How do early career teachers value different types of support? A scale-adjusted latent class choice model

Burke, Paul F.; Aubusson, Peter; Schuck, Sandy; Buchanan, John; Prescott, Anne

doi:10.1016/j.tate.2015.01.005

Cited by 55 publications

(44 citation statements)

References 67 publications

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“…More recently, DCEs have been used in areas as diverse as education (Aubusson et al 2014;Burke et al 2015), health (Flynn et al 2010;Lancsar et al 2013) and climate change (Carson et al 2010).…”

Section: Methodsmentioning

confidence: 99%

The Australian Public’s Preferences Over Foreign Investment in Agriculture

Laurenceson

Burke²,

Wei³

2015

Agenda

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Section: Methodsmentioning

confidence: 99%

The Australian Public’s Preferences Over Foreign Investment in Agriculture

Laurenceson

Burke²,

Wei³

2015

Agenda

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“…(From Kearney et al, 2016, p. 31) Teachers' professional learning interactions can be enacted through F2F strategies such as mentoring (Burke, Aubusson, Schuck, Buchanan, & Prescott, 2015), critical friendships (Kuh, 2016), action learning groups (Aubusson, Ewing, & Hoban, 2009), and more recently through unconference initiatives such as Teachmeets and Edcamps (Swanson, 2013). Unlike traditional courses and workshops, these more autonomous, self-directed strategies encourage teacher discussion and reflection, testing of new strategies, student feedback, and working with colleagues on targeted projects (Aubusson et al, 2009).…”

Section: Figurementioning

confidence: 99%

Mobile learning in pre-service teacher education: Examining the use of professional learning networks

Kearney

Maher

2019

AJET

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Interest in how to use mobile devices to support teaching and learning has increased as technologies have become more sophisticated and ubiquitous. A recent focus in teacher education is the use of mobile devices to support teachers' professional learning networks (PLNs). This study investigates how pre-service teachers (PSTs) use mobile technologies to support different aspects of their PLN activities. The study uses a qualitative methodology, where data from focus group discussions, artefact collection, and participant journals kept by 11 final year PSTs provided nuanced insights into their mobile learning practices. A validated mobile pedagogical framework (Kearney, Schuck, Burden, & Aubusson, 2012) is used to analyse the data. Findings uncover a deeper understanding of exemplary mobile learning approaches in initial teacher education and have implications for effective preparation of PSTs for career-long professional learning.

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“…According to the results obtained from the research, it was seen that the economic factors are significant factor for the self-efficacy of the preschool teachers and the economic satisfaction of the teaching profession also affected the self-efficacy positively. The adequacy of the educational environment is related to the practice beliefs of preschool teachers in the classroom environment (Sahin-Sak, Tantekin-Erden and Pollard-Durodola, 2016), the adequacy of the educational environment has a positive influence on classroom management, teaching strategies as well as active engagement of children (Burke, Aubusson, Schuck, Buchanan and Prescott, 2015;Friedman and Kass, 2002). According to the result of the research, preschool teachers who perceived the educational environment adequate had high self-efficacy beliefs, and this was proved to have a positive effect on the teachers' competency in teaching skills.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Preschool Teachers’ Sense of Efficacy: A Case of TRNC

Toran

2017

JETS

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Determining the factors that affect teachers' competences has a decisive role in revealing the quality of teaching process. In this context, it is important to identify professional variables affecting the self-efficacy of preschool teachers. For this reason, it is aimed to investigate which professional variables influence preschool teachers' sense of efficacy. In the research, a descriptive research model was adopted. The working group of the study is composed of 191 preschool teachers participating in public nurseries and kindergartens in the TRNC, and also those participating to the research as a volunteer. The Professional Information Form and the Teacher's Sense of Efficacy Scale were used as data collection tools in the study. Statistical analyses suitable for the analysis of the data were applied by applying the normality tests to the collected data. According to the findings obtained from the analysis made, except for the school type the preschool teachers graduated and the number of children, factors such as the graduated department, the place of residence, the duration of professional experience, the economic competence, and the educational environment were found to affect the self-efficacy of preschool teachers. As a result, it can be said that preschool teachers' self-efficacy is influenced by professional variables.

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How do early career teachers value different types of support? A scale-adjusted latent class choice model

Cited by 55 publications

References 67 publications

The Australian Public’s Preferences Over Foreign Investment in Agriculture

The Australian Public’s Preferences Over Foreign Investment in Agriculture

Mobile learning in pre-service teacher education: Examining the use of professional learning networks

An Analysis of Preschool Teachers’ Sense of Efficacy: A Case of TRNC

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