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Evidence is drawn from graphic elicitation activities and ranking tasks conducted at baseline and at course completion. Results show increasing emphasis on student engagement and its relationship to student learning, a shift from teaching as knowledge transfer to learning as an active process, and a broader professional language to justify what is valued and why. The findings highlight the need for structured opportunities to interrogate and refine teaching conceptions and their application across teaching contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-change-and-continuities-in-internationally-mobile-pre-service-teachers-conceptualisations-of-effective-teaching-issue-6-abstract-keywords-and-introduction/593994/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-change-and-continuities-in-internationally-mobile-pre-service-teachers-conceptualisations-of-effective-teaching-issue-6-abstract-keywords-and-introduction/593994.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of this study?","Question",{"text":112,"@type":113},"The study investigates how internationally mobile pre-service teachers’ conceptions of effective teaching and learning change and persist across their two-year ITE program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the study data collected?",{"text":117,"@type":113},"Data were collected using graphic elicitation activities and ranking tasks at both the baseline (course commencement) and endpoint (course completion).",{"name":119,"@type":110,"acceptedAnswer":120},"What key findings are reported about participants’ views of teaching?",{"text":121,"@type":113},"Findings indicate growing emphasis on student engagement linked to student learning, a shift from knowledge transfer to active learning processes, and an expanded professional language for explaining valued aspects of teaching.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593994,1792191251,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 2 | Article 6 |\n| --- | --- |\n| 2021\u003Cbr>Exploring Change and Continuities in Internationally Mobile Pre-Service Teachers’Conceptualisations of Effective Teaching\u003Cbr>Rhonda Di Biase\u003Cbr>The University of Melbourne\u003Cbr>Elizabeth King\u003Cbr>The University of Melbourne\u003Cbr>Jeana Kriewaldt\u003Cbr>The University of Melbourne\u003Cbr>Catherine Reid\u003Cbr>The University of Melbourne\u003Cbr>Mahtab Janfada\u003Cbr>The University of Melbourne\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the International and Comparative Education Commons, and the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nDi Biase, R., King, E., Kriewaldt, J., Reid, C., & Janfada, M. (2021) . Exploring Change and Continuities in Internationally Mobile Pre-Service Teachers’ Conceptualisations of Effective Teaching. Australian Journal of Teacher Education, 46(2) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n2.6](http://dx.doi.org/10.14221/ajte.2021v46n2.6)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss2/6](https://ro.ecu.edu.au/ajte/vol46/iss2/6)  \nExploring Change and Continuities in Internationally Mobile Pre-Service Teachers’ Conceptualisations of Effective Teaching  \nRhonda Di Biase  \nElizabeth King  \nJeana Kriewaldt  \nCatherine Reid  \nMahtab Janfada  \nThe University of Melbourne  \nAbstract: This qualitative study investigates the changes and  \ncontinuities in conceptions of teaching and learning from course commencement to course completion for a group of international preservice teachers undertaking a two-year Masters-level degree in Initial Teacher Education (ITE). Data were collected through a series of graphic elicitation activities and ranking tasks at baseline and endpoint. Findings indicate that there was: a growing emphasis on student engagement and its linkages to student learning; a shift from viewing teaching as the transfer of knowledge to learning as an active process; and a more developed repertoire ofprofessional language to explain what is valued and why. This study provides valuable insights into international pre-service teachers’ evolving conceptions of teaching and learning. These findings suggest that international preservice teachers need many opportunities to interrogate and refine their understanding of teaching and learning and how this applies to the contexts in which they will teach.  \nKeywords: Initial teacher education, international students, pedagogy, pre-service teachers  \nIntroduction  \n‘It is difficult to teach using methods by which one has never learned’(Tharp & Dalton, 2007, p. 59).  \nProspective teachers enter initial teacher education (ITE) programs with preconceived notions about teaching and learning drawn from their experience as students (DarlingHammond et al, 2005; Feiman-Nemser, 2001; Lortie, 1975) . Acknowledging this, Tamir (2020) points out that reformers have been calling for Initial Teacher Education (ITE) to offer robust and coherent programs to counter the effect of these preconceived notions of teaching and learning which may not offer reliable and valid models for future practice. Further, what does this mean for internationally mobile students, those who cross borders to complete their initial teacher education studies? With significant numbers of students choosing to complete ITE outside of their home country these students may be exposed to new ways of learning (Nallaya, 2016), and according to Schweisfurth (2013) such changes in pedagogical approaches can be acutely felt and difficult to adapt to. International students may face challenges in adapting to different language, culture and instructional approaches during their  \nstudies. As well, they are also learning to teach in an education system that may be underpinned by di","cbCaihoPydLBtG3y","https://ap.wps.com/l/cbCaihoPydLBtG3y","pdf",309151,17,"English","# Abstract\n## Keywords\n# Introduction\n## International Students and Initial Teacher Education\n### International Education","[{\"question\":\"What is the main focus of this study?\",\"answer\":\"The study investigates how internationally mobile pre-service teachers’ conceptions of effective teaching and learning change and persist across their two-year ITE program.\"},{\"question\":\"How were the study data collected?\",\"answer\":\"Data were collected using graphic elicitation activities and ranking tasks at both the baseline (course commencement) and endpoint (course completion).\"},{\"question\":\"What key findings are reported about participants’ views of teaching?\",\"answer\":\"Findings indicate growing emphasis on student engagement linked to student learning, a shift from knowledge transfer to active learning processes, and an expanded professional language for explaining valued aspects of teaching.\"}]","Exploring Change and Continuities in Internationally Mobile Pre-Service Teachers’ Conceptualisations of Effective Teaching - Issue 6 - Abstract, keywords, and introduction | PDF",1792078332,43]