The Western Sydney Rustbelt: Recognizing and Building on Strengths in Pre-service Teacher Education

Naidoo, Loshini; D’warte, Jacqueline

doi:10.14221/ajte.2017v42n4.6

Cited by 3 publications

(2 citation statements)

References 27 publications

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“…Thus, it is a great necessity to implement education-focused programs according to children's needs, ages and cultural differences and to implement them in all schools in the context of safe school practices in schools. Moreover, PCG teacher quality like many teachers, coupled with the PCG teacher's capacity to cater for diversity, has the most positive impact on students (Naidoo & D'warte, 2017).…”

Section: Discussionmentioning

confidence: 99%

Structuring the learning disabilities module: A course design based on case study

Kahveci

Serin

2017

CJES

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Children with learning disabilities are at greater risk of being victims of sexual abuse in schools. This paper discusses 4 th year pre-service school counsellors' specific knowledge related to self-confidence and skills to execute the prevention and support processes on the topic of sexual abuse in children with learning disabilities. Qualitative research data from the questionnaire answers received from 80 pre-service school counsellors were analysed using thematic analysis with an action research format. The results demonstrated that their preparation program was inadequate and needed more content relating to child sexual abuse. The results also showed that the knowledge of the pre-service school psychologists related to sexual abuse, the prevention and support processes for sexual abuse increased significantly after application of the action research content. These results are promising, but more research is needed to see if the increased knowledge in turn leads to application in practice and better care for victims.

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Section: Discussionmentioning

confidence: 99%

Structuring the learning disabilities module: A course design based on case study

Kahveci

Serin

2017

CJES

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“…Yet, within these macro structural approaches it has been identified that some teachers feel underprepared to be responsive educators within the increasingly diversifying Australian classroom (Yared et al, 2020). As such, it has been argued that pre-service teachers need to be equipped with a better understanding of their own socio-cultural experiences, as well as those of their students (Naidoo & D'warte, 2017). This is important, as school settings as places of social and institutional interactions can significantly influence social success in the post-school years (Lamb et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“She Just Saw Me - She Didn’t Teach Me”: the perspectives of Australian Sudanese and South Sudanese youth on the student/teacher relationship in Australian schools

Macaulay

2022

Aust. Educ. Res.

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In recent times, young people from Australian Sudanese and South Sudanese communities have received considerable negative racialised public and political attention. This publicity has the potential to negatively shape the perspectives of other Australians, which in turn can have adverse consequences for these youth in terms of their social experiences. Against the backdrop of hegemonically ‘white’ Australian school contexts, pre-determined negative perspectives have the potential to undermine social experiences, relationships, and the overall educational inclusion of these students. This qualitative study places the voices of the participants at the centre of the research to better understand Australian Sudanese and South Sudanese youths’ perspectives on their relationships with schoolteachers. A voice-centred relational methodology (VCRM) approach was used to analyse data and to present the findings of the study. The findings suggest that student/teacher relationships as experienced by Australian Sudanese/South Sudanese youth are, for the most part, negative. It was reported that these youth experience low academic expectations from their teachers and are held to disproportionately high levels of disciplinary accountability. In many instances these findings were linked by participants to forms of racial discrimination, which have the potential to impede their educational belonging.

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Where are they from? Pre-service educators’ views on place and professional identity

Smith

Weller

Starks

et al. 2020

Asia Pacific Journal of Education

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The Western Sydney Rustbelt: Recognizing and Building on Strengths in Pre-service Teacher Education

Abstract: Preparing pre-service teachers to address the disparities in educational attainment that occur in settings with complex demographics such as high poverty and super diversity (Vertovec, 2007) require a theoretically driven contextual and spacial (Soja, 1996)

Cited by 3 publications

References 27 publications

Structuring the learning disabilities module: A course design based on case study

Structuring the learning disabilities module: A course design based on case study

“She Just Saw Me - She Didn’t Teach Me”: the perspectives of Australian Sudanese and South Sudanese youth on the student/teacher relationship in Australian schools

Where are they from? Pre-service educators’ views on place and professional identity

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