The Experts below are selected from a list of 162561 Experts worldwide ranked by ideXlab platform

Denise Macgregor - One of the best experts on this subject based on the ideXlab platform.

  • Transitioning Design and Technology Education from physical classrooms to virtual spaces: implications for Pre-Service Teacher education
    International Journal of Technology and Design Education, 2017
    Co-Authors: Marnie Best, Denise Macgregor
    Abstract:

    Technology-mediated teaching and learning enables access to educational opportunities, irrespective of locality, ruruality or remoteness. The design, development and delivery of technology enhanced learning in Pre-Service Teacher education programs is therefore gaining momentum, both in Australia and internationally. Much research regarding online, or blended learning, has focussed on theoretically-founded learning areas, with less attention directed toward fundamentally practical learning areas, such as Design and Technology Education. Situated within the Bachelor of Education (Early Childhood Education, Primary, and Primary/Middle) degrees at the University of South Australia, Australia, this study captures the design, development and delivery of a blended Design and Technology course with first and third year Pre-Service Teachers. Drawing on course learning analytics, Pre-Service Teacher responses, and the reflective practice of teaching academics, this paper highlights the facilitators and challenges in transitioning to a blended model of curriculum delivery that addresses the contexts of the Australian Curriculum: Technologies.

Ahlam Mohammed Al-abdullatif - One of the best experts on this subject based on the ideXlab platform.

  • Auditing the TPACK confidence of Pre-Service Teachers: The case of Saudi Arabia
    Education and Information Technologies, 2019
    Co-Authors: Ahlam Mohammed Al-abdullatif
    Abstract:

    This study has investigated the technological knowledge (TK) and technological pedagogical and content knowledge (TPACK) confidence of 113 Saudi Pre-Service Teacher students who were in their final year of the Teacher education program. For this purpose, a descriptive survey method was used, and the data was obtained using the TPACK Confidence Survey (TCS). The results indicated a high percentage of participants had a very low level of perceived competences while using digital technologies for teaching and learning. Similarly, participants expressed a very low level for most TPACK integration practices. Female Pre-Service Teacher participants exhibited a more significant confidence and readiness to engage in information and communication technology practices to transform learning outcomes of students. Several implications and recommendations are derived and discussed in this study.

Tim Loreman - One of the best experts on this subject based on the ideXlab platform.

  • demographic differences in changing pre service Teachers attitudes sentiments and concerns about inclusive education
    International Journal of Inclusive Education, 2009
    Co-Authors: Chris Forlin, Umesh Sharma, Tim Loreman, Chris Earle
    Abstract:

    The preparation of Teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare Teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many Teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 pre‐service Teachers, consideration is given to the effect of a range of demographic differences on changing pre‐service Teacher attitudes toward inclusion; sentiments towards people with a disability and in reducing their concerns about inclusion when involved in a focused unit of work. Pre‐ and post‐training comparisons are made which identify a range of variables that impact on changing pre‐service Teacher perceptions about inclusion. The discussion focuses on the importance of differentiating Teacher preparation courses to address these different needs of pre‐...

  • an international comparison of pre service Teacher attitudes towards inclusive education
    Disability Studies Quarterly, 2007
    Co-Authors: Chris Forlin, Umesh Sharma, Tim Loreman
    Abstract:

    education of Pre-Service Teachers in Teacher training institutions in four different countries: Australia, Canada, Hong Kong, and Singapore. Using the Attitudes Towards Inclusive Education Scale (Wilczenski, 1995) and a series of demographic variables, this study concludes that Pre-Service Teachers' attitudes towards inclusive education differ between countries across three factors which have been labeled academic and physical, social, and behavioral. Pre-Service Teachers in this sample are most positive about including students with social concerns. An examination of the items in this factor revealed that these issues, such as shyness, would rarely require immediate intervention and large amounts of extra time and effort on the part of the Teacher in the same way that the behavior factor would, which rated low in terms of positive attitudes internationally. Demographic variables which can be emphasized by Teacher training institutions such as close contact with a person with a disability, training, teaching experience, knowledge of policy and law, and confidence levels, all had a significant impact on attitudes. This paper argues that Teacher training institutions should consider for inclusion in their programs practical experiences with inclusive education in positive and supportive environments, opportunities for students to experience success and reflection, and academic content regarding knowledge of policy and law relating to inclusive education.

Marnie Best - One of the best experts on this subject based on the ideXlab platform.

  • Transitioning Design and Technology Education from physical classrooms to virtual spaces: implications for Pre-Service Teacher education
    International Journal of Technology and Design Education, 2017
    Co-Authors: Marnie Best, Denise Macgregor
    Abstract:

    Technology-mediated teaching and learning enables access to educational opportunities, irrespective of locality, ruruality or remoteness. The design, development and delivery of technology enhanced learning in Pre-Service Teacher education programs is therefore gaining momentum, both in Australia and internationally. Much research regarding online, or blended learning, has focussed on theoretically-founded learning areas, with less attention directed toward fundamentally practical learning areas, such as Design and Technology Education. Situated within the Bachelor of Education (Early Childhood Education, Primary, and Primary/Middle) degrees at the University of South Australia, Australia, this study captures the design, development and delivery of a blended Design and Technology course with first and third year Pre-Service Teachers. Drawing on course learning analytics, Pre-Service Teacher responses, and the reflective practice of teaching academics, this paper highlights the facilitators and challenges in transitioning to a blended model of curriculum delivery that addresses the contexts of the Australian Curriculum: Technologies.

Rachel Patrick - One of the best experts on this subject based on the ideXlab platform.

  • “Don’t rock the boat”: conflicting mentor and Pre-Service Teacher narratives of professional experience
    Australian Educational Researcher, 2013
    Co-Authors: Rachel Patrick
    Abstract:

    This article examines conflicting mentor (school-based supervising Teacher) and Pre-Service Teacher narratives of professional experience in schools. It draws on a small narrative inquiry about the mentoring relationship in Teacher education. Interview conversations were analysed using “writing as a method of inquiry”, allowing for a recursive understanding of the competing discourses that emerged, and highlighting the tensions in the mentoring relationship. While the Pre-Service Teachers interviewed for this study expected professional experience to provide opportunities for innovation and collaboration, mentors tended to view the relationship as assimilation into the profession. Two points of challenge are identified where disruption to the tensions that arise from these competing narratives is needed if changes to educational equity are to occur.

  • don t rock the boat conflicting mentor and pre service Teacher narratives of professional experience
    Australian Educational Researcher, 2013
    Co-Authors: Rachel Patrick
    Abstract:

    This article examines conflicting mentor (school-based supervising Teacher) and Pre-Service Teacher narratives of professional experience in schools. It draws on a small narrative inquiry about the mentoring relationship in Teacher education. Interview conversations were analysed using “writing as a method of inquiry”, allowing for a recursive understanding of the competing discourses that emerged, and highlighting the tensions in the mentoring relationship. While the Pre-Service Teachers interviewed for this study expected professional experience to provide opportunities for innovation and collaboration, mentors tended to view the relationship as assimilation into the profession. Two points of challenge are identified where disruption to the tensions that arise from these competing narratives is needed if changes to educational equity are to occur.