Paul Frederick Reitano

The value of video in professional development to promote teacher reflective practices

Abstract This paper argues for the potential for a particular data-gathering tool used in educational research to provide opportunities for the professional development of participants. The particular method is video-stimulated recall. The evidence in the literature suggests that this methodology used to gather data does have a valuable role in promoting the reflective practices of teachers. The paper further argues that in order to be effective, professional development needs to take into account the context of teachers’ work so that their professional practice is linked in the strategies used for professional development. Video-stimulated recall is one tool that can provide a direct link between theory and practice.

Geography pre-service teachers’ pedagogical content knowledge

ABSTRACT This paper reports on an exploratory study that investigated the pedagogical content knowledge (PCK) of four Geography pre-service teachers as they completed their final practicum of their Bachelor of Secondary Education programme. It uses Shulman’s (1986, 1987) two categories of PCK as a conceptual framework to identify the participants’ PCK of their Geography teaching. The first type of PCK is teachers’ representations of content that is pedagogically powerful for students; the second type of PCK refers to teachers’ understanding of what makes the learning of specific topics easy or difficult for students. Historically, researchers have tended to focus on the teachers’ representations component of PCK while little evidence-based research has been reported on the second category of PCK. Findings from this study show that all participants demonstrated both types of PCK. This study sheds light on the importance of teacher-educators modelling both types of PCK as both are equally important for pre-service teachers.

“Doing Geography”: Evaluating an Independent Geographic Inquiry Assessment Task in an Initial Teacher Education Program

Abstract The assessment task of the final course in a bachelor of secondary education program is examined for opportunities for preservice geography teachers to achieve the course aims of integrating, consolidating, applying, and reflecting on the knowledge and skills they have learned during their initial teacher education program. The results show that the preservice teachers did better in some areas (integrating, consolidating, and reflecting) than in others (applying). This has implications for curriculum renewal in geography methods courses—specifically to provide more opportunities for preservice teachers to practice applying the knowledge and skills they have gained during the program, essential for their future roles as senior geography teachers.

Teaching Principals’ Stories

The role of a teaching principal (TP) in small rural and/or remote schools in New South Wales is not easy. Their professional lives are hectic, challenging and require a great deal of knowledge and a multitude of skills in order for them to fulfil their positions effectively.

The Value of Concept Mapping in Developing Professional Growth in a Geography Methods Course

Abstract This paper reports on an exploratory case study of six preservice teachers who studied a 10-week unit of secondary geography in their 4th (and final) year of education studies. The focus of the study was to track participants’ conceptions of effective geography teaching, over a period of time; that is, to provide an example of conceptual change. Participants constructed concept maps at the beginning and at the conclusion of their geography curriculum methods course. The purpose of this article is to present concept mapping as a research tool for inquiring into the conceptual understandings and growth of early career teachers.

Negotiating the teaching of history in times of curriculum reform: the narrative accounts of four Australian primary teachers

ABSTRACT This research investigates the understandings of four teachers who teach history in primary and early childhood settings. Data were gathered from participants through semi-structured interviews. The participants were experienced teachers who were in the process of curriculum change – from teachers of studies of society and environment to teachers of history, under the auspices of the Australian Curriculum: History. The focus of the study was on their understandings of content knowledge and the pedagogies involved in classroom teaching, using a pedagogical framework, which sought to identify and categorise the nature of their knowledge base in the implementation phase of the Australian Curriculum: History. The study used narrative inquiry to show how temporality, sociality, and place play out in the lives of these teachers of history. The findings from this study indicate the challenges and opportunities for teachers’ professional knowledge landscapes in times of curriculum reform. Whilst there are a small number of participants in this study, their stories provide insight into how teachers responded to the challenges and opportunities of teaching history and how these teachers have shaped the implementation of the history curriculum.

Listening to Teachers in the ‘Bush’

Rural teaching is often an enigma, as each teacher can perceive the experience differently depending on his or her priorities. Rural teachers’ perceptions can range from total commitment to their students, schools and communities, to a sense of personal and professional isolation.

Concept mapping with beginning Geography teachers: A study of conceptual change.

This paper reports on an investigation of six preservice teachers who studied a ten-week unit of secondary Geography in their 4 th (and final) year of education studies. The focus of the study was to look at participants’ conceptions of effective Geography teaching, over a period of time, that is, a study of conceptual change. Participants constructed concept maps at the beginning and at the conclusion of their Geography methods course. The purpose of this article is to present concept mapping as a research tool for inquiring into the conceptual understandings of early career Geography teachers.