ORCID Profile
0000-0001-9538-4809
Current Organisation
UNSW Sydney
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Publisher: Modestum Publishing Ltd
Date: 10-2022
Publisher: Springer Singapore
Date: 2019
Publisher: Informa UK Limited
Date: 11-04-2016
Publisher: James Nicholas Publishers
Date: 12-2018
DOI: 10.7459/EPT/40.2.04
Publisher: Springer Science and Business Media LLC
Date: 14-12-2015
Publisher: Springer Singapore
Date: 06-09-2017
Publisher: Edith Cowan University
Date: 19-02-2016
Publisher: Edith Cowan University
Date: 07-2016
Publisher: Informa UK Limited
Date: 05-2003
Publisher: Informa UK Limited
Date: 28-05-2020
Publisher: Informa UK Limited
Date: 15-10-2014
Publisher: Informa UK Limited
Date: 05-2002
Publisher: Informa UK Limited
Date: 25-06-2014
Publisher: Elsevier BV
Date: 10-2022
Publisher: Informa UK Limited
Date: 15-02-2023
Publisher: Informa UK Limited
Date: 19-07-2018
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Informa UK Limited
Date: 02-2003
Publisher: Informa UK Limited
Date: 18-08-2023
Publisher: Edith Cowan University
Date: 07-2019
Publisher: Informa UK Limited
Date: 20-02-2013
Publisher: Informa UK Limited
Date: 06-01-2020
Publisher: Informa UK Limited
Date: 12-2016
DOI: 10.1017/EDP.2016.18
Publisher: Springer Singapore
Date: 2019
Publisher: SAGE Publications
Date: 13-03-2020
Abstract: There has been an evolution in the teacher professional learning literature on what constitutes effective process. This evolution has seen a shift from a focus on the design elements to the theory of action that integrates and drives these disparate elements to create effective professional learning. This study argues that a focus on a theory of action can be enhanced when the construct of teacher collective efficacy is considered in relation to teacher professional learning. This study examined how participation in a collaborative professional learning model for primary science impacted on the teachers’ sense of their collective efficacy in a specific context in Australia. Data from interviews, professional learning sessions, written reflections and classroom observations of a group of 12 primary teachers were analysed using the construct of teacher collective efficacy. The evidence from this case study suggests that teacher collective efficacy employed as a conceptual framework may be a useful design heuristic that might enhance the quality of a teacher’s professional learning experience.
Publisher: Elsevier BV
Date: 10-2023
Publisher: Springer Science and Business Media LLC
Date: 30-08-2022
DOI: 10.1007/S13384-022-00568-7
Abstract: Clinical reflection with a focus on student impact is now a mandated attribute for graduate teachers across Australia via the capstone teacher performance assessment task. This policy move is forcing teacher educators to examine their programs to find space for activities that help pre-service teachers to develop the skills and dispositions required for the teacher performance assessment. Some of the best opportunities for clinical reflection occur after pre-service teachers teach lessons during their professional experience in schools. The data for this study were generated during the trial of a lesson feedback and reflection form for pre-service teachers in NSW, Australia. This study examined 13 pre-service teachers’ responses in 134 lesson feedback and reflection forms. A phenomenographic analysis was conducted on the responses to produce an inclusive and hierarchical four-level taxonomy of clinical reflection. These data showed that although all levels of the taxonomy were present in post lesson feedback and reflection forms, clinical reflection was less frequent than other categories of reflective practice such as causal. These findings have clear implications for the precision of the learning protocols deployed in professional experience experiences in teacher education for the purpose of fostering clinical reflection.
No related grants have been discovered for Tony Loughland.