Bibliografías temáticas / Teachers Training of South Australia

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Literatura académica sobre el tema "Teachers Training of South Australia"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 13 de febrero de 2022

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Artículos de revistas sobre el tema "Teachers Training of South Australia"

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Gallimore, Desirée P. M. "Multiculturalism and Students with Visual Impairments in New South Wales, Australia." Journal of Visual Impairment & Blindness 99, no. 6 (June 2005): 345–54. http://dx.doi.org/10.1177/0145482x0509900604.

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This study found that a large number of students with visual impairments in public and private schools in New South Wales come from culturally diverse backgrounds, that teacher training does not incorporate multicultural perspectives, and that instructors and itinerant vision teachers lack knowledge and skills to teach from a multicultural perspective. Recommendations are provided to guide the inclusion of multicultural perspectives in teacher preparation programs and teachers’ practices.
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Broadbent, Carolyn, and Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.

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Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds sec
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MacMullin, Colin, and Mary Anne Vaz. "International Cooperation For Inclusive Education." Australasian Journal of Special Education 19, no. 2 (January 1995): 16–29. http://dx.doi.org/10.1017/s1030011200023423.

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Education authorities throughout the world are striving to implement the principles of inclusive education. The Malaysian Ministry of Education has adopted these principles and is presently involved in translating them into practice. As part of this program, three teachers college lecturers and an officer of the Teacher Education Division undertook an intensive short-term training course at Flinders University in South Australia. The aim of this project was to devise a course in Inclusive Education that would be taught to trainee teachers in colleges throughout Malaysia. This keynote address d
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Larsson, Yvonne. "Teachers' Attitudes and Perspectives on Educational Provisions for “Gifted” and “Talented” Children in New South Wales, Australia and Essex, England." Gifted Education International 6, no. 3 (January 1990): 174–81. http://dx.doi.org/10.1177/026142949000600311.

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This paper focuses on teacher attitudes to educational provisions for gifted and talented children in two countries. A questionnaire was distributed to 100 teachers in Sydney, New South Wales and to 100 teachers in Essex, England. Both groups represented a range of primary and secondary schools. Teachers had between 5 and 20 years experience and most were aged between 30 and 40 years. The common factor was acceptance of provisions within the comprehensive framework of education but rejection of any provisions that might be interpreted as elitist. It was also considered that there should be pre
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Riggs, Damien W., and Clemence Due. "Moving beyond homonormativity in teacher training: experiences from South Australia." Sex Education 13, sup1 (August 2013): S99—S112. http://dx.doi.org/10.1080/14681811.2012.760447.

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Townsend, Philip. "Mobile Devices for Tertiary Study – Philosophy Meets Pragmatics for Remote Aboriginal and Torres Strait Islander Women." Australian Journal of Indigenous Education 44, no. 2 (September 30, 2015): 139–49. http://dx.doi.org/10.1017/jie.2015.26.

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This paper outlines PhD research which suggests mobile learning fits the cultural philosophies and roles of Aboriginal and Torres Strait Islander women who are preservice teachers in the very remote Australian communities where the research was conducted. The problem which the research addresses is the low completion rates for two community-based Initial Teacher Education (ITE) programs in South Australia (SA) and Queensland (Qld). Over the past decade, the national completion rate of Aboriginal and Torres Strait Islander students in teacher training was 36 per cent, and in these two community
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Papier, Joy. "Table of Contents." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 1. http://dx.doi.org/10.14426/jovacet.v3i1.114.

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page iv. Editorial team
 page v. Acknowledgements
 page vi. Editorial - Joy Papier
 page 1. Incorporating principles of expansive learning and activity theory in curriculum design to bridge work and education contexts for vocational teachers - James Garraway and Christine Winberg
 page 22. Developing a WIL curriculum for post-school lecturer qualifications - André van der Bijl and Vanessa Taylor
 page 43. Teacher industry placement in Australia: Voices from vocational education and training managers - Annamarie Schüller and Roberto Bergami
 page 67. Motivating st
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Leahy, Angus A., Narelle Eather, Jordan J. Smith, Charles H. Hillman, Philip J. Morgan, Ronald C. Plotnikoff, Michael Nilsson, Sarah A. Costigan, Michael Noetel, and David R. Lubans. "Feasibility and Preliminary Efficacy of a Teacher-Facilitated High-Intensity Interval Training Intervention for Older Adolescents." Pediatric Exercise Science 31, no. 1 (February 1, 2019): 107–17. http://dx.doi.org/10.1123/pes.2018-0039.

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Purpose:This study was designed to assess the feasibility and preliminary efficacy of a teacher-facilitated high-intensity interval training intervention for older adolescents (ie, 16–18 y).Methods:Two secondary schools from New South Wales, Australia were recruited, and participants (ie, grade 11 students; 16.2 [0.4] y) were randomized at the school level to the Burn 2 Learn intervention (n = 38), or a wait-list control group (n = 30). Teachers were trained to facilitate the delivery of the novel high-intensity interval training program, which involved 3 sessions per week (∼12–20 min) for 14
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Hunter, Jane Louise. "Connected Learning in an Australian Technology Program." International Journal of Virtual and Personal Learning Environments 2, no. 1 (January 2011): 65–73. http://dx.doi.org/10.4018/jvple.2011010105.

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Connected learning using video conferencing, the interactive whiteboard and Web 2.0 tools is possible in the new “interactive classroom” more than 2,240 New South Wales public schools will receive over the next four years. In Australia the New South Wales Department of Education and Training (NSWDET) is delivering $AUS 158 million of infrastructure and services to schools and technical and further education campuses for new technologies and applications to support teaching in the 21st century. The intention of the Connected Classrooms Program is to create a “large connected and collaborative l
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Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (June 30, 2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.

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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from t
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Tesis sobre el tema "Teachers Training of South Australia"

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Veale, Ann. "The relationship of the practicum to teacher development." Title page, table of contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09EDM/09edmv394.pdf.

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McGuire, Anthony. "Pupil teachers and junior teachers in South Australian schools 1873-1965 : an historical and humanistic sociological analysis /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phm148.pdf.

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Johnson, Bruce. "An evaluation of the use and impact of a school based child abuse prevention program /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phj658.pdf.

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Thesis (Ph. D.)--University of Adelaide, Dept. of Psychiatry, 1996.<br>Addendum and errata are pasted in onto back end papers & back pages. Copy of author's previously published article inserted. Includes bibliographical references (leaves 451-466).
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Jarrett, Jennifer Ann. "Catholic bodies a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 /." Connect to full text, 2003. http://hdl.handle.net/2123/5673.

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Bentley-Williams, Robyn. "EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES." University of Sydney, 2005. http://hdl.handle.net/2123/1855.

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Doctor of Philosophy<br>The current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions i
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Whitehead, Kay. "Women's 'life-work' : teachers in South Australia, 1836-1906 /." Title page, abstract and contents only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phw592.pdf.

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Poerio, Loretta. "An evaluation of police training in handling domestic violence situations." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PM/09pmp745.pdf.

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Garnons-Williams, Victoria. "Art teacher pre-service education : a survey of the attitudes of Queensland secondary, and tertiary art educators." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26115.

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This study compares the views of three groups of art educators - secondary, tertiary pre-service lecturers, and scholars - about the content and structure considered important in art teacher pre-service education. Items of program content and structure, as well as issues in art-teacher preparation were gleaned from the writings of selected scholars and incorporated into a survey questionnaire. The survey was distributed to secondary art educators throughout Queensland and to art pre-service lecturers throughout Australia. An analysis of the results identifies areas and degrees of agreement an
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Harris, Barry, of Western Sydney Nepean University, and Faculty of Education. "A study of a process to assist teachers determine their professional development needs." THESIS_FE_XXX_Harris_B.xml, 1997. http://handle.uws.edu.au:8081/1959.7/414.

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The professional development of teachers is a continuing issue that concerns both teachers and organisational administrators. This study is concerned with one aspect of this broad issue: the manner in which teachers determine their professional development needs in the context of the varying individual and organisational changes they face. To conduct this study a process to assist teachers determine their professional development needs was developed, implemented and evaluated. This occurred as a series of case studies with a group of teachers drawn from the N.S.W. Department of School Educatio
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Badenhorst, John Henry. "The role of the teachers' centre in the professional development and in-service training of teachers with specific reference to the East London Teachers' Centre." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003639.

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Teachers' Centres are one of the means whereby teachers needs for in-service education and training (Inset) can be met. The professional basis of Teachers' Centres as providers of in-service education and training derives from the need of teachers to develop professionally throughout their careers. Aspects which need to be considered are the need for professional growth and the professional nature of teaching. The effective provision of in-service training requires a knowledge of effective in-service training practise and the barriers that could be encountered in presenting it. Central to any
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Libros sobre el tema "Teachers Training of South Australia"

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MECC Project '98 (1998 Adelaide, S. Aust.). MECC Project '98: Countering racism through developing cultural understanding : teachers' training conference, proceedings, 7-8 May 1998, Adelaide, South Australia. Edited by Wetherell Ildi and South Australia. Multicultural Education Coordinating Committee. Adelaide: The Committee, 1998.

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Nangamso, Koza, and Toyana Lihlumelo, eds. Great South African teachers. Johannesburg: Bookstorm, 2011.

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Hugo, Elsbeth. Effective music education in South Africa. Pretoria: Human Sciences Research Council, 1993.

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Hauptfleisch, Sarita. Effective music education in South Africa. Pretoria: Human Sciences Research Council, 1993.

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O'Donoghue, T. A. Teachers and teaching in vocational education and training institutions: Reflections from Western Australia. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Avalos, Beatrice. Initial teacher training: South Asian approaches : Bangladesh, India, Pakistan, Sri Lanka : an overview. London, England: Commonwealth Secretariat, 1993.

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Reid, Carol. Negotiating racialised identities: Indigenous teacher education in Australia and Canada. Altona, Vic: Common Ground Publishing, 2003.

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Human Sciences Research Council. Education, Science and Skills Development Research Programme., ed. Teacher education and institutional change in South Africa. Cape Town: HSRC Press, 2008.

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Samuel, Michael. Face-to-face initial teacher education degree programme at University of Durban-Westville, South Africa. Brighton: Centre for International Education, University of Sussex, 2002.

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Robinson, Maureen. Teacher education for transformation: The case of the University of the Western Cape, South Africa. Brighton: Centre for International Education, University of Sussex, 2002.

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Capítulos de libros sobre el tema "Teachers Training of South Australia"

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Rabbitt, Elaine. "Ethical Complexities for History Teachers: Accredited Oral History Training in Australia." In Oral History and Education, 187–206. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-95019-5_10.

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Trevallion, Deborah. "Changing the Professional Identity of Food Technology Teachers in New South Wales, Australia." In Contemporary Issues in Technology Education, 167–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_11.

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Saunders, Carly. "Continuing Professional Development for Secondary Food Technology Teachers in New South Wales (NSW), Australia." In Contemporary Issues in Technology Education, 195–208. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39339-7_13.

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Wong, Bronwyn. "Cultivating a Vision for Change: Applying Action Research to Empower Teachers in an Independent Christian School in New South Wales, Australia, in a Market-Driven Schooling System." In Palgrave Studies in Education Research Methods, 147–61. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48845-1_9.

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"Educating teachers at a distance in Australia: some trends." In Distance Education for Teacher Training, 271–96. Routledge, 2002. http://dx.doi.org/10.4324/9780203038741-11.

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Ghosh, Devleena, and Heather Goodall. "‘Not as a Stranger or a Tourist’." In Indians and the Antipodes, 181–209. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199483624.003.0007.

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This chapter narrates and contextualizes the story of the Australian educationist Leonora Gmeiner, an Australian teacher who travelled to India in the 1890s inspired by the ideals of Theosophical education. Gmeiner lived in India for twenty-nine years, participated in Gandhian campaigns to abolish the indenture system, took part in Annie Bessant’s Home Rule League activities, and served as the principal of the Indraprastha Hindu Girls’ School in Delhi, where she was joined by other similarly inspired Australian women. Gmeiner dedicated her life to the physical, moral, intellectual, and spiritual training of Indian girls to bring them out of purdah and make them politically active full citizens of the emerging Indian nation. This chapter argues for an alternative to ‘White Australian’ attitudes to India and demonstrates that the circulation of knowledge and ideas flowed from the Antipodes to India as well as through Indian migration south.
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Moyle, Kathryn, Glen Speering, Donna Murray, and Jon Mason. "Effective Technologies and Strategies for the Development of Teachers and School Leaders." In Remote Workforce Training, 133–49. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5137-1.ch007.

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Three case studies are presented here to demonstrate some effective professional learning approaches set in remote contexts. Through the use of case studies, this chapter illustrates and discusses how remote workforce training is conducted in the school education sector in remote northern Australia. Workforce training in this chapter is geared towards professional learning required to build the capacity of school leaders located a long way from urban and city locations. Each case study focuses upon the interplay between the quality of professional learning opportunities available to remotely located participants and the use of technologies to support learning in remote locations. Issues emerging from the case studies are discussed, with particular attention paid to the enabling nature of the selected technologies. The chapter concludes by proposing some future directions and potential research activities.
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Van der Westhuizen, Thea. "South African Undergraduate Students' Access to Entrepreneurial Education and Its Influence on Career Choice." In Global Considerations in Entrepreneurship Education and Training, 232–52. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7675-4.ch014.

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Entrepreneurship education was introduced in South African schools in 2000 when it was made part of the Economics and Management Science curriculum for Grades 3 to 9, followed by incorporation in the Business Studies curriculum for grades 10 to 12. Problems noted by Shay and Nchu (2015) were that not all schools offered entrepreneurship education. Little is known about post-program effectiveness in actual start-ups and business performance. A study by Peterman and Kennedy (2013) investigating the effects of Young Achievement Australia on a sample of high school students in Australia found that the desirability and feasibility of entrepreneurship after attending the programme had increased, indicating that entrepre
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Tuapawa, Kimberley. "A Phenomenological Interpretation of Teachers' Online Technology Experiences With Students in Blended Tertiary Environments." In Advanced Online Education and Training Technologies, 27–47. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7010-3.ch002.

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This research made a phenomenological interpretation of key stakeholders' educational online technology (EOT) experiences to establish their current EOT needs and challenges and provide a basis from which to provide effective support. It analyzed the experiences of 10 students and 10 teachers from New Zealand and Australia and interpreted their meanings through an abstraction and articulation of local and global themes. This chapter is an update of the fourth in a series of six publications to present the local themes. It documents the interpretations of teachers' experiences with students, in reference to their use of three types of EOTs: learning management systems, online video platforms, and online networking tools. These interpretations, which include descriptions of teachers' challenges using these tools, helped to inform a set of recommendations for effective EOT use, to assist tertiary education institutes (TEIs) to address technology-based challenges and meet their key stakeholders' needs.
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Béteille, Tara, Namrata Tognatta, Michelle Riboud, Shinsaku Nomura, and Yashodhan Ghorpade. "Are South Asia’s Teachers Prepared to Teach?: Pre-Service and In-Service Training." In Ready to Learn: Before School, In School, and Beyond School in South Asia, 153–68. The World Bank, 2020. http://dx.doi.org/10.1596/978-1-4648-1327-6_ch6.

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Actas de conferencias sobre el tema "Teachers Training of South Australia"

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Smit, J. J. A. "Research and the training of physical science teachers in South Africa." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53138.

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Makrygiannis, Panagiotis S., Dimitrios Tseles, Michail Papoutsidakis, Dimitrios Piromalis, and Evangelos C. Papakitsos. "Fundamental Issues of Teachers’ Training in Laboratorial Teaching." In 2019 4th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM). IEEE, 2019. http://dx.doi.org/10.1109/seeda-cecnsm.2019.8908270.

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Doukakis, Spyridon, Evangelia Koutidou, and Aspasia Oikonomou. "Designing an e-mentoring program for supporting teachers’ training." In 2019 4th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM). IEEE, 2019. http://dx.doi.org/10.1109/seeda-cecnsm.2019.8908358.

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Fatimah, Ms. "Evaluation on Training Program of Integrating Character Education in Civics Education for the Teachers Learning Community." In 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/seadric-17.2017.37.

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Suprapto, Adi, Emny Yossy, Mr Sasmoko, and Yasinta Indrianti. "The Influence of Emotional Intelligence toward Life Satisfaction of Elementary School Teachers (Case Study in South Jakarta Region)." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.30.

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Ramaila, Sam, and Philemon Seloane. "EXPLORING SOUTH AFRICAN IN-SERVICE TEACHERS’ BASELINE KNOWLEDGE OF MATHEMATICS: A CASE OF FURTHER EDUCATION AND TRAINING PHASE." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end019.

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Samsiyah, Yuli, Syarwani Ahmad, and Mulyadi. "The Influence of Leadership Style, Motivation, and Training on Teachers’ Performance at Junior High School of Gandus Palembang South Sumatera." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.137.

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Kazeni, Monde. "EARLY PRIMARY SCHOOL TEACHERS’ PERCEPTIONS ABOUT SCIENCE AND SCIENCE PROCESS SKILLS: A CASE STUDY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end004.

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Early primary school (grades R to 3) science education has been in the spotlight in recent years, as science education scholars are increasingly acknowledging the need to provide a strong foundation in science education, to motivate learners to study the subject in subsequent years. Literature suggests that most early primary school teachers lack the basic knowledge required to introduce young learners to science, and to motivate them in the study of science. Primary school teachers’ limited knowledge of science and its processes could affect how they introduce and develop science concepts in
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Kazeni, Monde, and Nosipho Mkhwanazi. "LIFE SCIENCES TEACHERS’ UNDERSTANDING, PERCEPTIONS AND ADOPTION OF INQUIRY-BASED SCIENCE EDUCATION IN SELECTED SOUTH AFRICAN HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end006.

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In recent years, Inquiry-Based Science Education (IBSE) has emerged as one of the most effective and beneficial science teaching practices for developing science concepts in learners and for motivating them in the study of science subjects. IBSE is a pedagogical practice that allows learners to develop key scientific ideas and to understand the natural world, using skills employed by scientists. Like most science school curricula around the world, the South African life sciences national curriculum (referred to as Curriculum and Assessment Policy Statement - CAPS), advocates for the adoption o
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Kamei, Toshiko. "The SWANs/ABLES Project: A resource developed by and for teachers to support the teaching and learning of students with additional learning needs." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_18.

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The inclusion of students with additional learning needs in schooling is part of policy and practice in Australia. However, it has been well documented that teachers lack the resources and training to meaningfully include students with additional learning needs in the full range of learning in their classrooms. The SWANs program of work aimed to fill this gap through the development of assessments based on learning progressions that provide teachers with targeted information to support the teaching and learning of all students including students with additional learning needs. The development
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Informes sobre el tema "Teachers Training of South Australia"

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal o
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