R M ADLINGTON
Biographic Data
| ID | 9116150 |
|---|---|
| NAME | R M ADLINGTON |
| GIVEN NAMES | R M |
| FAMILY NAME | ADLINGTON |
| SIGNATURE | ADLINGTON R M |
| AFFILIATIONS | University of New England |
| ORCID | 0000-0001-8696-2347 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Stakeholder alignment to government reform
High-quality Professional Experience (PEx) placements are central to the preparation of ‘classroom ready’ graduate teachers in Australia. However, there are frequent suggestions from the Australian Government that PEx is not as effective as it could be. Perennial PEx concerns raised in government reviews include: the need for strong partnerships between higher education providers and schools; the quality of ITE candidates and their suitability to…
The positioning of quality and expertise in initial teacher education
Teacher quality and teacher education improvement have been central discourses for at least two decades in global education. In Australia, despite the pervasive nature of these discussions, there is a lack of substantial evidence indicating the existence of a problem in this regard. Policies aimed at enhancing the ‘preparedness’ of teacher graduates and elevating the ‘quality’ of ITE programs have nonetheless emerged as prevalent solutions over t…
Using interpersonal meaning making resources to build relationships and improve engagement in online teacher professional learning
As professional learning and development (PLD) for teachers moves online, it is increasingly important to consider what constitutes effective provision. While models of effective PLD abound, online PLD faces challenges to participant engagement. In particular, the critical need to build and maintain relationships in professional learning is complicated by the geographic and temporal distribution of online participants as well as the nuances of th…
Influence of Bhutanese culture on the acceptance and use of technology in teaching at two education colleges
The acceptance and use of Information and Communication Technology (ICT) in teaching depends on many factors, including culture. However, very little is known about the compatibility of Bhutanese culture, with ICT acceptance and use in teaching. Using a qualitative approach, this paper explored the influence of Bhutanese culture on teacher educators’ ICT acceptance and use in teaching. The participants were Bhutanese teacher educators recruited t…
Promoting a sense of belonging in university online learning
Despite evidence of practices that support online students in university learning, promoting engagement and building a student sense of belonging continue to be a challenge. To enhance student engagement, a suite of evidence-based learning design strategies was incorporated across online units of study in initial teacher education programmes at a regional Australian university. To determine the impact of these strategies or elements, students wer…
Formative performance assessment in preservice teacher education – working through the black boxes
Teaching performance assessments (TPA) are a trending feature of initial teacher education. Founded in the United States of America, TPAs have emerged in the Australian context as a capstone assessment of preservice teacher competence. However, the inclusion of the TPA in initial teacher education places additional pressure on tertiary institutions to prepare their graduates for the rigour of the test alongside the rigour of the classroom. This p…
The potential of online technologies in meeting PLD needs of rural teachers
In this paper we review the professional learning and development (PLD) needs of teachers in rural and remote schools, focusing on the Australian context. We argue that online PLD is an emerging alternative to face-to-face arrangements for the continuing education of teachers, which can connect to rural contexts through attending to considerations of relevance, collaboration, and future focus. We describe challenges to the uptake of online PLD in…
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The potential of online technologies in meeting PLD needs of rural teachers
In this paper we review the professional learning and development (PLD) needs of teachers in rural and remote schools, focusing on the Australian context. We argue that online PLD is an emerging alternative to face-to-face arrangements for the continuing education of teachers, which can connect to rural contexts through attending to considerations of relevance, collaboration, and future focus. We describe challenges to the uptake of online PLD in…
Formative performance assessment in preservice teacher education – working through the black boxes
Teaching performance assessments (TPA) are a trending feature of initial teacher education. Founded in the United States of America, TPAs have emerged in the Australian context as a capstone assessment of preservice teacher competence. However, the inclusion of the TPA in initial teacher education places additional pressure on tertiary institutions to prepare their graduates for the rigour of the test alongside the rigour of the classroom. This p…
Promoting a sense of belonging in university online learning
Despite evidence of practices that support online students in university learning, promoting engagement and building a student sense of belonging continue to be a challenge. To enhance student engagement, a suite of evidence-based learning design strategies was incorporated across online units of study in initial teacher education programmes at a regional Australian university. To determine the impact of these strategies or elements, students wer…
Stakeholder alignment to government reform
High-quality Professional Experience (PEx) placements are central to the preparation of ‘classroom ready’ graduate teachers in Australia. However, there are frequent suggestions from the Australian Government that PEx is not as effective as it could be. Perennial PEx concerns raised in government reviews include: the need for strong partnerships between higher education providers and schools; the quality of ITE candidates and their suitability to…
The positioning of quality and expertise in initial teacher education
Teacher quality and teacher education improvement have been central discourses for at least two decades in global education. In Australia, despite the pervasive nature of these discussions, there is a lack of substantial evidence indicating the existence of a problem in this regard. Policies aimed at enhancing the ‘preparedness’ of teacher graduates and elevating the ‘quality’ of ITE programs have nonetheless emerged as prevalent solutions over t…
Using interpersonal meaning making resources to build relationships and improve engagement in online teacher professional learning
As professional learning and development (PLD) for teachers moves online, it is increasingly important to consider what constitutes effective provision. While models of effective PLD abound, online PLD faces challenges to participant engagement. In particular, the critical need to build and maintain relationships in professional learning is complicated by the geographic and temporal distribution of online participants as well as the nuances of th…
Influence of Bhutanese culture on the acceptance and use of technology in teaching at two education colleges
The acceptance and use of Information and Communication Technology (ICT) in teaching depends on many factors, including culture. However, very little is known about the compatibility of Bhutanese culture, with ICT acceptance and use in teaching. Using a qualitative approach, this paper explored the influence of Bhutanese culture on teacher educators’ ICT acceptance and use in teaching. The participants were Bhutanese teacher educators recruited t…
Computer Science (5 works) · Pedagogy (5 works) · Psychology (4 works) · Education Systems and Policy (3 works) · Knowledge management (3 works) · Medical education (3 works) · Medicine (3 works) · Online and Blended Learning (3 works) · Political science (3 works) · Business (2 works)