This article focuses on the analysis of the pedagogical component of ethno-educational experiences developed in different departments of Colombia. A qualitative methodology that integrated a systemic explanatory analysis model was chosen for this study together with a content analysis of these experiences from a systemic point of view, in order to consider those educational practices as the expression of interests, struggles, relationships and social dynamics. The text includes a fragment on the emergence of ethno-educational processes in Latin America and examines the conceptualization of the term, the objectives, the emphasis given in literature to political empowerment, the struggle for preserving culture, and the debates concerning the need to focus on the pedagogical component of the ethno-educational experience. The results of this analysis confirm the importance that struggles of Afro-descendant and indigenous peoples have had in strengthening pedagogical processes in the ethno-educational proposal in Colombia.

Forward to Special Issue: Australian & New Zealand Association for Research in Music Education (ANZARME)

This study investigates the relationship between early childhood (EC) and early years' primary school (EYPS) teachers' phonological awareness (PA) assessment practices, self-reported PA knowledge and actual PA knowledge. Method: A survey design was employed whereby 102 registered Australian EC and EYPS teachers responded to questions regarding PA assessment practices, selfreported PA knowledge and actual PA knowledge. Results: The results showed: a) more than 80% of teachers use PA assessments, with EYPS teachers conducting frequent assessments and EC teachers conducting rare-to-occasional assessments; b) overestimation of self-reported PA knowledge; c) low levels of actual PA knowledge; and d) high usage of observations and professional judgement as assessment methods despite limited own PA knowledge. Implications: Increasing EC and EYPS teachers' knowledge of PA and improving their self-appraisal skills is critical for high-quality teacher PA assessment practices, and it illustrates the need for robust pre- and in-service teacher training.

Teachers are responsible for meeting the needs of increasingly diverse learners. Given their position as catalysts for educational change, teachers' positive attitudes towards inclusive education must be considered prerequisite to its success in Australian classrooms. This study investigated the extent to which pre-service training affects pre-service primary teachers' attitudes towards inclusive education. A survey was designed to examine such attitudes among primary pre-service teachers at all year levels of their Bachelor of Education (Primary). To reflect the increasingly broad definition of inclusion established in the literature, participants' attitudes towards gifted and talented students, those learning English as a second language or dialect and those with disabilities were considered. Using a sample of 56 primary pre-service teachers from three metropolitan universities in Australia, this study examined the nature of these attitudes according to child, teacher and environment related variables across the training years. Results showed that primary pre-service teachers' attitudes towards inclusion were generally positive and strengthened across the training years, though they varied according to demographic characteristics, constructs and areas of inclusion. The findings of this study have implications for teacher educators, teacher education institutions and future research.

Teacher-mediated classroom assessment might have significant impacts on learners' academic achievements and teachers' development.The current study investigated teachers' assessment literacy and its impact on their current assessment practices and learners' writing outcomes.The study sought to gain an understanding of the extent to which teachers' assessment literacy affects their practices and their learners' outcomes.To conduct the study and gather the required data, the researchers employed teachers' assessment literacy inventory, semi-structured interview, non-participatory observation, and Writing Competence Rating Scale (WCRS).Ten male EFL instructors and 75 male sophomores from Iranian EFL contexts were selected from four language schools in Iran.The results of the study indicated that teachers' assessment literacy has a statistically significant impact on learners' writing achievements and teachers' assessment awareness leads teaching environments into effective and motivated assessment design.These findings suggest language educators considering teachers' assessment awareness in their teacher education programs.

Abstract: This paper contributes to the knowledge base for preparing pre-service teachers (PSTs) for contemporary multicultural classrooms. To do so, we refer to our ongoing project See, Listen and Share: Exploring intercultural music education in a transnational across three Higher Education sites (Australia and Spain). Drawing on our narrative, and PSTs' questionnaire data, using Interpretative Phenomenological Analysis to analyze and code the PST data, we report on our initial experience and findings across the three sites and cultural contexts. Generalisations to other institutions cannot be made. We discuss what was taught and how it was taught in our three settings, highlighting some key highs in relation to enjoyment, and learning from culture bearers and some lows in relation to language and accompaniment. We contend that music education in teacher education courses may serve as an effective vehicle to explore cultural expressions, enabling positive attitudes towards cultural diversity.

This study posed the question: Does using an educational connoisseurship framework applied to auto-ethnography assist in the development of reflective practice in teacher education? The design of authentic assessments that assist students in making meaningful links between theory and practice is a complex process. We created an assessment task that was directly linked to the lived experience of the students and specifically focused on their educational practice. Students were required to write an auto-ethnography that was shaped by educational connoisseurship and criticism. With ethical permission we retained the auto-ethnographic assignments by nineteen students. After independent thematic analysis we built a composite, thematic analysis and compiled tables of the content analysis. Our focus was how our students engaged with the task. We found that using an educational connoisseurship framework applied to auto-ethnographic writing has the potential to assist in the development of reflective practice in teacher education.

Two studies were conducted to investigate the evolution of 71 Swiss vocational teachers’ classroom management as a result of the inputs of a teacher education program, and to identify the factors that encouraged or impeded teacher change. Study 1 consisted of a longitudinal survey, and Study 2 of interviews. Longitudinal analyses were performed using a multilevel approach. This mixed-method study revealed that vocational teachers’ classroom management evolved towards the beliefs and practices encouraged by the teacher education program. Years of prior teaching experience and motivations for choosing teaching were found to moderate teachers’ evolutions. Moreover, influential people, providing alternative strategies for teachers to try in their classrooms, and questioning teaching practices, were found to influence teachers’ change. Finally, this study emphasizes the importance of the congruence between teacher education and the teaching context as well as the influence of school norms on teacher change.

This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy s...

This paper focuses on the development of the academic and personal literacy and numeracy skills of pre-service teachers. It examines how an embedded enhancement framework of literacy and numeracy support named the DEER (Developing, Embedding, Extending, Reflecting) framework by the researchers was created in initial teacher education (ITE) programs in regional Victoria. The implementation of the DEER framework will be discussed and an evaluation of the impact of the DEER framework will be presented. Quantitative data draws on two test results in both literacy and numeracy, comparing the performance of students. These tests were undertaken by pre-service teachers, before and after the implementation of the DEER framework. Effect sizes for the changes in the test results are presented with the effect size for the numeracy testing calculated as 0.99, while the effect size for the literacy testing was 0.75.