesting context in which to examine the ide between Subject Matter Knowledge (SMK) and Pedagogical Knowledge (PK) that has influenced both educational research and policy. This paper reports on a mixed methods case study of 24 preservice teachers’ Creative Arts teaching efficacy beliefs and perceptions as they completed an evidence-based, discipline-focussed creative arts subject. The Likert scale efficacy data, collected via the CATEBI-B, modified from the established STEBI-B (Enochs & Riggs, 1990), were analysed via MANOVA with repeated measures and T-tests. These analyses were complemented by thematic analysis of qualitative survey data. Results showed statistically significant increases in participants' personal Creative Arts teaching efficacy upon completion of the subject. The significance of Creative Arts teaching outcome expectancy increases was questionable and the qualitative results were somewhat mixed despite being mostly positive. Implications of these findings and directions for further research in this space are discussed.
Publisher: SAGE Publications
Date: 11-08-2023
DOI: 10.1177/00049441231193776
Abstract: Cognition research has demonstrated that babies, from birth, can detect numerical correspondences and abstract properties of objects and events. However, this limited existing research is often distant from educational practice, and thus, this information may be inaccessible to early childhood educators most of whom hold pre-Bachelor level qualifications. This quantitative study reports on a survey of 466 Australian early childhood educators to examine what relationships may exist between educators’ qualifications and experience in the profession, and their beliefs about mathematics education for babies and toddlers. Findings show that although most educators have strong, positive beliefs about mathematics education for very young children, there are significant differences in beliefs about when mathematical ideas develop in children found between educators without Bachelor level qualifications and those with Bachelor and post-graduate qualifications. Our findings lend support to Australia’s sustained quality improvement agenda for the early childhood educator sector and point to the benefits of Bachelor level teaching qualifications for establishing strong foundations in mathematics education.
Publisher: Informa UK Limited
Date: 13-06-2023
Publisher: Elsevier BV
Date: 2023
Publisher: Springer Science and Business Media LLC
Date: 18-09-2021
Publisher: Elsevier BV
Date: 12-2023
No related grants have been discovered for James Deehan.