Using Assessment Tasks to Develop a Greater Sense of Values Literacy in Pre-service Teachers

Although much emphasis is given to teaching values in schools, there appears to be less evidence that teacher education courses are explicitly preparing pre-service teachers for this responsibility. In this study, the Values for Australian Schools were integrated into two assessment tasks in the second year of a Bachelor of Education (Primary) Degree. Pre-service teachers interacted with the concept of values literacy through reflective readings and planning a unit of work. Results of the pre- and post-surveys and assessment tasks indicated that the pre-service teachers became more values-literate through engaging in the assessment tasks. Results also revealed a shift in their perceptions of the role that teachers play in developing the values literacy of students

Developing a Nexus Between Christian Worldview and the Social Sciences in Pre-Service Teachers

This article is about a study which was undertaken to ascertain whether primary pre-service teachers\u27 perceptions changed as a result of learning (within a Social Science Curriculum Studies unit) about the nature and composition of a worldview and its implications for professional practice. More specifically, were there any changes in pre-service teachers\u27 perceptions in relation to: a) prevalence of individuals in the general population holding a worldview; b) competence to articulate a personal worldview; c) the impact that a teacher\u27s worldview may have on subject content taught; and d) the importance of understanding worldview formation in the teaching of Social Science

The Other Hat: Teaching Discernment in the Twenty-first Century

The 21st century is placing new demands on teachers and schools. Children are growing up in a society that is characterised by exponential change, escalating social issues and everchanging technology. Because of this rapidly changing culture, our students will face challenges that do not currently exist, when they reach the workplace (Davies, McNulty & Maddox, 2011). These factors have shifted the perceived necessary skill base from knowledge based to thinking based skills such as creativity and flexibility. One area of education that is continuing to receive attention is the area of critical thinking, or mental flexibility (Davies et al., 2011). This article explores one model of teaching mental flexibility and evaluates its effectiveness for teaching discernment in a Christian environment

Values Education and Faith Formation: A Neat Fit or More?

Values are ideas of merit that help determine an individual’s attitudes and actions. Therefore they are abstract ideas that manifest in concrete behaviour. In society, values are seen as the glue that enables otherwise diverse people to co-inhabit the earth and are seen in terms of behaviour. For Christians, however, values are seen in terms of character with their origin in the character of God. Therefore, the teaching of values is synonymous with teaching about God and values are something to become, rather than something to have. In a practical sense, values are absorbed through the school and classroom culture, by affirmation, by intentional inclusion in the curriculum, by clear definition and by experience. This emphasis on values education as restoration to the image of God through the influence of the Holy Spirit places enormous responsibility on Adventist teachers to authentically live God’s values and partner with God in the process of restoration,emphasising the symbiotic relationship between faith formation and values education

I Love to Tell the Story

Storytelling has always been part of the fabric of life. Myths and fables, heroic deeds, values and morals, have all been passed from one generation to the next in narrative form as stories, poems, dances and songs

Brain Breaks: Help or Hindrance?

Current trends in educational neuroscience indicate that the brain needs frequent downtime for optimal learning. One way of achieving this in the classroom is with brain breaks. Physical movement brain breaks are the most commonly used, but there is less evidence that compares different types of brain breaks and their effectiveness in promoting student refocus after the brain break is complete. This investigation, in one primary classroom, mapped three different types of brain breaks against student enjoyment/engagement, and the time it took students to refocus on their work. Differences were noted in students’ enjoyment levels of the types of brain breaks and the time it took students to refocus on their work following the activity

Transforming Classroom Practice

Is it possible for an in-school soup kitchen to provide a vehicle for practical Christianity, lessons in prayer and a changing school culture

Wellbeing Notebook - Pen and Paper: A Simple Formula for Enhancing Wellbeing

Sitting in her classroom, Lynn wonders whether her pen pal, Jean, has received and read her letter. Several kilometres away, sitting in her armchair, Jean’s eyes light up as she reads the questions that Lynn has carefully written. She takes up a pen and begins to write. Theirs is a mutually beneficial relationship established through pen and paper, with the help of an envelope and an enthusiastic teacher who acted as a courier

What Considerations Are Important for Fostering the Faith Development of Senior Students? A Case Study of Two Schools with Campus Churches

Campus churches, situated on school grounds, are growing in number within Christian education systems in Australia. In this relationship, the school partners with the campus church in providing a community of faith. This case study investigated senior students’ perceptions of the factors positively influencing their faith development at two K–12 Christian schools with campus churches. A review of the literature pointed to a strong connection between adolescent faith development and social context, but noted research gaps in the area of the school-church nexus. Data were gathered from senior students, school staff and campus church members, employing an emergent mixed-method approach, through the use of a questionnaire, focus group interviews and unstructured staff interviews. The data, when analysed, revealed that faith development for senior students is more likely to occur when six key factors are taken into consideration in the planning and implementation of faith-based activities and programs, namely: Perceptions about spirituality, influence of the school’s special character, relevant content, social context, emphasis on discipling through involvement, and positive relationships with school / church personnel