Asia-pacific Journal of Teacher Education 

About: Asia-pacific Journal of Teacher Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Teacher education & Teaching method. It has an ISSN identifier of 1359-866X. Over the lifetime, 759 publications have been published receiving 21096 citations. The journal is also known as: Asia Pacific journal of teacher education.

Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities

Abstract: In this large‐scale Australian study, we profile the background characteristics and teaching motivations for individuals entering teacher education across three major established urban teacher provider universities in the Australian States of New South Wales and Victoria. Our recently developed and validated “FIT‐Choice” (Factors Influencing Teaching Choice) Scale determines the strength of influence for a range of motivations from individuals choosing teaching as a career. Findings build upon and extend previous literature relating to reasons for teaching as a career choice, which have not systematically applied current motivational models to developing explanations. Participants were the entire cohorts (N = 1,653) of first‐year pre‐service teacher education candidates at three universities in Sydney and Melbourne. Results provide a profile of a large sample of pre‐service teachers whose decision to enrol in a teacher education program has been made at a time when the mass media and the general public ha...

Becoming a Teacher: Encouraging Development of Teacher Identity through Reflective Practice.

Abstract: Models of learning to teach recognize the important relationship between university and school settings. The roles that educators in each setting play in the development of effective beginning teachers are not discrete. Rather they complement and support one another. Building upon existing literature, and utilizing recent data, this paper challenges teacher educators to consider how pre-service teacher core beliefs and perceptions affect the dynamics of learning to teach and the establishment of a teacher identity. To facilitate these, it is argued that a consultative mentoring model that acknowledges individuality is more effective in the growth of teacher identity than the more traditional supervision model that focuses mainly on socialization. Reflective practice is promoted as crucial and its development is the responsibility of all teacher educators— both at university and in the schools.

Teacher Preparation for Inclusive Education: Increasing Knowledge but Raising Concerns.

Abstract: The role of the generalist teacher is now affirmed as being an important component in the success or otherwise of inclusive education practice. Issues about the effectiveness of teacher preparation for working in inclusive classes have arisen. An evaluation of pre-service teachers' perceptions regarding their preparedness for inclusion had some interesting findings. The study found that increasing knowledge about legislation and policy related to inclusion, and improving levels of confidence in becoming inclusive teachers, did not likewise address their concerns, or perceived stress, about having students with disabilities in their classes. As universities re-evaluate their teacher preparation courses, a range of pertinent issues are identified that require consideration.

Initial and changing student teacher motivation and commitment to teaching

Abstract: In an era of teacher shortages, what would motivate individuals to become teachers when the demands on teachers are greater than ever and there are plenty of alternative occupations from which to choose? This paper presents the findings of a study of student teachers' motivations to be primary teachers and their commitment to teaching after their first practicum. Results suggested that student teachers are multi‐motivated to be teachers. The most common reasons for choosing teaching reflected a positive self‐evaluation of their attributes and capabilities to be teachers, to work with children and because of the intellectual stimulation teaching would provide. Motivation and commitment changed to some extent over the first semester of initial teacher education, particularly as a result of the first practicum. Implications for policy, practice and future research are drawn from the results to help attract, retain and educate the next generation of teachers and in some way help offset forecasted teacher shor...

Exploring teacher acceptance of e‐learning technology

Abstract: A number of studies have indicated that the successful pedagogical use of technology depends on teachers' attitudes and acceptance towards technology. In order to predict and understand teachers' technology use and acceptance, a well‐defined framework is essential. The purpose of the present paper attempts to explore a model to understand teacher acceptance of e‐learning technology. A self‐reported questionnaire was designed to examine teacher acceptance and attitude towards an online learning platform. Data were collected from 152 in‐service teachers who were studying in a part‐time teacher education program in Hong Kong. The Technology Acceptance Model (TAM) was used as the core framework for analysis while additional constructs were added in order to find a better model to understand teacher acceptance of e‐learning technology. A composite model including five constructs, namely, intention to use, perceived usefulness, perceived ease of use, subjective norm and computer self‐efficacy, were formed and t...