Teacher Preparation
Chapter Exam Questions
Course Introduction
Teacher Preparation is a foundational course designed to equip future educators with the essential knowledge, skills, and professional dispositions necessary for effective teaching. The course explores key topics such as instructional planning, classroom management, assessment strategies, and current educational theories and practices. Students will engage in reflective activities, collaborative discussions, and practical experiences to build competence in creating inclusive and supportive learning environments. Emphasis is placed on ethical standards, cultural responsiveness, and lifelong learning, preparing participants to meet the diverse needs of students and succeed in dynamic educational settings.
Recommended Textbook Marshs Becoming a Teacher 6th Edition by Maggie
Clarke
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Chapter 1: What Is Teaching All About
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Q1) The complexity of the teaching role was illustrated by Jackson's (1990) finding that teachers make over:
A) 50 decisions as day.
B) 100 decisions a day.
C) 150 decisions a day.
D) 200 decisions a day.
Answer: D
Q2) Why can teaching be described as 'ambiguous'?
Answer: Because what might be right in one situation with one group of students may not be right in another situation with other students, thus making clear-cut answers difficult.
Q3) The finding by Crelos (2009) that effective teachers 'actively use involving behaviours to influence their own and students' capabilities' came from a study of a cross section of the teaching population in:
A) Australia.
B) USA.
C) Sweden.
D) UK.
Answer: D
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Chapter 2: How Students Develop and Learn
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Q1) 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
Q2) An important way for teachers to find out first-hand about their students' work habits, manual dexterity and the nature of their present developmental tasks is by:
A) asking parents and caregivers.
B) reading textbooks.
C) observing students.
D) asking previous teachers.
Answer: C
Q3) Classifying objects based on a single characteristic is typical of children at:
A) sensori-motor stage.
B) pre-operational stage.
C) concrete operational stage.
D) formal operational stage.
Answer: B
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4
Chapter 3: Learner Motivation and Developing Self-Esteem
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Q1) The statement that is not correct about behavioural theory of motivation is:
A) It emphasises the centrality of external events in directing behaviour.
B) Reinforcers increase the likelihood of particular behaviours.
C) Negative reinforcers are stimulus events that are imposed to discourage certain behaviours.
D) Consequences for poor behaviour decrease the likelihood of the behaviour being repeated.
Answer: C
Q2) 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
Q3) In the hierarchy of personal needs, social needs:
A) are at a lower level than safety needs.
B) are at a higher level than esteem needs.
C) must be met before growth needs.
D) must be met before biological needs.
Answer: C
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Chapter 4: Learning Environments
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Q1) What are three questions a teacher should ask when evaluating the use of classroom space?
Q2) It has been claimed that single-sex schools:
A) are the result of concerns about girls' underachievement relative to that of boys.
B) enable teachers to challenge some boys' stereotypical responses to some subjects.
C) enable boys to share their feelings and emotions without embarrassment.
D) enable students to study a curriculum that is gender based.
Q3) In the context of teachers thinking about room arrangements, the term 'synomorphic' refers to the:
A) 'flow' of students from one activity to another.
B) transitional period between lessons.
C) congruence between the physical environment and desired student behaviours.
D) rescheduling of activities when a disruption has occurred.
Q4) In formal classroom settings, where did Brophy (1981) maintain the 'action zone' was likely to be for interaction between teacher and students?
Q5) What are community schools?
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Chapter 5: The Australian Curriculum
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Q1) Is this statement True or False? 'High profile subject specialists were chosen to lead each of the four curriculum development teams in English, Mathematics, Science and History.'
A)True
B)False
Q2) The Australian Curriculum was an integral element of the Education Revolution announced by the Rudd Labor government in:
A) 2006.
B) 2007.
C) 2008.
D) 2009.
Q3) Shortly after being elected, the Rudd Labor government announced:
A) a policy entitled 'Establishing a national curriculum to improve our children's educational outcomes'.
B) the creation of a National Curriculum Board.
C) a policy entitled 'No Child Left Behind'.
D) the creation of a National Standards Board.
Q4) What were three of the reasons given in 2008 for needing a national curriculum?
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Chapter 6: Exploring and Contesting Curriculum
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Q1) In addition to the collection of literacy and numeracy data through NAPLAN, data is collected on a rolling basis about students' performance in:
A) physical development.
B) social skills and mental health.
C) problem-solving skills.
D) science, civics and citizenship.
Q2) Is this statement True or False? 'Some experts are concerned that the focus in NAPLAN on achievement standards in literacy and numeracy has resulted in a narrowing of the curriculum because some teachers feel they need to "teach to the test".'
A)True
B)False
Q3) For some parents, the publishing of NAPLAN results has been a significant improvement in:
A) making school activities and standards of teaching more transparent.
B) finding out more about their child's specific needs in Mathematics and English.
C) being able to help their children to be successful.
D) being able to identify the best teachers within a school.
Q4) What is the overall aim of curriculum planning?
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Chapter 7: Planning and Preparing for Teaching
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Q1) 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.
Q2) An important guideline when planning the 'learning experiences' element of a program is to ensure:
A) the strategies selected are ones that encourage active learning.
B) the content has social relevance.
C) time allowances are realistic.
D) objectives are attainable.
Q3) When planning for the diverse abilities of students teachers would not:
A) use a range of resources.
B) ensure prescribed textbooks are clear and accessible.
C) design verbal and written assignments.
D) use mini-workshops.
Q4) Provide definitions for the following elements of a program: rationale; content; evaluation.
Q5) Explain why planning involves reconciling different goals and priorities.
Q6) What is the main difference between the backward design approach to unit planning and the traditional approach?
Page 9
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Chapter 8: Organising Classroom Structures and Routines
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Q1) 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?
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) Is the following statement True or False? 'There is not a single education system in Australia: each state or territory has an Education Department and political responsibility lies with a state-based Minister of Education.'
A)True
B)False
Q4) Is this statement True or False? 'All students thrive on group work.'
A)True
B)False
Q5) What are three strategies teachers might use to maintain whole-class attention?
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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Q1) Which of the following is a psychomotor objective?
A) Develop a positive attitude to sun safety.
B) Bounce and catch a ball five times.
C) Recall the colours of the rainbow.
D) Classify objects on the basis of colour.
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) An aim specified in The Shape of the Australian Curriculum: Mathematics (NCB, 2990b) is 'to educate students to be , interpreting the world mathematically and using mathematics to help form their predictions and decisions about personal and financial priorities'. The missing words are:
A) active, thinking citizens.
B) social scientists.
C) mathematical thinkers.
D) creative problem-solvers.
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Q4) What are two criticisms that have been made of outcomes-based education (OBE)?
Chapter 10: Communicating Effectively
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Q1) Use the simple question classification system known as WHAT, WHEN, HOW, WHO, WHY to write a question for each of the five categories.
Q2) Explain how you would ensure that the non-verbal cues in your classroom are supportive of students. In your response provide specific examples of how you would do this for each of the following: -your communication with students. -students' communication with you and with each other. -the room arrangement. -classroom materials.
Q3) In Eunson's (2012) Comprehensive Model of Communication, the process of transforming messages into a form that is appropriate for the audience and purpose is called:
A) editing and re-editing.
B) encoding and decoding.
C) channelling.
D) giving feedback.
Q4) What are two techniques that teachers can use to support students to give effective explanations?
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Chapter 11: Pedagogy, Teaching and Learning
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Q1) Is the following statement True or False? 'Researchers at the University of Melbourne (2012) found that 69% of teachers reported that national testing (NAPLAN) had increased the amount of time that they spent teaching subjects that are not tested.'
A)True
B)False
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) A technique that has been found to be very effective for teaching younger or less able students is:
A) lectures.
B) practice drills.
C) direct instruction.
D) directed questioning.
Q4) What are two factors that may influence teachers' use of technology?
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Chapter 12: Classroom Management
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Q1) Is the following statement True or False? 'Giving students additional school work is an appropriate intervention measure for misbehaviour.'
A)True
B)False
Q2) The behaviour of students who talk loudly, call out or touch others' possessions is best described as:
A) immoral acts.
B) defiance of authority.
C) off-task behaviour.
D) disruptive behaviour.
Q3) In Roger's (1992) Decisive Leadership Model, Principle Five is:
A) use the language of expectation.
B) begin as unobtrusively as possible.
C) emphasise choices and consequences.
D) mutual rights and responsibilities.
Q4) After several weeks of implementing your classroom management system as a first year teacher, what questions should you then ask to review it?
Q5) Describe a routine you would put in place for taking attendance each morning.
Q6) List the five key behaviours used by assertive teachers.
Page 14
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Chapter 13: Using Resources Creatively
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Q1) The standard criteria used to evaluate the quality of resources do not include:
A) author credentials.
B) aesthetic appeal.
C) objectivity/bias.
D) currency and accuracy.
Q2) Is the following statement True or False? 'In a study of undergraduate students' use of e-books, Woody, Daniel and Baker (2010) concluded that students preferred textbooks over e-books for learning.'
A)True
B)False
Q3) What are three things that teachers need to consider then choosing which textbook activities students should complete?
Q4) When choosing fiction books to use as resources, a criterion that would not be used is:
A) the value of the information presented.
B) the extent to which the material is developmentally appropriate.
C) the literary value of the material.
D) the age of the material.
Q5) What are two ways that teachers can use blogs to enhance their teaching?
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Chapter 14: Meeting the Diverse Needs of Students
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Q1) 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.
Q2) How did Tomlinson (1999) define the term 'differentiated classroom'?
Q3) Is the following statement True or False? 'Research has shown that identifying students' learning styles produces better achievement outcomes.'
A)True
B)False
Q4) Students whose preferred learning style is psychological prefer to:
A) work while listening to music.
B) finish a task before moving on to the next.
C) take a step-by-step approach.
D) be physically active.
Q5) Describe two strategies you could use to enhance your teaching of students from diverse cultural backgrounds.
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Chapter 15: Developing Knowledgeable, Responsible and Caring Students
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Q1) Is this statement True or False? 'Piaget contended that morality was a developmental process that could be nurtured by schools.'
A)True
B)False
Q2) In the Australian Curriculum, social and emotional learning is addressed through the General Capability of:
A) Intercultural Understanding.
B) Ethical Understanding.
C) Critical and Creative Thinking.
D) Personal and Social Capability.
Q3) New Civics and Citizenship curriculum was scheduled for implementation in Australian schools in:
A) 2013.
B) 2014.
C) 2015.
D) 2016.
Q4) Why is role play a useful strategy for teachers to use in social and emotional learning?
Q5) How did Goleman (1995) define social and emotional learning (SEL)?
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Chapter 16: Parents and Caregivers Partnerships With Schools
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Q1) Parent participation typologies are useful to:
A) show that parents are very similar in their interests and needs.
B) indicate the diversity of parent support and the various ways school staff may want to elicit that support.
C) help parents understand the various ways they might participate in schools.
D) inform systems and governments as to how they might best support parent participation.
Q2) Lasky (2000) asserts that a major factor in teacher-parent relationships is:
A) emotionality.
B) social competence.
C) mutual respect.
D) similar values.
Q3) Some organisations, particularly teachers' unions, have argued that parents and community members should not be active participants in schools because:
A) it will hinder teachers' ability to teach effectively.
B) parents are not qualified teachers.
C) the costs involved in training parents to be effective are too high.
D) it reduces the professional responsibilities of teachers.
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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Q1) 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.
Q2) Staff at your school have decided to include performance assessment as one of the main assessment techniques to be used by all teachers. You have been selected to give a talk to members of the School Council in which you explain:
-The meaning of performance assessment.
-The perceived benefits and challenges of this technique.
-What considerations need to be addressed in developing assessment tasks. What will you say?
Q3) The main audience for assessment should be:
A) learners.
B) teachers.
C) parents.
D) employers.
Q4) What are three reservations that have been identified about large scale testing?
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Chapter 18: Professional and Cultural Dimensions of Teaching
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Q1) A characteristic of a profession that is common to the three lists identified by Stinnett & Hoggett (1963), Purvis (1973) and Travers and Reboric (1990) is that members:
A) establish their own standards.
B) have a code of ethics.
C) place service above personal gain.
D) engage in intellectual activities.
Q2) According to Ingersoll and Strong (2011) one main factor behind the high turnover of beginning teachers is:
A) poor preparation.
B) lack of support from school leaders.
C) the demands of teaching a wide range of abilities.
D) student behaviour.
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.
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Chapter 19: Equity, Ethics and Legal Issues in Teaching
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Q1) The fourth equity principle identified by the NSW Department of Education and Training in 2008 states: 'The diversity of the population is recognised and valued by '
A) clear pathways to employment and life-long learning.
B) inclusive approaches to development, conduct and evaluation of programs.
C) commitment to equity principles and practices.
D) allocation of public resources to narrowing gaps in education that reflect social inequalities.
Q2) Bullock (2002) defines bullying as:
A) physical assault on the part of one or more others.
B) repeated exposure over time to negative actions on the part of one or more others.
C) ongoing verbal harassment or name calling.
D) continuous unwanted overtures of friendship.
Q3) The majority of child sexual abuse occurs between the ages of:
A) 4 and 8 years.
B) 6 and 10 years.
C) 8 and 12 years.
D) 10 and 14 years.
Q4) What are the four key components in the definition of teacher negligence?
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Chapter 20: Teacher Standards
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Q1) What are two advantages and two disadvantages of competency-based teaching?
Q2) When measured against the Australian Professional Standards for Teachers, teachers who are recognised as being highly effective, skilled classroom practitioners are accredited as:
A) Graduate Teachers.
B) Proficient Teachers.
C) Highly Accomplished Teachers.
D) Lead Teachers.
Q3) Is the following statement True or False? 'Any assessment of a graduate teacher against all focus areas for each of the 7 standards would require the collection of data on 37 elements.'
A)True
B)False
Q4) Preston and Kennedy (1994) criticised the language of the Draft Competency Framework for Teaching (1993) as:
A) not inclusive.
B) inaccessible.
C) too focused on outcomes.
D) too generic.
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