Case-Based Learning for Classroom Ready Teachers: Addressing the Theory Practice Disjunction through Narrative Pedagogy

Classroom readiness and the attendant theory-practice disjunction remains a key concern of policy makers, stakeholders and graduate teachers themselves. Links between the theoretical knowledge that preservice teachers gain during initial teacher education (ITE) courses and the practical learning of their school placements need to be strengthened in order to enhance beginning teachers’ classroom readiness, or capacity to use their professional knowledge in a classroom setting. We argue that a hybrid model of case-based learning, involving the writing and interpreting of local ‘case-stories,’ can offer preservice teachers meaningful engagement with ‘real’ teaching experiences and build context-dependent knowledge outside of the placement setting. This article describes a mixed-method pilot study on the development and use of an online resource of multi-modal place-based ‘case-stories’ of preservice teachers in Central Australia. It describes the three elements of the hybrid case-learning (HCL) model - the platform and place, structure, and resource-set. These elements interact to enable preservice teachers to enhance their classroom readiness through the development of narrative thinking practices and context-dependent knowledge. Preliminary findings suggest the HCL model offers scaffolding for the development of narrative epistemologies, leading to a change in thinking practices and the creation of meaningful connections between lived experiences and conceptual understandings

Problematising the Role of Personal and Professional Relationships in Early Career Teacher Resilience

Formal processes such as ongoing induction, mentoring and professional development are commonly recorded as factors that can enhance early career teacher resilience. Yet, informal processes, including the support provided by personal and professional networks are not often acknowledged nor made explicit. Drawing on two qualitative studies, we examine teachers’ informal significant relationships as these appeared to play a particularly key role for their resilience. We argue that it is problematic to represent early career teachers’ support providers in two distinct categories – personal and professional, as has often been perpetuated in the literature. The article explores the various types of support provided to groups of early career teachers and concludes with implications for further research and for schools and teacher education programs

Navigating changing times : exploring teacher educator experiences of resilience

While there exists notable research in Australia and internationally on the ways pre-service and early career teachers develop and maintain resilience, there is a paucity of literature examining the resilience of teacher educators. The teacher education landscape has a dynamic nature, and in the Australian context, there have been multiple changes to policy and accreditation that have impacted on the work of teacher educators, including: the introduction of literacy and numeracy testing and a teaching performance assessment for teacher education students; and strict regulatory controls for providers. This context, combined with the intensification of academic work in higher education settings, has led us to investigate the personal and contextual factors that enable or constrain teacher educators’ resilience. In this chapter, we draw on a social ecological model of resilience to explore the factors that sustain and challenge teacher educators in their work, and use the findings to highlight implications for the field of teacher education

Integration of Food Literacy and Food Numeracy Across Australian Secondary Schools’ Curriculum: Teachers’ Opinions in a Mixed Method Study

Objective: This article reports the findings from a convergent parallel mixed method study, aiming to ascertain the opinions of New South Wales (Australia) government secondary school teachers on integration of food literacy and food numeracy (FL&FN) across secondary school curriculum. Methods: Participants were invited to take part in an anonymous survey and a semi-structured interview [n (email invitations) =401 schools, duration of study=17 weeks]. Their opinions were sought on the integration of FL&FN within their own subject, in all subjects, in whole school programs and as an additional cross-curriculum priority. The collected qualitative and quantitative data were analysed separately, using analytic software programs, and discussed together. Results: Participants in quantitative and qualitative components [n (surveys received) =200, (valid surveys) =118, n (interviews conducted) =14] reported higher feasibility rates in lower secondary grades and stated several barriers and enablers for this integrative pedagogy. Conclusion: If FL&FN is to become an integral part of secondary school curriculum, a collaborative approach by secondary and tertiary education sectors is required to address two main barriers i.e., provision of teacher training and teaching resources. Implications for public education: The reported poor dietary intake among Australian adolescents and its impact on public health, cognitive development, economy, and environment requires further strengthening of school-based food and nutrition education interventions such as the proposed integration of FL&FN across secondary school curriculum. This study provides an initial insight into the feasibility of this proposal

Integration of Food and Nutrition Education Across the Secondary School Curriculum: Two Experiential Models as Two Case Studies

The aim of this paper is to present the implementation and evaluation of two recognised programs, one from Australia and one from Denmark, that endeavour to integrate and enhance food and nutrition education across the secondary school curriculum and whole school programs. This paper details descriptions of design, delivery mode, core components and evaluation of each program based on existing detailed reports and original research investigations. Resultantly, one program in Australia (Stephanie Alexander Kitchen Garden Program) and one program in Denmark (LOMA or LOkal MAd = local food) are reported as two case studies. The target group for both programs is secondary school students in Years 7–12; both programs are conducted within secondary schools and within school hours. Both interventions focus on developing secondary students’ food production and food preparation knowledge and skills. Their evaluation methods have consisted of pre- and post-intervention surveys, single case study, and focus groups with both students and teachers. Both programs have reported possible integration across secondary school subjects and modifications in students’ knowledge and skills in food and nutrition. These programs have focused on developing an experiential and localised learning model for food and nutrition education, which may also address food insecurity concerns among adolescents which has been shown to correlate with poor nutrient intake and consequential health complications. Their overall model can be adapted taking into account the social, economic, and environmental context of a secondary school