Current efforts for teacher education reform in several Asia-Pacific countries suggest that preservice teachers need to develop a better understanding of learning. One way to do this is to have preservice teachers reflect upon themselves as learners in their teacher education classes. In this study, students in a course in an Australian university teacher education program used a World Wide Web...

Exploring student test, homework, and other assessment scores is a challenge for most teachers, especially when attempting to identify cross-assessment weaknesses and produce final course grades. During the course, teachers need to identify subject weaknesses in order to help students who are struggling with a particular topic. This identification often needs to happen across multiple assessmen...

Utilising Rolfe's [Rolfe, G., 1998. Expanding Nursing Knowledge: Understanding and Researching Your Own Practice. Butterworth-Heinemann, Oxford] reflexive action research, one novice nurse educator explored current teaching practice. The data were collected from a reflective journal and colleague feedback. Through this data collection and applying Rolfe's (1998) understanding-action-evaluation ...

Different aspects of identity have been investigated across various educational fields. Although many studies have been done to investigate different aspects of EFL teachers’ identity development, there is a paucity of research on identity-oriented EFL teacher education programs. Hence, the purpose of the current study was to investigate EFL teacher educators’ and EFL teachers’ perspectives abo...

Many pre-service teachers feel under-prepared to teach students with a diverse range of needs and abilities and continue to be concerned about classroom behaviour management when undertaking practicum experiences. In order to address these concerns, teacher educators have explored alternative pedagogical approaches, including computer based simulations and immersion in virtual worlds. This pape...

Reflection is a key learning objective of teacher education, yet little known about the ways in which it could be supported through assessment. In this case study (N = 14), we examine potential novel assessment task—reflective podcasting—in supporting first-year student teachers’ reflection. We analyzed group podcasts and corresponding reflections found that task engendered Three theory-driven ...