Teacher Curriculum: A Failed Paradigm of Practise and Proceedure

An examination of recent literature concerning teacher training suggests that in many parts of the western world it is constantly under review. Major Reports (Martin: 1964; Bell: 1971;James: 1972; The Senate: 1972; Williams: 1979; Coffey: 1980; Auchmuty: 1980) and the popular press have written and continue to write about various aspects of the teachers life. Some of these are anlyses of what is the case, others are about what could be the case whilst others dwell on the shortcomings of the teaching profession. The U.K. for example has its infamous Black Papers whilst in Australia the same concepts concerning standards occupy media space. Teacher unions continue to say what is lacking within educational bureaucracies, and State and Federal Governments respond in an ad hoc fashion to the pressures of budget, coercion and whim

The Merging of Institutions: Contextual Decisions and Teacher Training

With the Fraser\u27s razors in operation and the impending collapse of numerous College\u27s of Advanced Education as independent autonomous institutions and the unitary vision of the Correy Committee on a teacher training style for New South Wales, certain cautionary warnings should be uttered concerning the direction that teacher training could take if such stupidity is allowed to go unchallenged. The necessity for such warnings is fairly obvious: (1) there may exist in the shuffle for compliance a built in bias towards rigidity in teacher training; (2) political expediency or economy may become confused as good common sense; (3) educational principles might become further subverted in the guise of administrative efficiency. This paper will examine some of the elements of the teacher training arena, e.g., models of teacher training, decision making and dilemma resolution in the hope that debate will heighten awareness

Teacher Denigration : Societal Expectation, or Par for the Course?

Once the classroom door is closed the teacher is in charge, though reminiscent of power tripping, is a popular assertion fraught with misconceptions of some magnitude. This paper attempts to explore such an assertion in the hope that once the content of the assertion is identified the training and education of the teacher would be more efficient and effective

Memory-guided saccades show effect of a perceptual illusion whereas visually guided saccades do not

The double-drift stimulus (a drifting Gabor with orthogonal internal motion) generates a large discrepancy between its physical and perceived path. Surprisingly, saccades directed to the double-drift stimulus land along the physical, and not perceived, path (Lisi M, Cavanagh P. Curr Biol 25: 2535−2540, 2015). We asked whether memory-guided saccades exhibited the same dissociation from perception. Participants were asked to keep their gaze centered on a fixation dot while the double-drift stimulus moved back and forth on a linear path in the periphery. The offset of the fixation was the go signal to make a saccade to the target. In the visually guided saccade condition, the Gabor kept moving on its trajectory after the go signal but was removed once the saccade began. In the memory conditions, the Gabor disappeared before or at the same time as the go-signal (0- to 1,000-ms delay) and participants made a saccade to its remembered location. The results showed that visually guided saccades again targeted the physical rather than the perceived location. However, memory saccades, even with 0-ms delay, had landing positions shifted toward the perceived location. Our result shows that memory- and visually guided saccades are based on different spatial information. NEW & NOTEWORTHY We compared the effect of a perceptual illusion on two types of saccades, visually guided vs. memory-guided saccades, and found that whereas visually guided saccades were almost unaffected by the perceptual illusion, memory-guided saccades exhibited a strong effect of the illusion. Our result is the first evidence in the literature to show that visually and memory-guided saccades use different spatial representations

Diploma in Education? Rethinking the Curriculum.

For well over half a century the traditional end-on diploma year has been under fire from university departments, students, and the teaching profession. How is it possible in one year for students to reach adequate levels of knowledge and understanding in a large number of subjects, epistemologicalIy diverse and frequently outside their undergraduate experience? The answer of course, is that it is not possible to believe otherwise is to labour under gross delusion. A university department of education, acting with the best of intentions, cannot give more than cursory attention to even the most essential elements of a preservice programme within an abbreviated academic year

Teaching Teachers for the Future (TTF) Project: Development of the TTF TPACK survey instrument

This paper presents a summary of the key findings of the TTF TPACK Survey developed and administered for the Teaching the Teachers for the Future (TTF) Project implemented in 2011. The TTF Project, funded by an Australian Government ICT Innovation Fund grant, involved all 39 Australian Higher Education Institutions which provide initial teacher education. TTF data collections were undertaken at the end of Semester 1 (T1) and at the end of Semester 2 (T2) in 2011. A total of 12881 participants completed the first survey (T1) and 5809 participants completed the second survey (T2). Groups of like-named items from the T1 survey were subject to a battery of complementary data analysis techniques. The psychometric properties of the four scales: Confidence - teacher items; Usefulness - teacher items; Confidence - student items; Usefulness- student items, were confirmed both at T1 and T2. Among the key findings summarised, at the national level, the scale: Confidence to use ICT as a teacher showed measurable growth across the whole scale from T1 to T2, and the scale: Confidence to facilitate student use of ICT also showed measurable growth across the whole scale from T1 to T2. Additional key TTF TPACK Survey findings are summarised

Stakeholder perspectives on ecosystem-based management of the Antarctic krill fishery

Information about stakeholder aspirations is a fundamental requirement for ecosystem-based management, but the detail is often elusive, and debates may focus on simplistic opposing positions. This is exemplified by the Antarctic krill fishery, which, despite a current operational catch limit equivalent to just 1% of the estimated biomass and actual annual catches much lower than this, is the subject of a high-profile debate framed around ambiguous concepts such as sustainability. Q methodology was applied to explore the detailed views of representatives of three stakeholder sectors (the fishing industry, conservation-focused non-governmental organisations (NGOs), and scientists from seven countries involved in research on the krill-based ecosystem). The analysis distinguished two clear groupings, one of which included the views of all NGO participants while the other included the views of fishing industry participants and a subset of the scientists. Key differences between the groups included the priority given to different management measures, and to continued commercial fishing. However, the results also revealed considerable overlap between viewpoints. Both groups prioritised the maintenance of ecosystem health and recognised the importance of defining management objectives. Also, neither group prioritised a decrease in catch limits. This suggests that most participants in the study agree that management should improve but do not perceive a major problem in the ecosystem's ability to support current catch levels. Cooperation to identify shared management objectives based on stakeholder aspirations for the ecosystem might enhance progress, whereas polarised discussions about preferred management measures or ambiguous concepts are likely to impede progress