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Showing 1 to 15 of 471 results Save | Export
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Matsekoleng, Tsebo Kgoto; Tomé Awshar, Mapotse – Asia-Pacific Journal of Teacher Education, 2022
Smooth implementation of environmental education at public schools in South Africa is hindered by various factors. Consequently, teachers have been unsuccessful or have had only partial success in implementing environmental education in their classrooms to conscientise learners about the environment and the harmful impact of littering. The purpose…
Descriptors: Foreign Countries, Environmental Education, Public Schools, Barriers
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Chu, Szu-Yin – Asia-Pacific Journal of Teacher Education, 2022
This study aimed to understand the process of implementing culturally responsive teaching (CRT) practices in inclusive settings for young children with disabilities. Two preschools and 24 teachers participated in this study. Data included interviews, field notes, professional consultation meeting notes, observation documents, and self-evaluation…
Descriptors: Foreign Countries, Preschool Education, Culturally Relevant Education, Preschool Children
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Fraser, Mark; Wotring, Anthony – Asia-Pacific Journal of Teacher Education, 2022
Capstone experiences function as a process in which students consolidate knowledge and skills throughout their degree programme and apply this understanding towards real-world contexts. This process is most often understood, in undergraduate programmes, as a transformation of identity, moving from "student" to "professional".…
Descriptors: Reflective Teaching, Capstone Experiences, Graduate Students, English (Second Language)
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Sukhbaatar, Batdulam; Tarkó, Klára – Asia-Pacific Journal of Teacher Education, 2022
One important group of people living a special lifestyle in Mongolia is mobile pastoralists. Requirements from the government of Mongolia push pastoralist parents to send their children to schools in settled areas far from their camps. This interpretative phenomenological study explored primary school classroom teachers' experiences in…
Descriptors: Rural Areas, Parent Teacher Cooperation, Teacher Attitudes, Phenomenology
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Quinn, Frances; Charteris, Jennifer; Adlington, Rachael; Rizk, Nadya; Fletcher, Peter; Parkes, Mitchell – Asia-Pacific Journal of Teacher Education, 2022
In this paper we review the professional learning and development (PLD) needs of teachers in rural and remote schools, focusing on the Australian context. We argue that online PLD is an emerging alternative to face-to-face arrangements for the continuing education of teachers, which can connect to rural contexts through attending to considerations…
Descriptors: Faculty Development, Educational Needs, Rural Schools, Teacher Collaboration
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Reid, Jo-Anne; Hall, Graeme – Asia-Pacific Journal of Teacher Education, 2022
Teacher education in the time of the COVID is unpredictable indeed. Fifty years ago, a major political overhaul of initial teacher education removed control from state education departments and began the transition of ITE to a university discipline. This led to the emergence of the teacher education professional, and the need for an association…
Descriptors: Preservice Teacher Education, Teacher Educators, Educational History, Higher Education
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Auhl, Greg; Bain, Alan – Asia-Pacific Journal of Teacher Education, 2021
This study examined whether pre-service teachers from three Australian universities developed a professional schema for inclusive teaching practice by the end of their standards-based programmes of professional preparation. The results demonstrated that while there were statistically significant differences among the universities, none of the…
Descriptors: Preservice Teachers, Inclusion, Schemata (Cognition), Foreign Countries
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Levkovich, Inbar; Elyoseph, Zohar – Asia-Pacific Journal of Teacher Education, 2021
The purpose of this study was to examine perspectives on childhood, coping methods and reasons for deciding to major in education among undergraduates with Attention Deficit Hyperactivity Disorder (ADHD). While the experiences of children and adolescents with ADHD have been the focus of much research, empirical evidence is lacking regarding the…
Descriptors: Undergraduate Students, Students with Disabilities, Attention Deficit Hyperactivity Disorder, Student Experience
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Golloher, Andrea; Middaugh, Ellen – Asia-Pacific Journal of Teacher Education, 2021
As public schools respond to calls to provide inclusive and equitable education for all students, teachers must possess positive attitudes towards disability and diversity in addition to content and pedagogical knowledge. It has become, therefore, a common expectation that teacher education programmes encourage candidates to engage in critical…
Descriptors: Preservice Teachers, Inclusion, Teacher Characteristics, Students with Disabilities
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Carroll, Annemaree; Flynn, Libby; O'Connor, Emma Sanders; Forrest, Kylee; Bower, Julie; Fynes-Clinton, Samuel; York, Ashley; Ziaei, Maryam – Asia-Pacific Journal of Teacher Education, 2021
Teacher stress remains a consistently reported issue nationally and internationally in both the mainstream media and academic fora. Understanding the source/s of stress, however, remains complex given the interplay of external and internal factors that have the potential to shape teachers' stress and resilience responses. This exploratory…
Descriptors: Teacher Attitudes, Elementary School Teachers, High School Teachers, Teacher Burnout
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Dinham, Judith; Choy, S. Chee; Williams, Paul; Yim, Joanne Sau Ching – Asia-Pacific Journal of Teacher Education, 2021
In both Australia and Malaysia where there is strong central oversight of education, reflective thinking is promoted as integral to an effective pedagogy that leads to good quality learner outcomes. Besides providing tools and resources for teachers and pre-service teachers to use, increasing the systemic procedures for teacher advancement and…
Descriptors: Instructional Effectiveness, Reflective Teaching, Critical Thinking, Educational Practices
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Nolan, Andrea; Molla, Tebeje – Asia-Pacific Journal of Teacher Education, 2021
Promoting teacher professionalisation has become a key policy agenda in Australia and internationally. Professional learning is often invoked as a means to achieve this goal. In this paper, drawing on findings of a series of studies we conducted on the topic in the Early Childhood Education and Care sector, and guided by a range of theoretical…
Descriptors: Professional Development, Professionalism, Professional Autonomy, Transformative Learning
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Trimmer, Karen; Dixon, Roselyn; Guenther, John – Asia-Pacific Journal of Teacher Education, 2021
This paper reports one part of a broader Aboriginal Voices Project that has been undertaken by 13 Australian researchers bringing together 10 systematic reviews on Aboriginal School Education. The extent of collaboration and engagement between school and community leaders is important to influence joint decision-making and required to attain…
Descriptors: Leadership, Indigenous Populations, Minority Group Students, Outcomes of Education
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Miller, Jodie; Armour, Danielle – Asia-Pacific Journal of Teacher Education, 2021
Research driven by government policy in mathematics education has focused on determining teaching and learning strategies to promote engagement for Aboriginal and Torres Strait Islander students. The aim of this study is to systematically review empirical research from 2008-2017 that examines ways to promote engagement and support successful…
Descriptors: Mathematics Achievement, Indigenous Populations, Literature Reviews, Learner Engagement
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Gutierrez, Amanda; Lowe, Kevin; Guenther, John – Asia-Pacific Journal of Teacher Education, 2021
Improving Indigenous students' literacy is a major priority area for the Australian Government, receiving significant funding to address below benchmark English literacy standardised test results. Despite this, recent benchmark tests suggest Indigenous students continue to achieve well below the national average. This systematic review discusses…
Descriptors: Indigenous Populations, Benchmarking, Literacy Education, Literacy
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