Teacher Education Exam Review
Course Introduction
Teacher Education is a comprehensive course designed to equip aspiring educators with the foundational knowledge, pedagogical skills, and professional dispositions necessary for effective teaching and learning. Through the exploration of educational theories, instructional strategies, classroom management techniques, and assessment methods, students gain a critical understanding of the diverse needs of learners and the dynamics of contemporary classrooms. The course emphasizes reflective practice, ethical considerations, and the development of inclusive learning environments, preparing future teachers to foster student engagement and achievement across various educational contexts.
Recommended Textbook Marshs Becoming a Teacher 6th Edition by
Maggie Clarke
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20 Chapters
446 Verified Questions
446 Flashcards
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Page 2
Chapter 1: What Is Teaching All About
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22 Verified Questions
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Sample Questions
Q1) The paradoxical nature of teaching means it is important for pre-service teachers and beginning teachers to:
A) rely on their common sense.
B) critically examine findings from research and observation.
C) copy what more experienced teachers do.
D) use trial and error to determine what works.
Answer: B
Q2) According to Strong (2011), the percentage of new teachers who leave the profession within the first five years of entry is:
A) 10-20%.
B) 20-30%.
C) 30-40%.
D) 40-50%.
Answer: D
Q3) Is this statement true or false? 'The top reason for becoming a teacher is the same when given by primary or secondary teachers.'
A)True
B)False
Answer: False
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Page 3
Chapter 2: How Students Develop and Learn
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Sample Questions
Q1) Jerome Bruner's insights about development were primarily focused on:
A) social development.
B) intellectual development.
C) language development.
D) moral development.
Answer: B
Q2) Is the following statement True or False? 'Erickson saw the tension between negative and positive polarities as necessary for healthy psychosocial development.'
A)True
B)False
Answer: True
Q3) A strategy that would not be appropriate for teaching children at Piaget's pre-operational stage is:
A) using concrete materials.
B) providing hands on experience.
C) keeping instructions brief.
D) imagining ideal-world scenarios.
Answer: D
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Chapter 3: Learner Motivation and Developing Self-Esteem
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Sample Questions
Q1) List five undesirable practices that teachers should avoid in order to keep a class highly motivated.
Answer: Any of the practices listed in Figure 3.2 at the bottom of page 51.
Learning Outcome: 3.4
Difficulty: 1
Page Ref: 51
Q2) The teaching strategy which would be the least likely to develop resilience in students is:
A) developing students' coping behaviours.
B) promoting competition.
C) encouraging self-discipline.
D) developing optimistic thinking.
Answer: B
Q3) Maslow developed his hierarchy of personal needs in:
A) 1953.
B) 1954.
C) 1955.
D) 1956.
Answer: B
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Page 5
Chapter 4: Learning Environments
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Sample Questions
Q1) In formal classroom settings, where did Brophy (1981) maintain the 'action zone' was likely to be for interaction between teacher and students?
Q2) In devising the location of students' desks it is important for teachers to consider that students need to be:
A) separated so they are not distracted by others.
B) seated close to people with whom they have positive relationships.
C) away from resources and materials that might distract them.
D) as close as possible to the teacher's desk.
Q3) According to Loi and Dillon (2006), learning environments should enable teachers to: A) reinforce norms of order and routine.
B) control behaviour.
C) use creative and innovative practices.
D) keep students safe.
Q4) Is this statement True or False? 'As well as considering the physical classroom factors that impact on student's learning, teachers also need to consider students' perceptions of their classroom environment.'
A)True
B)False
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Page 6
Chapter 5: The Australian Curriculum
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Sample Questions
Q1) In Peter Hill's (2010) four-part framework of a 'world-class' curriculum, 'core curriculum' refers to:
A) the general capabilities that people need.
B) the activities, events and traditions that schools arrange to promote personal development.
C) curriculum based on rules, understandings and methods.
D) choices that individual students and teachers make.
Q2) According to ACARA, the key reason that General Capabilities have been listed as a key dimension of the Australian Curriculum is that they 'encompass skills, behaviours and dispositions that students develop and apply to content knowledge and that support them in becoming successful learners, confident and creative individuals and ':
A) problem solvers and risk takers.
B) autonomous and collaborative contributors.
C) skilled communicators and activists.
D) active and informed citizens.
Q3) Write a letter to parents explaining the role of General Capabilities and Cross-Curriculum Priorities in the Australian Curriculum. Choose one Cross-Curriculum Priority and explain how you might incorporate it into your teaching of one curriculum area.
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Page 7
Chapter 6: Exploring and Contesting Curriculum
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Sample Questions
Q1) Drawing on what you have learnt about curriculum in Australia, discuss the relationship between high stakes testing and curriculum.
Q2) Explain the difference between the terms 'syllabus' and 'curriculum'.
Q3) The curriculum as experienced in the classroom should be:
A) a one-way transmission of ideas and information from the teacher to students.
B) primarily a response to students' interests and questions.
C) the same for all students at a particular year level.
D) a series of communications between both groups based on interest and motivation.
Q4) The National Assessment Program - Literacy and Numeracy (NAPLAN) obtains literacy and numeracy data from all students in years:
A) 1, 3, 5 and 7.
B) 2, 4, 6 and 8.
C) 3, 5, 7 and 9.
D) 4, 6, 8 and 10.
Q5) What is the overall aim of curriculum planning?
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Page 8
Chapter 7: Planning and Preparing for Teaching
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Sample Questions
Q1) Explain why planning involves reconciling different goals and priorities.
Q2) Explain why teachers need to engage in planning and key principles that should inform planning. Explain how you would incorporate two of the principles in planning a lesson on a topic of your choice.
Q3) Having devised a unit plan, experienced teachers will:
A) follow it as closely as possible.
B) modify their teaching depending on the ways students respond.
C) use it as a rough guide only.
D) discard it part way through if more interesting topics arise.
Q4) Is the following statement True or False? 'Questionnaires, checklists, interviews and observation records are examples of strategies that should be considered when selecting and sequencing learning activities in unit plans.'
A)True
B)False
Q5) What is the main difference between the backward design approach to unit planning and the traditional approach?
Q6) What are three questions teachers should ask themselves when evaluating lessons?
Q7) Provide definitions for the following elements of a program: rationale; content; evaluation.
Page 9
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Chapter 8: Organising Classroom Structures and Routines
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Sample Questions
Q1) Homogeneous grouping means grouping students on the basis of:
A) friendship.
B) interests.
C) ability.
D) social programs.
Q2) In his key tasks for organising schools, Danielson (2002) did not include:
A) high-level learning for all students.
B) a flexible and individualised approach to instruction.
C) a safe and positive environment.
D) a culture of work and opportunities.
Q3) Which of the following is not a typical feature of primary schools?
A) Ambitious goals for literacy and numeracy.
B) One teacher per class per year level.
C) A school council.
D) A business manager.
Q4) Identify the main similarities and differences between small group teaching and cooperative learning. What factors should teachers consider when deciding whether to use groups in the classroom?
Q5) What are three strategies teachers might use to maintain whole-class attention?
Page 10
Q6) What are two ways of working that you might see in a differentiated classroom?
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Chapter 9: Planning to Achieve Goals, Aims, Objectives,
Outcomes and Standards
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Sample Questions
Q1) In Benjamin Bloom's (1956) six basic objectives for the cognitive domain, objectives that ask students to produce something new by combining pieces or elements fit within the:
A) application domain.
B) comprehension domain.
C) evaluation domain.
D) synthesis domain.
Q2) When used as a criteria for behavioural objectives, 'feasibility' means the objectives should be:
A) consistent with each other.
B) relevant and suitable for the students.
C) reflective of the teacher's intentions.
D) attainable by all students.
Q3) Why are some teachers concerned about results of teaching being made public on the My School website?
Q4) What are two criticisms that have been made of outcomes-based education (OBE)?
Q5) What is the relationship between aims, goals, teaching and learning? Describe how you would use aims and goals in your teaching.
Page 11
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Chapter 10: Communicating Effectively
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Sample Questions
Q1) Wait-time, the pause between a teacher's question and the student's response, should be at least:
A) 2 seconds.
B) 3 seconds.
C) 4 seconds.
D) 5 seconds.
Q2) Which of the following is not a form of non-verbal communication?
A) Tone of voice.
B) Personal space.
C) Appropriate vocabulary.
D) Facial expressions.
Q3) Teachers often:
A) provide many opportunities for discriminative listening.
B) provide many opportunities for appreciative listening.
C) do insufficient planning about the types of listening that are needed.
D) listen more than they talk when in the classroom.
Q4) Write two questions on the topic of pollution, one that would be classified within Bloom's taxonomy as a 'comprehension' question and one that would be classified as an 'application' question.
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Chapter 11: Pedagogy, Teaching and Learning
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Sample Questions
Q1) What are two factors that may influence teachers' use of technology?
Q2) In the four dominant teaching styles identified by Ryan and Cooper (2008), teachers who value indepth knowledge and help students think about topics and generate ideas are described as:
A) concrete sequential.
B) abstract sequential.
C) abstract random.
D) concrete random.
Q3) What are three factors that can limit the strategies teachers can use for teaching and learning?
Q4) What are four guidelines suggested by Moore (2012) to help teachers refine their questioning skills?
Q5) One advantage of problem-based learning is that it:
A) is easy for teachers to set up.
B) is a time-efficient way to cover the curriculum. C) promotes factual recall.
D) maximises student understanding.
Q6) What is one advantage and one disadvantage of online discussion?
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Chapter 12: Classroom Management
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Sample Questions
Q1) According to a report on BBC News in 2006, cyber-bullying goes unreported by roughly:
A) 10% of victims.
B) 20% of victims.
C) 30% of victims.
D) 40% of victims.
Q2) To what should teachers refer when trying to resolve major management issues caused by male/female and cultural tensions within the classroom?
Q3) After several weeks of implementing your classroom management system as a first year teacher, what questions should you then ask to review it?
Q4) List the five key behaviours used by assertive teachers.
Q5) Which of the following demonstrates the way rules and routines should be phrased?
A) Walk in the classroom.
B) Do not disturb others.
C) Leaving the room without permission is not allowed.
D) Please do not leave bags in the walkways.
Q6) Describe a routine you would put in place for taking attendance each morning.
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Page 14
Chapter 13: Using Resources Creatively
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Sample Questions
Q1) An activity that is not normally included as one of the three parts into which learning activities associated with a field trip are divided is:
A) preliminary preparation.
B) locating and accessing resources.
C) learning activities on the trip.
D) follow-up work.
Q2) Which of the following is not one of the commonly listed advantages for students using IT equipment and devices in the classroom?
A) Learning and developing at different rates.
B) Increasing the quality and quantity of their thinking and writing.
C) Increasing the quality and quantity of their interaction with others.
D) Developing artistic expression.
Q3) A comparison of the features of old media and social media reveals:
A) the flow of communication in old media is two way and in social media it is one way.
B) old media can be stored but social media cannot.
C) participants are more active in social media.
D) the set up costs for social media are higher.
Q4) What are two ways that teachers can use blogs to enhance their teaching?
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Page 15
Chapter 14: Meeting the Diverse Needs of Students
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Sample Questions
Q1) Studies of the gender differences in the brain have found that:
A) males have more cortical areas devoted to verbal functioning.
B) reading and writing come more easily to the male brain.
C) males use half the brain space that females use.
D) females have more cortical areas devoted to spatial-mechanical functioning.
Q2) Subban (2006) considers that a conceptual framework for differential instruction can be directly linked to the Sociocultural Theory of Learning developed by:
A) Piaget.
B) Bruner.
C) Gardner.
D) Vygotsky.
Q3) Describe two strategies you could use to enhance your teaching of students from diverse cultural backgrounds.
Q4) A recently graduated teacher reaches the mid-point of the first year of teaching and realises that up until that point the teaching used has mainly been whole-class instruction. Explain why this should be of concern to the teacher and provide a detailed description of five steps that the teacher could take to gradually move towards a more differentiated classroom.
Q5) How did Tomlinson (1999) define the term 'differentiated classroom'?
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Chapter 15: Developing Knowledgeable, Responsible and Caring Students
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Sample Questions
Q1) The report on the Values in Action Schools Project (2008-2009) concluded that values education impacted on student learning in five ways. One of these ways is 'transformation' which means that students and teachers:
A) have an increased awareness of values.
B) have improved capacity to make responsible choices.
C) develop positive relationships.
D) are willing to try changes in aspects of classroom-based practices.
Q2) In the five groups of inter-related core social and emotional competencies that it is suggested that SEL programs should address, 'social awareness' is described as:
A) being able to take the perspective of and empathise with others.
B) establishing and maintaining healthy and rewarding relationships based on cooperation.
C) making decisions based on considerations of ethical standards.
D) accurately assessing one's feelings, interests, values and strengths.
Q3) Is this statement True or False? 'Piaget contended that morality was a developmental process that could be nurtured by schools.'
A)True
B)False
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Chapter 16: Parents and Caregivers Partnerships With Schools
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Sample Questions
Q1) Which of the following is not one of the basic beliefs that Henderson et al. (2007) identified as necessary for strong partnerships between parents and staff?
A) Parents and school staff should be equal partners in planning and implementing teaching.
B) The responsibility for building partnerships has to be equally shared by parents and teachers.
C) Parents hold big expectations about the roles schools will play in the education of their children.
D) All parents have the capacity to support children's learning.
Q2) In Henderson et als' (2007) typology, teachers would be involved in contacting families, sending home folders of work and holding parent-teacher conferences in:
A) a partnership school.
B) an open door school.
C) a come if we call you school.
D) a fortress school.
Q3) What are two things that parents need to know about the education system in which their local school operates?
Q4) What is the difference between parental involvement and parental participation?
Page 18
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Chapter 17: Assessment and Reporting
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Sample Questions
Q1) Direct observation would not be an effective assessment tool for gathering information about students':
A) reasons for not staying on task.
B) enthusiasm for creative writing.
C) ball-handling skills.
D) participation in a group task.
Q2) Hargreaves' six categories of 'assessment for learning' do not include:
A) turning assessment into a learning event.
B) learning about students' learning.
C) teachers controlling learning and assessment.
D) using assessment to inform the next steps in teaching and learning.
Q3) According to Gardner (2012), wherever possible teachers should use forms of assessment that will raise students':
A) self-esteem.
B) motivation.
C) achievement.
D) ability to learn.
Q4) What is meant by the term 'assessment'?
Q5) What are three reservations that have been identified about large scale testing?
Page 19
Q6) Why is it important for teachers to keep records of assessment information?
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Chapter 18: Professional and Cultural Dimensions of Teaching
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Sample Questions
Q1) What is meant by the term 'transformational leadership' and how does it relate to school culture?
Q2) How did Marginson (1993) define the term 'professional development' and what, according to Ingvarson (2002), are the principles that should underpin it?
Q3) According to researchers such as Orlich et al. (2009) one of the greatest challenges facing teachers in the 21st century is:
A) adopting information communication technologies.
B) meeting parental expectations.
C) responding to multiple reforms.
D) achieving a complex array of standards.
Q4) In reference to the relationship between the Commonwealth and the states in the management of education, 'hard policy' refers to Commonwealth policy requirements:
A) that are difficult to meet.
B) linked to funding.
C) linked to raising student achievement standards.
D) that are mandatory.
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Page 20
Chapter 19: Equity, Ethics and Legal Issues in Teaching
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Sample Questions
Q1) If in your teaching role you make verbal statements that 'expose another person to hatred, shame, disgrace or ridicule', you are engaging in:
A) academic freedom.
B) breach of copyright.
C) libel.
D) slander.
Q2) In the five 'types of ethical decision-making' shown in Table 19.1, a teacher referring an ethical issue to a school counsellor is an example of:
A) open decision-making.
B) limited decision-making.
C) decision-making by the teacher.
D) security seeking.
Q3) McGaw (2007) suggests that one way to bridge the differences between advantaged and disadvantaged secondary schools would be to:
A) double the funding for disadvantaged schools.
B) place the best teachers in disadvantaged schools.
C) co-locate schools so resources can be shared.
D) ensure all schools have roughly the same mix of students.
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Chapter 20: Teacher Standards
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Sample Questions
Q1) In the National Standards and Guidelines for Initial Teacher Education (ACDE, 1998) an example of Standard 14 'working in schools and systems' would be to:
A) gain a knowledge of relevant curriculum documents and resources.
B) encourage student behaviour which promotes learning.
C) understand human growth and development.
D) have an understanding of teacher roles outside the classroom.
Q2) In 2009 Teaching Australia became the Australian Institute for Teaching and: A) Learning.
B) Professional Standards.
C) Teacher Education.
D) School Leadership.
Q3) The use of competency-based standards does not emphasise:
A) inclusion of methods to provide evidence such as direct observation of projects.
B) that standards can be established at one universal level.
C) performance.
D) key professional tasks or elements.
Q4) Why was it so difficult to produce a conceptual structure for national standards for the teaching profession?
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