Teaching and Teacher Education: An International Journal of Research and Studies
May 2011 Volume 27, Number 4
Table of Contents
Number of articles: 13
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Effects of coaching on teacher use of sociocultural instructional practices
Annela Teemant, Joan Wink & Serena Tyra
This study evaluates a performance-based instructional coaching model intended to improve teacher pedagogy and classroom organization for educating diverse student populations. Elementary teachers ... More
pp. 683-693
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Authentic and self-directed learning in vocational education: Challenges to vocational educators
Elly de Bruijn & Yvonne Leeman
This article analyses the dilemmas and practical tensions in implementing competence-based vocational education. Eleven case studies were conducted, including observation of lessons and interviews ... More
pp. 694-702
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High efficacy and the preservice reading teacher: A comparative study
Heather Rogers Haverback & Susan J. Parault
The purpose of this study was to investigate the differential impact of two field experiences, tutoring and observing, on preservice teachers’ reading self-efficacy and content knowledge.... More
pp. 703-711
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The tyranny of setting (ability grouping): Challenges to inclusion in Scottish primary schools
Lorna Hamilton & Paul O’Hara
Debate around the use of ability grouping in schools, resonates across national boundaries as concerns rise around the possible negative impact on young people, particularly those in already... More
pp. 712-721
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The relationship between departments as professional communities and student achievement in secondary schools
Catalina Lomos, Roelande H. Hofman & Roel J. Bosker
Secondary school teaching is organized in departments and effective departments functioning as collaborative teams have been associated with effective schools. Therefore, this study investigates... More
pp. 722-731
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Co-constructing efficacy: A “communities of practice” perspective on teachers’ efficacy beliefs
Sola Takahashi
Teachers’ efficacy beliefs are critical to improving student learning, but we have yet to fully understand how these beliefs develop. The prevailing model of teachers’ efficacy development emerges ... More
pp. 732-741
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Stakeholders’ perspectives of the nature and role of assessment during practicum
Jeanne Maree Allen
This paper focuses on the assessment of student teachers during practicum. The study is contextualised in an Australian pre-service teacher education program in which practicum has been... More
pp. 742-750
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Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play
Megan Tschannen-Moran & Denise Johnson
This study explored the antecedents of self-efficacy beliefs for literacy instruction and the relationship of these beliefs to self-efficacy for teaching in general. Factor analysis demonstrated... More
pp. 751-761
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Understanding new teachers’ professional identities through metaphor
Lynn Thomas & Catherine Beauchamp
This qualitative study based on semi-structured interviews examines the metaphors new teachers use to describe their professional identities and compares metaphors chosen immediately following... More
pp. 762-769
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Resisting plateauing: Four veteran teachers’ stories
Denise G. Meister & Patricia Ahrens
This paper describes and interprets the career experiences of four veteran secondary teachers and their ability to resist plateauing. Three areas of veteran teacher research informed this study:... More
pp. 770-778
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Creating and facilitating a teacher education curriculum using preservice teachers’ autobiographical stories
Deidre M. Le Fevre
Preservice teachers’ autobiographical stories can serve as a personal, powerful, and poignant curriculum for teacher education. This research examines what and how preservice teachers learned... More
pp. 779-787
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Bedouin special-education teachers as agents of social change
Efrat Kass & Erez C. Miller
This study probes the career motives of minority special-education teachers in the Bedouin Arab society of southern Israel. The results, obtained via in-depth interviews of teachers, show that the ... More
pp. 788-796
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Understanding pedagogical design capacity through teachers’ narratives
Elizabeth A. Davis, Carrie Beyer, Cory T. Forbes & Shawn Stevens
Teachers need to develop the ability to adapt curriculum materials. Two elementary teachers, Maggie and Catie, were asked to write narratives about their use of and changes to particular reform... More
pp. 797-810