Teaching and Teacher Education: An International Journal of Research and Studies
November 2010 Volume 26, Number 8
Table of Contents
Number of articles: 22
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Competence-based teacher education: Illusion or reality? An assessment of the implementation status in Flanders from teachers’ and students’ points of view
Katrien Struyven & Marijke De Meyst
Since 1998, the Flanders’ educational government in Belgium has been urging teacher education institutions by decree to implement competences in teacher training programs. Since then, years have... More
pp. 1495-1510
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Developing pathic sensibilities: A critical priority for teacher education programmes
David Giles
This paper reports on a hermeneutic phenomenological research inquiry which explored ‘lived experiences’ of the teacher–student relationship in teacher education. An essential understanding from... More
pp. 1511-1519
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How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge
Khalil Gholami & Jukka Husu
The present study focused on the epistemology of teachers’ practical knowledge by addressing the following research question: how do teachers attempt to reason about their practices and their... More
pp. 1520-1529
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Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession
Ji Y. Hong
This study explores different perceptions of pre-service and beginning teachers’ professional identity in relation to their decisions to leave the profession. Teachers’ professional identity was... More
pp. 1530-1543
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Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of teacher education in the U.S
Ken Zeichner
This paper discusses recent developments in U.S. teacher education that are tied to the global neo-liberal project. The focus is on how changes experienced throughout the world have played out in... More
pp. 1544-1552
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How to conduct research on the inherent moral significance of teaching: A phenomenological elaboration of the standard repertory grid application
Carlos A. van Kan, Petra Ponte & Nico Verloop
George Kelly’s repertory grid application seems a promising method for researching the moral significance of teaching from a ‘life world’ perspective. However, we encountered several challenges... More
pp. 1553-1562
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Student teachers’ professional identity
Inge Timoštšuk & Aino Ugaste
This paper presents the findings of a qualitative interview study of the professional identity of 45 student teachers. The students described their personal experiences in teaching their own... More
pp. 1563-1570
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Intercultural learning in English as foreign language instruction: The importance of teachers’ intercultural experience and the usefulness of precise instructional directives
Kerstin Gobel & Andreas Helmke
The development of intercultural competence, especially in foreign language instruction, is considered a key goal of teaching in German schools. The present article sheds light on the teaching of... More
pp. 1571-1582
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Teachers using learning styles: Torn between research and accountability?
Stewart Martin
The proliferation of instruments reporting learning/cognitive style with school pupils is of particular interest, because most research on them focuses on applications in higher education, training... More
pp. 1583-1591
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Socialization of new teachers: Does induction matter?
Fadia Nasser-Abu Alhija & Barbara Fresko
The present paper focuses on new teachers’ satisfaction with their first year of teaching from the perspective of socialization. The relationship between satisfaction with socialization and teacher... More
pp. 1592-1597
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The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement
Catherine D. Bruce, Indigo Esmonde, John Ross, Lesley Dookie & Ruth Beatty
This paper reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada, and investigates the relationship... More
pp. 1598-1608
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Teacher identity construction in school–university partnerships: Discourse and practice
John Trent & Jenny Lim
This article reports on a qualitative case study that explored the experiences of two groups of secondary school English language teachers as they participated in school–university partnerships in ... More
pp. 1609-1618
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Teacher education and the choice to enter the teaching profession: A prospective study
Isabel Rots, Antonia Aelterman, Geert Devos & Peter Vlerick
This two-wave survey study aimed at testing a hypothetical model of teacher education graduates’ decisions about whether or not to take a teaching position upon graduation. The model focuses on the... More
pp. 1619-1629
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Integrating collaborative PBL with blended learning to explore preservice teachers’ development of online learning communities
Yu-chu Yeh
This study integrated collaborative problem-based learning (collaborative PBL) with blended learning to explore the emerging process and function of online learning communities among preservice... More
pp. 1630-1640
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From isolation to symphonic harmony: Building a professional development community among teacher educators
Linor Hadar & David Brody
Professional development among teacher educators requires a framework in which collaborative learning can support growth and change. This study describes a professional development project modeled ... More
pp. 1641-1651
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Effects of Video Interaction Guidance on early childhood teachers
Ruben G. Fukkink & Louis W.C. Tavecchio
An experimental study showed that a video feedback intervention improved the interaction skills of early childhood education and care teachers. The teachers who had received the Video Interaction... More
pp. 1652-1659
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Novice teachers learning through participation in a teacher study group
Dawn Lambson
Using Lave and Wenger’s framework of legitimate peripheral participation in communities of practice, this case study explores the experiences of three novice teachers engaged with more experienced ... More
pp. 1660-1668
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The nature of institutional heteronormativity in primary schools and practice-based responses
Renée DePalma & Elizabeth Atkinson
Concern for school-based homophobia is increasing, yet there is a tendency to focus on individual incidents of homophobic bullying rather than the cultural and institutional factors supporting them... More
pp. 1669-1676
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General, special and … inclusive: Refiguring professional identities in a collaboratively taught classroom
Srikala Naraian
In implementing inclusive education, special educators frequently collaborate with general educators in various settings. How does such collaborative practice complicate the configuration of their ... More
pp. 1677-1686
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An integrated professional development model for effective teaching
J.M. Kuijpers, A.A.M. Houtveen & Th. Wubbels
This article examines the design of a professional development model that aims to improve student achievement. This model has been designed by combining and supplementing elements from school... More
pp. 1687-1694