Maryam Razmjoee
Biographic Data
| ID | 6528643 |
|---|---|
| NAME | Maryam Razmjoee |
| GIVEN NAMES | Maryam |
| FAMILY NAME | Razmjoee |
| SIGNATURE | RAZMJOEE M |
| AFFILIATIONS | University of New England |
| ORCID | 0000-0003-0686-1883 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The promise of a strong beginning and the reality of pre-service teachers’ professional experience learning
The current focus on the quality of initial teacher education and effective preparation for the teaching profession requires an in-depth understanding of the challenges during professional experience placements. This qualitative study examined the perceptions of 179 pre-service teachers’ challenges prior to and during their professional experience placements. The online survey data were thematically analysed. The findings highlight challenges dur…
Barriers to Preservice Teachers’ Engagement During Professional Experience Placement Through the Lens of Industry Partners
Professional experience placements are fundamental to the preparation of preservice teachers. The purpose of this pilot study is to explore the barriers supervising teacher experience in the classroom to offer quality guidance to preserve teachers’ learning during professional experience. The sociocultural theoretical framing of the study supports a deeper understanding of the data collected from 99 participants, supervising teachers and placemen…
Examining attributes of preservice teachers’ vulnerability
In this mixed methods study, the attributes of vulnerability experienced by pre-service teachers (PSTs) enrolled in professional experience placement units were examined. The study’s theoretical framing involved a context-conscious understanding of PSTs’ applied pedagogical content knowledge, which underpinned the identification of key attributes of their vulnerability. Participating PSTs’ vulnerability during their professional experiences was i…
A Case Study of Effective Classroom Assessment Adjustments for a Student with Disability
This study investigated how teachers’ pedagogical mobility influences classroom assessment adjustments to support mathematics achievement for a student with disability. Structured and semi-structured surveys and artefacts associated with the student’s mathematics assessment tasks for two Terms were used. Data were analyzed using qualitative inductive analysis. A scribe, a different place for the examination, and extra time were the adjustments pr…
Understanding relational aggression during early childhood
Understanding relational aggression during early childhood
A Case Study of Effective Classroom Assessment Adjustments for a Student with Disability
This study investigated how teachers’ pedagogical mobility influences classroom assessment adjustments to support mathematics achievement for a student with disability. Structured and semi-structured surveys and artefacts associated with the student’s mathematics assessment tasks for two Terms were used. Data were analyzed using qualitative inductive analysis. A scribe, a different place for the examination, and extra time were the adjustments pr…
Barriers to Preservice Teachers’ Engagement During Professional Experience Placement Through the Lens of Industry Partners
Professional experience placements are fundamental to the preparation of preservice teachers. The purpose of this pilot study is to explore the barriers supervising teacher experience in the classroom to offer quality guidance to preserve teachers’ learning during professional experience. The sociocultural theoretical framing of the study supports a deeper understanding of the data collected from 99 participants, supervising teachers and placemen…
Examining attributes of preservice teachers’ vulnerability
In this mixed methods study, the attributes of vulnerability experienced by pre-service teachers (PSTs) enrolled in professional experience placement units were examined. The study’s theoretical framing involved a context-conscious understanding of PSTs’ applied pedagogical content knowledge, which underpinned the identification of key attributes of their vulnerability. Participating PSTs’ vulnerability during their professional experiences was i…
The promise of a strong beginning and the reality of pre-service teachers’ professional experience learning
The current focus on the quality of initial teacher education and effective preparation for the teaching profession requires an in-depth understanding of the challenges during professional experience placements. This qualitative study examined the perceptions of 179 pre-service teachers’ challenges prior to and during their professional experience placements. The online survey data were thematically analysed. The findings highlight challenges dur…
Professional development (3 works) · Psychology (3 works) · Qualitative research (3 works) · Teacher Education and Leadership Studies (3 works) · Focus group (2 works) · Innovative Education and Learning Practices (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Thematic analysis (2 works) · Academic achievement (1 work)