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dc.contributor.authorGoldman, Julietteen_US
dc.contributor.authorBradley, Grahamen_US
dc.date.accessioned2017-04-24T09:02:12Z
dc.date.available2017-04-24T09:02:12Z
dc.date.issued2011en_US
dc.date.modified2012-03-25T23:03:30Z
dc.identifier.issn0256-2928en_US
dc.identifier.doi10.1007/s10212-011-0059-4en_US
dc.identifier.urihttp://hdl.handle.net/10072/43975
dc.description.abstractTeacher-educators need ways of assessing the adequacy of university curriculum and the extent to which student-teachers meet learning objectives. One potentially useful tool is Anderson and Krathwohl's (Addison Wesley Longman, New York, 2001) theoretical framework, which can be applied to assess student-teachers' knowledge types and their cognitive processes in critical pre-service curriculum areas such as child sexual abuse and personal safety. This study aims to illustrate the use of Anderson and Krathwohl's framework in assessing student-teachers' learning of pedagogies in relation to child sexual abuse and personal safety. Participants were a final year cohort of 122 Bachelor of Education (Primary School) students at an Australian university. Student-teachers' essays regarding the pedagogical practices that they would implement in teaching about child sexual abuse and personal safety were content analysed using Anderson and Krathwohl's framework. Pedagogies identified by the student-teachers were unevenly distributed across the cells within the theoretical framework. Well-represented pedagogies tended to reflect mid-level cognitive processes (those of understand, apply, and analyse), and low to midlevel knowledge types (those of factual, conceptual, and procedural). Under-represented were pedagogies reflecting higher-level cognition such as creating (in all four knowledge types) and evaluation (of factual and conceptual knowledge). The findings provide a basis for assessing the adequacy of current university teacher-education curriculum structures. Student-teachers' understandings of under-used theoretical and pedagogical strategies can be identified as a guide to enhance their cognitive processes and knowledge dimensions. This study illustrates a method that has applicability as a diagnostic and assessment tool across a wide range of pre-service teacher education curriculum areas.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.publisherSpringeren_US
dc.publisher.placeNetherlandsen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom479en_US
dc.relation.ispartofpageto493en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalEuropean Journal of Psychology of Educationen_US
dc.relation.ispartofvolume26en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130202en_US
dc.subject.fieldofresearchcode330302en_US
dc.titleAssessing primary school student-teachers' pedagogic implementations in child sexual abuse protection educationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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