Research into initial teacher education in Australia: A survey of the literature 1995–2004

Murray, Sally; Nuttall, Joce; Mitchell, Jane

doi:10.1016/j.tate.2007.01.013

Cited by 64 publications

(36 citation statements)

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“…Murray, Nuttall, and Mitchell (2008) reported on a survey of the literature on initial teacher education from 1995-2004. They included research published in peer-reviewed journals on teacher preparation and also research on newly qualified teachers.…”

Section: Introductionmentioning

confidence: 99%

“…Content knowledge is important for all teachers, and if preservice primary teachers lack basic knowledge, teacher educators need to be aware of problem areas and education courses need to provide remediation. It appears there have been no relevant reviews since Murray et al (2008). Recent commentary articles on teacher education research in Australia, Mayer (2014) and White (2016) did not cite any reviews apart from Murray et al. The most recent in the long line of reports and enquiries into initial teacher education, charged, among other things, with examining how well preservice teachers (PSTs) understand the content they are to teach (Mayer, 2014) made the unsurprising finding that "Beginning teachers need a solid understanding of subject content, pedagogy, and pedagogical content knowledge" (Teacher Education Ministerial Advisory Group, 2014, p.18).…”

Section: Introductionmentioning

confidence: 99%

“…Given the general recognition of the importance of the various kinds of knowledge to be acquired by PSTs and the current policy directions aimed at ensuring PSTs have adequate knowledge of content and pedagogy, it seems that a review of the research published since the Murray et al (2008) review would be of use. In particular, research studies that have reported on direct assessment of Australian PST knowledge and skills would provide a useful overview of what is known, rather than surmised and would also provide information on actual assessed knowledge rather than PST perceptions of their knowledge.…”

Section: Introductionmentioning

confidence: 99%

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A Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers

Stephenson¹

2018

AJTE

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers

Stephenson¹

2018

AJTE

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“…Through these initiatives it is envisaged that many more teachers will be encouraged to explore the possibilities of ICT and increase their confidence in the use of computers (Department for Education and Employment (DfEE), (2000). The use of ICT in teacher education has been widely studied and documented especially the positive influence of ICT in teacher education (Kay, 2006;Murray, Nuttall & Mitchell, 2008), the use of ICT as instructional tool (Murray et al, 2008;Ryan & Scott, 2008). Very few studies have been carried out in Nigeria on the use of ICT in education (Jegede, 2008;Ololube, 2007).…”

Section: Introductionmentioning

confidence: 99%

A Survey of ICT Competencies among Students in Teacher Preparation Programmes at the University of Benin, Benin City, Nigeria

Danner

Pessu

2013

JITE:Research

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Executive SummaryToday's fast-paced world is becoming increasingly characterized by technology driven communication, which has transformed the world into a large global connected community with everincreasing outreach of information and communication technology (ICT). Technology plays an increasingly important role in people's lives, and it is envisaged that technological literacy will soon become a functional requirement for people's work, social, and even personal lives. For both social and economic reasons students will need computer and communication technology skills if they are to live successfully in a knowledge-based society. The purpose of this study is to examine the ICT usage habits and the self-assessed ICT competencies possessed by undergraduate students in teacher preparation programmes in the University of Benin. A second important issue that was addressed was whether there were significant differences in the perceived ICT competency among students according to demographic and study related factors. Thus, the paper's central research objectives are: To examine the ICT usage habits of students in teacher preparation programmes. To examine the self-assessed ICT skills' competencies possessed by students in teacher preparation programmes. To determine whether there were significant differences in perceived ICT competencies among students in teacher preparation programmes according to demographic and study related factors (gender, and type of computer training).A descriptive survey was adopted and the target population was all students in levels 200, 300, and 400 of the faculty of education, University of Benin. The instrument for data collection was a questionnaire adapted from Bassey, Akuegwu, Udida, Ntukidem, and Ekabua (2007). The results show that:Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission.Editor: Jane Nash Survey of ICT Competencies Students' ICT usage was low, particularly the use of internet and email. The respondents perceived themselves to be good in word processing and file navigation, moderate in Internet browsing and emailing. Only two percent (2%) of the respondents perceived themselves to be competent in PowerPoint with about seventy percent (70%) having no capability at all. There was no significant difference in the perceived competency among students according to gender and academic year/level. However, there w...

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“…For example, access to technology [7] [8] teacher confidence [9] resistance to change and lack of time to learn new technologies [10]. This paper presents the pilot study which spanned an academic year in 3 disciplines across 3 schools, including the preparation for the study, procuring appropriate technologies, training teachers, managing the technologies within school, the intervention, data collection and analysis and the creation of teaching materials to be shared.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Use of Game Making Across the School Curriculum

Boulton¹,

Hughes-Roberts²,

Brown³

et al. 2017

INTED Proceedings

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Computer games as part of education is a well-established topic for research, suggesting that creating games is linked to a range of cognitive and behavioural outcomes. Creating games in all subject disciplines is becoming increasingly possible due to the increasingly higher status of computing in schools across Europe and the prevalence of visual programming languages such as Scratch and Pocket Code. The use of games within education is not new; in a systematic review of 129 papers [1] found that playing games impacts across a range of areas including engagement, cognitive ability and, most commonly, knowledge acquisition and content understanding. However, while research has thus far examined game play and game based learning in education there is limited work focussing on the process of game creation as a method of classroom teaching. This is a prospect which is increasingly possible with the introduction of visual programming languages such as Scratch [2] and Pocket Code. It is suggested that playful learning through computer games could stimulate students' intrinsic motivation ([3] and that knowledge creation can emerge through the construction of artefacts in a playful learning environment via the co-creation of games [4].The research presented in this paper is from a pilot study examining the impact of game making in traditional primary and secondary school classrooms (5-18 years) in the United Kingdom (UK). The research, funded by Horizon 2020, is part of a wider European project; No-one Left Behind. In the UK the project has introduced game making into disciplines such as Religious Education, Science and History. Data indicates that although not all students found this a positive experience, computational thinking skills have increased, and students, disaffected with their learning, have re-engaged with learning, increasing their persistence and resulting in a deeper understanding of subject knowledge. In addition initial results suggest that game making has the potential to increase engagement with classroom learning and lead to increased learner satisfaction within lessons. Non-computing teachers have gained in confidence in developing game creation in their subject discipline, increasing their awareness of computational thinking. Barriers identified include teacher familiarity with programming as a means to teach non-STEM subject knowledge, a potential to decrease knowledge acquisition during the process of familiarisation with the teaching tool and a need for software developers to consider design for children with SEND. The project is changing the learning environment and emerging pedagogy has been identified which will be shared in this paper. As a result of the study lesson resources have been created for teachers to use across disciplines which are now available via the project URL; these will be shared in this paper.

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Research into initial teacher education in Australia: A survey of the literature 1995–2004

Cited by 64 publications

References 64 publications

A Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers

A Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers

A Survey of ICT Competencies among Students in Teacher Preparation Programmes at the University of Benin, Benin City, Nigeria

Exploring the Use of Game Making Across the School Curriculum

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