Teaching Documents by Ann Robertson
The kinetic theory, or the particle theory of matter, helps explain why solids, liquids and gases... more The kinetic theory, or the particle theory of matter, helps explain why solids, liquids and gases behave differently. There are three main ideas in the kinetic theory.
Papers by Ann Robertson
The International Education Journal: Comparative Perspectives, 2018
The paper reports on a teacher professional development program conducted over two years in five ... more The paper reports on a teacher professional development program conducted over two years in five different regions within the province of Papua, Indonesia. The goal of the program was to assist Papuan teachers to become more aware of and skilled in the use of interactive classroom pedagogies using local resources. The paper reviews the research around successful professional development programs in developing countries, and outlines the specific cultural, pedagogical, linguistic and resourcing issues encountered in this program. An effective response within the unique context of teacher professional development in Papua necessitated a process of ongoing collaborative inquiry between Australian academics, Papuan academic advisors, local Papuan master coaches and local classroom teacher participants. The paper evaluates the perceptions of participating classroom teachers on what was of importance in the program, gathered through the use of open-ended questions, researcher field notes...
Language and Intercultural Communication, 2018
This study explores the impact of a government-funded program which sought to retrain in-service ... more This study explores the impact of a government-funded program which sought to retrain in-service teachers in regional Queensland as Indonesian language teachers through an Australian university-led program with on-campus and in-country components. The study first examines how the Indonesian for Teachers Initiative (InTI) program's diverse social learning approach to intercultural language learning cultivated the development of the teacher participants' Indonesian language skills and intercultural capability. It then identifies how participants incorporated aspects of Indonesian language and culture into their teaching post-program, contributing to the Australian Curriculum's goal of developing students' intercultural capability. Makalah ini membahas tentang dampak dari sebuah program yang dibiayai oleh pemerintah Australia untuk melatih guru-guru sekolah di sebuah wilayah di negara bagian Queensland mengajarkan bahasa dan budaya Indonesia. Program ini dilaksanakan oleh sebuah universitas Australia dengan kuliah di kampus dan kemudian dilanjutkan belajar di negara bahasa asli di Indonesia. Program ini diberi nama InTI (Inisiatip Guru-guru bahasa Indonesia). Kajian ini mulai dengan membahas caranya program InTI melibatkan pendekatan pembelajaran sosial yang beragam dalam pembelajaran bahasa sebagai sarana pengajaran lintas budaya untuk mengembangkan ketrampilan berbahasa Indonesia dan pengertian lintas budaya para peserta. Kemudian, makalah ini menjelaskan tentang usaha para peserta dalam program InTI ini melibatkan unsur-unsur budaya dan bahasa Indonesia dalam pengajaran mereka pascaprogram ini, sesuai dengan tujuan Kurikulum Australia untuk memperkaya kemampuan lintas budaya siswa-siswa.
The International Education Journal: Comparative Perspectives, Jun 28, 2018
The paper reports on a teacher professional development program conducted over two years in five ... more The paper reports on a teacher professional development program conducted over two years in five different regions within the province of Papua, Indonesia. The goal of the program was to assist Papuan teachers to become more aware of and skilled in the use of interactive classroom pedagogies using local resources. The paper reviews the research around successful professional development programs in developing countries, and outlines the specific cultural, pedagogical, linguistic and resourcing issues encountered in this program. An effective response within the unique context of teacher professional development in Papua necessitated a process of ongoing collaborative inquiry between Australian academics, Papuan academic advisors, local Papuan master coaches and local classroom teacher participants. The paper evaluates the perceptions of participating classroom teachers on what was of importance in the program, gathered through the use of open-ended questions, researcher field notes and participant reflective responses.
The paper reports on a teacher professional development program conducted over two years in five ... more The paper reports on a teacher professional development program conducted over two years in five different regions within the province of Papua, Indonesia. The goal of the program was to assist Papuan teachers to become more aware of and skilled in the use of interactive classroom pedagogies using local resources. The paper reviews the research around successful professional development programs in developing countries, and outlines the specific cultural, pedagogical, linguistic and resourcing issues encountered in this program. An effective response within the unique context of teacher professional development in Papua necessitated a process of ongoing collaborative inquiry between Australian academics, Papuan academic advisors, local Papuan master coaches and local classroom teacher participants. The paper evaluates the perceptions of participating classroom teachers on what was of importance in the program, gathered through the use of open-ended questions, researcher field notes ...
Australian Journal of Adult Learning
This paper elaborates on a number of key criticisms of Mezirow’s transformative learning theory a... more This paper elaborates on a number of key criticisms of Mezirow’s transformative learning theory as well as providing arguments that validate it. Our paper exemplifies how Mezirow’s theory can help adult educators and prospective school teachers understand that social structures and belief systems can influence student learning, that learners make meaning of their experiences in various ways which influence the sort of value systems they develop and that disorienting dilemmas often challenge the validity of one’s values and the assumptions that underpin them. It exemplifies how Mezirow’s theory can be put into practice in Adult and Higher Education via three case studies undertaken by the authors in different places, at different times and with different sets of learners. These include mature aged women returning to study, PhDs at a Swedish Engineering University, and domestic and international students studying at an Australian regional university. The case studies make use of a val...
This study evaluates the success of an International English Language Testing System (IELTS) prep... more This study evaluates the success of an International English Language Testing System (IELTS) preparation program for 14 EFL teachers conducted in Papua Indonesia. The program aimed to familiarise the teachers with the IELTS, enhance their test readiness and confidence, and increase their capacity to reach the Australian Development Scholarship’s English proficiency requirement of IELTS 5.0. Preparation materials developed by the first author were used in face-to-face, email and self-study modes. Adjustments to input were made during program delivery based on participant feedback, investigator observation and reflection. Two evaluative instruments were used: two practice IELTS tests delivered during the program and one official IELTS test conducted post-program; a post-program participant survey on key aspects of the program and the participants’ degree of self-perceived test readiness and confidence. Lessons were learnt concerning the provision of offshore test preparation in a remo...
International Education Journal: Comparative Perspectives, 2018
The paper reports on a teacher professional development program conducted over two years in five ... more The paper reports on a teacher professional development program conducted over two years in five different regions within the province of Papua, Indonesia. The goal of the program was to assist Papuan teachers to become more aware of and skilled in the use of interactive classroom pedagogies using local resources. The paper reviews the research around successful professional development programs in developing countries, and outlines the specific cultural, pedagogical, linguistic and resourcing issues encountered in this program. An effective response within the unique context of teacher professional development in Papua necessitated a process of ongoing collaborative inquiry between Australian academics, Papuan academic advisors, local Papuan master coaches and local classroom teacher participants. The paper evaluates the perceptions of participating classroom teachers on what was of importance in the program, gathered through the use of open-ended questions, researcher field notes and participant reflective responses.
Language and Intercultural Communication, 2018
This study explores the impact of a government-funded program which sought to retrain in-service ... more This study explores the impact of a government-funded program which sought to retrain in-service teachers in regional Queensland as Indonesian language teachers through an Australian university-led program with on-campus and in-country components. The study first examines how the Indonesian for Teachers Initiative (InTI) program’s diverse social learning approach to intercultural language learning cultivated the development of the teacher participants’ Indonesian language skills and intercultural capability. It then identifies how participants incorporated aspects of Indonesian language and culture into their teaching post-program, contributing to the Australian Curriculum’s goal of developing students’ intercultural capability.
This paper elaborates on a number of key criticisms of Mezirow's transformative learning theory a... more This paper elaborates on a number of key criticisms of Mezirow's transformative learning theory as well as providing arguments that validate it. Our paper exemplifies how Mezirow's theory can help adult educators and prospective school teachers understand that social structures and belief systems can influence student learning, that learners make meaning of their experiences in various ways which influence the sort of value systems they develop and that disorienting dilemmas often challenge the validity of one's values and the assumptions that underpin them. It exemplifies how Mezirow's theory can be put into practice in Adult and Higher Education via three case studies undertaken by the authors in different places, at different times and with different sets of learners. These include mature aged women returning to study, PhDs at a Swedish Engineering University, and domestic and international students studying at an Australian regional university. The case studies make use of a values survey, interviews and subsequent focus groups. Data from the survey and interviews are analysed and used to argue that transformative learning can be practiced, to good effect, in university staff development 10 Michael Christie, Michael Carey, Ann Robertson, Peter Grainger and teacher education courses.
Carey, M.D. and Robertson, A. (2014). ‘Preparing Papuan EFL teachers for the IELTS and Australian Development Scholarships’ English Australia 29 (2)., May 2014
This study evaluates the success of an International English Language Testing System (IELTS) prep... more This study evaluates the success of an International English Language Testing System (IELTS) preparation program for 14 EFL teachers conducted in Papua Indonesia. The program aimed to familiarise the teachers with the IELTS, enhance their test readiness and confidence, and increase their capacity to reach the Australian Award Scholarship’s English proficiency requirement of IELTS 5.0. Preparation materials developed by the first author were used in face-to-face, email and self-study modes. Adjustments to input were made during program delivery based on participant feedback, investigator observation and reflection. Two evaluative instruments were used: two practice IELTS tests delivered during the program and one official IELTS test conducted post-program; a post-program participant survey on key aspects of the program and the participants’ degree of self-perceived test readiness and confidence. Lessons were learnt concerning the provision of offshore test preparation in a remote developing country which may assist in the design of similar programs.
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Teaching Documents by Ann Robertson
Papers by Ann Robertson