4 results for Astall, C.

  • Seeking cohesion in a teacher education programme : weaving conceptualisations, contexts and courses.

    Abbiss, J.; Astall, C. (2014)


    University of Canterbury Library

    In this paper we describe key elements of the teacher programme we have developed. This is a one-­‐year intensive professional preparation programme that integrates and interweaves research-­‐informed professional knowledge and evidence-­‐based inquiry with embedded practice-­‐based experiences. The programme is situated within a school-­‐university community of practice. Within the programme model we pay explicit attention to the development of “adaptive expertise” (Hatano & Inagaki, 1986) through the interweaving of the centralising constructs of “learning to practice” principles (Timperley, 2012) and “central tasks” of initial teacher education (Feiman-­‐Nemser, 2001) that align with research-­‐evidence on high-­‐quality initial teacher education programme design (Darling-­‐Hammond, et. al., 2005). We use a focused, iterative use of selected conceptual frameworks for practice that focus on the development of research-­‐ informed culturally responsive teaching-­‐learning practices. In our model we have situated ITE student learning in an intentionally co-­‐ constructed community of practice blended across locations and media. The programme is constituted as a contemporary learning environment, that is a purposeful blend of face-­‐to-­‐face and online learning. We have an explicit focus on working with Partner Schools with high populations of learners who are Māori, Pasifika, speakers of languages other than English, and those who experience particular learning needs (i.e. priority learners). We’ve designed embedded professional practice learning experiences, including experiences that go beyond the school walls to engage with families, whānau, hapū, iwi, aiga and the wider communities that support young people’s well-­‐being. There is multi-­‐disciplinary, cross-­‐sector collegial engagement among ITE students, school sector educators and university staff. Our mentoring/coaching model is co-­‐constructed by university and Partner School staff, while aligned to the development of adaptive expertise. We have an embedded and explicit use of a research-­‐based structure and method for the development of an evidence-­‐ based e-­‐portfolio to document ITE student learning and development as action competent teacher graduates, with a consistent use of an explicit inquiry/learning model across all coursework and professional practice learning experiences in the programme.

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  • 'Can we do That Again?' Engaging Learners and Developing Beyond the 'Wow' Factor in Science

    Astall, C.; Bruce, W. (2010)

    Journal Articles
    University of Canterbury Library

    Adding Mentos to an open bottle of Diet Coke can produce a fountain of liquid and froth extending several metres high. This activity can engage a wide audience of learners in a relevant and meaningful way, provide a model for creative science teaching, and help to develop learners’ attitudes towards school science as a subject. In this paper, the authors describe the use of this activity with primary-aged learners. Some challenges associated with the construction of the delivery mechanism for the Mentos are discussed, and ideas are provided for improving the performance of the fountain.

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  • Teaching science: Changes to teaching strategies through incorporating on-line resources

    Conner, L.; Astall, C. (2009)

    Conference Contributions - Other
    University of Canterbury Library

    At a time when student interest in science needs boosting and when a new school curriculum mandates a focus on the nature of science, we report on changes in teachers’ understanding of the nature of science following intervention workshops and experience of the science learning hub website. The qualitative and quantitative methods for the research included questionnaires, interviews, observations and written evidence of planning junior science units of work to include a range of multimedia resources. We make recommendations for future research projects associated with the use of the SLH and how these influence student learning.

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  • Experiences of Using Wiki as a Participatory Learning Tool in Teacher Education

    Astall, C.; Cowan, J. (2016)

    Journal Articles
    University of Canterbury Library

    Wikis have potential for facilitating learning in the online environment but studies have identified varying degrees of success. The implementation of a new learning management system at the university provided a context for course instructors to explore the potential of web2.0 tools to facilitate collaborative learning. This research sought to understand teacher education students’ experiences of working collaboratively using a wiki as the participatory technological web2.0 tool. The research study involved pre-service education teachers enrolled as either on-campus or distance (flexible) students in a compulsory first year curriculum paper. A quantitative and qualitative methodology was used to determine learner perspectives on working within a collaborative learning space. Working collaboratively using a wiki as a participatory technological tool was new to most pre-service teachers. Results from this study indicated that their experiences towards collaborative learning remained positive despite a number of challenges. Whilst each group’s experiences varied, we identified three contributing factors to pre-service teacher’s use of wiki as a collaborative learning tool. The student experiences were discussed in relation to the three factors supporting the development of collaborative learning: positive relationships, the role of the course instructor, and the web2.0 technology.

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