Heather McMaster

Quality reflective practice in teacher education: a journey towards shared understanding

This paper describes the process followed by a group of four primary and secondary teacher educators at a university in Sydney, Australia, to develop a collective understanding of the nature and value of reflective practice. The project developed a framework and set of indicators to assess the quality of pre-service teachers’ reflective writing and provide targeted feedback to support their ability to reflect on classroom practice. The process of developing the framework highlights the value of collaborative coding and collegial discussion as methods for establishing common understanding and shared practice of reflective writing in teacher education.

Hailstorm Risk Assessment in Rural New South Wales

The risk of hail damage at a particular location depends on the frequency and severity (intensity) of hailfall. Three data sets were used to determine the relative risk of hail damage in the various weather forecasting districts of the state of New South Wales, Australia. Two of the data sets were observational data and the third was a set of crop insurance data. The crop insurance data was the least spatially-biased data available for rural areas. Combined data revealed that hailstorms were most frequent in the tablelands and most severe in the north of the state where there is summer-dominant rainfall.