This paper reports on a longitudinal study of a preservice teacher called "Peace" as she moved from her 4th (and final year) year of studies to her first year of teaching. The study investigates her understanding of behaviour management over a twelve-month period. Peace already had a Bachelor of Behavioural Science, majoring clinical psychology, and has a strong background of working with young people. Shulman (1987) outlined the categories of the knowledge teachers should possess in order to promote understanding among students. Among them is general pedagogical content knowledge ..."with special reference to those broad principles and strategies of classroom management...". (p.8) Implicit in this category is that whilst teachers need to draw on all categories during classroom teaching, a knowledge of behaviour management strategies is crucial to their effectiveness. This paper uses concept mapping and accompanying think aloud protocol to show how Peace used behaviour management strategies that moved beyond behaviour modification to incorporate a classroom climate that supports all aspects of learning.

This paper reports findings of a study on recent UNE graduates from a range of Primary and Secondary initial teacher education programs who are employed as casual beginning teachers and, specifically, their lived experiences. There are some positives, for example, lifestyle flexibility but mostly it's about on-going struggle to maintain personal motivation and well being in the face of unpredictable and transient teaching assignments, low professional status and negligible professional development and support. Given the increasing casualisation of teaching, the proportion of early career teachers leaving the profession and the need for better classroom pedagogy, there are important messages here for both employers and university teacher educators.

The paper reports on an investigation of eight preservice teachers who studied a nine-week unit of secondary Geography in their 4th (and final) year of education studies. The focus of the study was to look at participants' conceptions of effective Geography teaching, over a period of time, that is, a study of conceptual change. Participants constructed concept maps in their first and last tutorial of the course. A number of studies have shown that concept mapping is an effective method for assessing conceptual change. It is regarded as particularly useful for those researchers who seek an insight into how teachers construct their concepts. By comparing successive concept maps as the teacher develops mastery of the domain, researchers can see how knowledge is structured in the course of the acquisition. Importantly, concept maps can provide teacher education students with valuable feedback on their knowledge, and show both the extent and organization of students' knowledge. Whilst results of the study indicate a broad growth in students' conceptual understanding of effective Geography teaching, a number of concepts were generic to effective teaching. The paper also highlights the importance of modelling concept map construction before students attempt their own, and for the need for students to inform themselves and others in class through analysis of their maps in class.

The paper reports on the investigation of seven preservice teachers who studied a nine-week unit of a secondary History methods course in postgraduate diploma of education studies program. The focus of the study was to look at participants' conceptions of effective History teaching, especially pedagogical content knowledge over a period of time, that is, a study of conceptual change. Participants constructed concept maps in their first and last tutorial of the course. Only two participants' concept maps indicate conceptual change, and growth in pedagogical content knowledge in History teaching, although other participants' concept maps show a generic understanding of subject matter, curriculum knowledge and pedagogical content knowledge in teaching and learning.