Relevant bibliographies by topics / Reflective teaching Victoria

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters

Academic literature on the topic 'Reflective teaching Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 31 July 2025

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Journal articles on the topic "Reflective teaching Victoria"

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Ciabatti, Nataša. "Teaching about Culture or Learning with and from Others?" Societies 13, no. 8 (2023): 194. http://dx.doi.org/10.3390/soc13080194.

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This article reports on the findings of a qualitative study conducted in Victoria, Australia. The study examined the perceptions and implementation of the intercultural dimension in the language classroom following recent curriculum changes. Data were collected from individual in-depth interviews with seven pre-service teachers with a migrant background enrolled in a graduate initial teacher education program who were undertaking the practicum component of this course in Victorian secondary schools. Findings from this study highlight discrepancies between interpretations of the intercultural c
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Yeoman, Ian, and Una McMahon-Beattie. "Reflective Thoughts on Teaching the Future of Tourism." World Futures Review 10, no. 4 (2018): 303–22. http://dx.doi.org/10.1177/1946756718786268.

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This reflective paper considers how Dr. Ian Yeoman teaches futures studies and scenario planning to tourism students across several undergraduate and postgraduate degree programs at Victoria University of Wellington, New Zealand. It is based on his teaching philosophy of visualization, authenticity, problem-based learning, scaffolding, and his understanding of how students negotiate their own learning. The paper examines the approach taken in three papers, where Yeoman is the primary lecturer. As part of the bachelor of tourism management degree, two papers are taught. TOUR104 is a first-year
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Simson-Woods, Aaron, and Craig Kappes. "Designing Outdoor Education Units for the Block." Journal of Block and Intensive Learning and Teaching 1, no. 2 (2023): 6–22. http://dx.doi.org/10.15209/jbilt.1299.

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In 2018, Victoria University in Melbourne, Victoria, Australia implemented the VU Block Model® for the teaching of undergraduate degree programs. This was a radical shift from a traditional 12-week semester approach and required a complete overhaul of how outdoor education units would be taught moving forward. However, there is a lack of literature on the block mode delivery for outdoor education. The aim of this discussion paper is to identify the challenges of designing and delivering outdoor education in an intensive block mode. To explore this issue, the paper examines unit design and deli
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Yeoman, Ian, Una McMahon-Beattie, and Carol Wheatley. "Keeping it pure – a pedagogical case study of teaching soft systems methodology in scenario and policy analysis." Journal of Tourism Futures 2, no. 2 (2016): 175–95. http://dx.doi.org/10.1108/jtf-12-2015-0052.

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Purpose Soft systems methodology (SSM) is well documented in the academic and management literature. Over the last 40 years, the methodology has come to be adapted depending on the tool users’ skills and experience in order to fit the problem. The purpose of this paper is to demonstrate good teaching and learning practice from a pedagogical perspective. Design/methodology/approach Dr Ian Yeoman of Victoria University of Wellington provides a personal reflection of how the methodology is used in the teaching and learning of TOUR301 Tourism Policy and Planning as a policy and scenario analysis m
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Kappes, Craig. "Designing Designing and delivering Embedded Immersive Learning Sessions (ELIS) within the VU Block delivery model." Journal of Block and Intensive Learning and Teaching 2, no. 3 (2024): 35–52. https://doi.org/10.15209/jbilt.1348.

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Experiential Based Learning in the context of Outdoor Adventure Education is delivered in complex learning environments where teachers deliver programming in isolation (Fang et al., 2023). Due to the complexity of working in natural environments, often in remote and wilderness settings, and teachers working in isolation inconsistencies between deliveries of the same subject or programming often occurs (Picknoll et al., 2023). This article will provide a reflective case study to examine and demonstrate how embedding immersive learning teaching and learning practices can be effectively included
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Gilbert, Pamela K. "Teaching “Victorian” Literature: A Reflection." Victorian Review 49, no. 1 (2023): 43–48. http://dx.doi.org/10.1353/vcr.2023.a925217.

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Murdoch, Lydia, and Susan Zlotnick. "Leaving Victorian Studies Behind: The Case of Vassar College." Global Nineteenth-Century Studies 1, no. 1 (2022): 53–62. http://dx.doi.org/10.3828/gncs.2022.9.

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Much of the recent reflection on nineteenth-century global studies has focused on research, graduate program(me)s, or upper-level courses. This essay recounts the transformation of the Program in Victorian Studies at Vassar College, one of the few institutions in North America offering an undergraduate degree in Victorian Studies, into a global nineteenth-century studies program. The new multidisciplinary program prioritizes teaching at the 100-level in order to prepare students to take a global perspective into advanced courses. Its introductory team-taught course, ‘Revolution, Evolution, and
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Hanley, Betty. "Music Teacher Education: New Directions." British Journal of Music Education 10, no. 1 (1993): 9–21. http://dx.doi.org/10.1017/s026505170000139x.

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Research about the delivery of music teacher education programs indicates a number of areas which should be addressed. The report below describes innovative practice in an advanced elementary methods course at the University of Victoria, British Columbia. In Music Education 306, theory and practice were connected through student-directed discussions of foundation issues; the development of personal musical competencies; observation, teaching in the schools, and reflection on practice; the challenge to examine issues critically; and student involvement in the planning of their own learning and
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Wei, Yukai, and Yi Zhang. "Exploration of National Basic Education—Reflection on Localization of Framework for Improving Student Outcomes Policy." Frontiers in Education Technology 7, no. 2 (2024): p39. http://dx.doi.org/10.22158/fet.v7n2p39.

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School improvement is an important way to enhance the resilience of schools and to ensure education quality. FISO (Framework for Improving Student Outcomes) is a unified policy framework for school improvement and effectiveness research in basic education in Victoria in Australia. Improvement cycle and improvement model are the main elements, and has achieved a certain degree of success in its implementation. With the gradual advancement of education reform, difficulties and barriers in ethnic minority basic education in China are emerging.Based on the effective practical experience of FISO pr
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Mitchell, Richard. "Forty Years of Labour Law Scholarship in New Zealand: A Reflection on the Contribution of Gordon Anderson." Victoria University of Wellington Law Review 50, no. 2 (2019): 159. http://dx.doi.org/10.26686/vuwlr.v50i2.5740.

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This special issue of the Victoria University of Wellington Law Review is published in recognition of Gordon Anderson's outstanding contribution to the study of the academic and socio-economic policy field of labour law in New Zealand since the mid-1970s. During this period of time Gordon's work has informed both teaching and learning in labour law scholarship and legal practice, charted the shifts in labour law policy, and examined the implications of these shifts for industrial and employment relations and human resource practices in business. This impressive output has included the publicat
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Dissertations / Theses on the topic "Reflective teaching Victoria"

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Schroeter, Gillian Lee. "The school production – to be or not to be?" Thesis, 2015. https://vuir.vu.edu.au/29732/.

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School theatre productions are performed throughout Australian secondary schools each year. Currently Broadway model musicals are often performed as the content of these school productions. The examination of the secondary school production involved in this research focuses upon a Victorian coeducational government secondary school’s collaborative rewrite, rehearsal and performance of A Midsummer Night’s Dream. Drawing from literature in Drama in Education, Theatre in Education, Applied Theatre, Australian Curriculum documents, Pedagogy, Authentic Learning, Extra-curricular education and Crea
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Book chapters on the topic "Reflective teaching Victoria"

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Foley, Michael P. "Introduction." In On Order. Yale University Press, 2020. http://dx.doi.org/10.12987/yale/9780300238532.003.0001.

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This chapter presents an overview of St. Augustine's On Order. By the autumn of A.D. 386, when Augustine wrote On Order, Christianity had gained decisive victories over the polytheistic cults of ancient Greece and Rome; but with that victory came new dilemmas. The Judeo-Christian teaching concerning its Lord gives rise to the problem of theodicy, the reconciliation of God and justice. On Order is the only work by Augustine exclusively devoted to the topic, and although this dialogue is by no means the first instance of a Christian author reflecting on the moral evils of humans and angels as we
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Tan, Daphne. "Victor Zuckerkandl’s Writings for the Mid-Century American Listener." In The Oxford Handbook of Public Music Theory. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780197551554.013.33.

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Abstract Music theorist and philosopher Victor Zuckerkandl (1896–1965) produced several pedagogical writings in the 1940s and 1950s, a period in which there was no shortage of materials in the marketplace aimed at a general audience. Zuckerkandl’s contributions are neither intended for “the professional disciplines” nor are they in the vein of the numerous “music appreciation” texts of the time, for he believed that there should be little distinction between the attitudes and perspectives that specialists and non-specialists brought to the study of music. Through a discussion of several unpubl
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce,
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