Research regarding pre-service teachers' attitudes towards teaching mathematics has revealed that many pre-service teachers experience high levels of mathematics anxiety about both the learning of mathematics and the teaching of the mathematics curriculum. Little is known about the particular characteristics of pre-service teachers that make them more likely to experience anxiety about mathematics in the early years. Addressing anxiety towards mathematics and the teaching of mathematics could effectively eliminate later problems in teaching. Teaching mathematics confidently is associated with teachers' beliefs about their mathematical ability, which is their mathematical self-efficacy. This paper reports on an investigation into the anxiety of firstyear pre-service teachers towards their future teaching of mathematics. 223 students enrolled in a first-year mathematics unit for birth to eight years, in the Bachelor of Education of Early Childhood and Primary Education Courses attributed their beliefs about mathematics to externaltheir past teachers-or internal factors: that one is either good at mathematics or not. The findings highlight the need for pre-service teacher's anxiety about mathematics to be addressed within the university education classroom context so that pre-service teachers become capable and competent teachers of mathematics.
This paper investigates the use of iPads in the assessment of predominantly second year Bachelor of Education (Primary/Early Childhood) pre-service teachers undertaking a physical education and health unit. Within this unit, practical assessment tasks are graded by tutors in a variety of indoor and outdoor settings. The main barriers for the lecturer or tutor for effective assessment in these contexts include limited time to assess and the provision of explicit feedback for large numbers of students, complex assessment procedures, overwhelming record-keeping and assessing students without distracting from the performance being presented. The purpose of this pilot study was to investigate whether incorporating mobile technologies such as iPads to access online rubrics within the Blackboard environment would enhance and simplify the assessment process. Results from the findings indicate that using iPads to access online rubrics was successful in streamlining the assessment process because it provided pre-service teachers with immediate and explicit feedback. In addition, tutors experienced a reduction in the amount of time required for the same workload by allowing quicker forms of feedback via the iPad dictation function. These outcomes have future implications and potential for mobile paperless assessment in other disciplines such as health, environmental science and engineering.
shift in the nature of knowledge concerns the tidal wave away from traditionally-mode, university-owned knowledge (Mode 1 knowledge) to knowledge made by its users wherever they are in the community (Mode 2) as described by Nowotny et al. (2001). The 21 st century's information age gives rise to rapid dynamism in knowledge-making and reporting, bringing with it new ethical boundaries as global research and the knowledge which produces grow increasingly applied trans-disciplinary. No longer can simplistic notions of deductive and inductive logic be rigidly applied. New perspectives on ethical boundaries, and on reflective practice in relation to research, are increasingly important for knowledge to be intellectually and socially reliable and accepted.
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