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Teaching Scientific Practices: Meeting the Challenge of Change
This paper provides a rationale for the changes advocated by the Framework for K-12 Science Education and the Next Generation Science Standards. It provides an argument for why the model embedded in the Next Generation Science Standards is seen as an improvement. The Case made here is that the underlying model that the new Framework presents of science better represents contemporary understanding of nature of science as a social and cultural practice. Second, it argues that the adopting a framework of practices will enable better communication of meaning amongst professional science educators. This, in turn, will enable practice in the classroom to improve. Finally, the implications for teacher education are explored.
Journal Article
Becoming a teacher educator : theory and practice for teacher educators
Rooted in the Association of Teacher Education in Europe (ATEE), this book addresses a range of important topics related to the work of teacher educators, the induction of teacher educators and their further professional development.
Book
Teacher burnout and turnover intent
Correlates of turnover intent among primary (N = 580) and secondary (N = 675), male (N = 254) and female (N = 999) teachers, were examined through the lens of the job demands-resources (JD-R) model. Multigroup structural equation modelling indicated that job demands (workload, student misbehaviour), and the personal demand of work-family conflict, were positively associated with emotional exhaustion, the core dimension of burnout. All demands indirectly related to turnover intent via emotional exhaustion. Among all teacher groups, no significant differences were found in level of emotional exhaustion or turnover intent, and only mild stress was reported as a result of student misbehaviour. Work-family conflict was the strongest predictor of emotional exhaustion for male and female teachers. Results suggest the JD-R as a promising theory for use in explaining job-related outcomes among Australian teachers, and that personal demands should be examined in addition to job demands within it. [Author abstract]
Journal Article
Fresh evidence on the relationship between years of experience and teaching quality
It is commonly assumed that experienced teachers are more proficient than beginners. However, evidence supporting this premise is complicated by diverging research traditions and mixed results. We explore the fundamental relationship between years of experience and teaching quality using a comprehensive pedagogical model. Our analysis of 990 lessons, taught by 512 primary teachers in New South Wales during 2014–15 and 2019–21, found no significant differences in pedagogy across the experience range (< 1–24 + years). We canvass two possible explanations: that initial teacher education (ITE) performs better than is typically assumed; and/or that experience, including ongoing participation in many forms of professional development (PD), has minimal impact on pedagogical quality. The important lesson from this study, however, is that the continual positioning of beginning teachers and ITE as deficient is unwarranted and, instead, we should focus on providing teachers with access to high-impact PD throughout their careers.
Journal Article
Under pressure and overlooked : the impact of COVID-19 on teachers in NSW public schools
The COVID-19 pandemic has put unprecedented pressure on teachers around the world, raising significant concerns about their workload and wellbeing. Our comparison of 2019 (pre-pandemic) and 2020 (first year of the pandemic) survey
data (n=362) from teachers in New South Wales, Australia, demonstrates that their morale and efficacy declined significantly during COVID-19, even with the relatively short period of school closure (8 weeks) during 2020. Interviews with
teachers and school leaders (n=18) reinforced these findings and highlighted the depth to which teachers felt dispensable and unappreciated, despite working incredibly hard for their students. The pressure to adapt to online teaching and
learning, in trying circumstances, also challenged their confidence in their teaching. We argue that practical and emotional support for teachers both during periods of remote learning and upon students' return to the classroom is
essential to support teacher's wellbeing and a robust teaching workforce into the future. [Author abstract]
Journal Article
How can I help? : a teacher's guide to early childhood behavioral health
\"A resource for teachers of young children, including descriptions of common mental and behavioral disorders, suggestions for working with children and families, and tools for promoting wellness\" -- Provided by publisher.
Book
Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking
This study contributes to the growing body of research that highlights the usefulness of professional noticing of children’s mathematical thinking for understanding the complexity and variability in teaching expertise. We explored the noticing expertise of 72 upper elementary school teachers engaged in multi-year professional development focused on children’s fraction thinking. Our assessment addressed the three component skills of professional noticing of children’s mathematical thinking: (a) attending to children’s strategy details, (b) interpreting children’s understandings, and (c) deciding how to respond on the basis of children’s understandings. We used a latent class analysis to empirically identify three distinct “profiles” of noticing expertise—subgroups of teachers who responded similarly to each other and differently from teachers in other profiles. The profiles differed in their overall noticing expertise as well as their patterns of strengths and areas for growth across the component skills. Thus, the profiles provide a concise, multi-dimensional characterization of noticing expertise that integrates expertise in each of the component skills. The profiles also provide tools for differentiating learning opportunities for teachers in professional development. In addition, our design allowed us to compare teachers’ expertise in two common forms of deciding how to respond: deciding on follow-up questions and deciding on next problems. In all three profiles, teachers demonstrated more expertise when deciding on follow-up questions than when deciding on next problems, suggesting not only a starting point for teacher learning but also the need for a line of research focused on different forms of this component skill.
Journal Article