Teaching and Teacher Education: An International Journal of Research and Studies
Volume 22, Number 7
Table of Contents
Number of articles: 17
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From the margins to the centre: The power of transformative learning in Australia
Phyllida Coombes & Geoff Danaher
Good, T. L., Bidle, B.J., and Goodson, I.F. [1997. The study of teaching: Modern and emerging conceptions. In B. J. Bidle, T .L. Good, & I. F. Goodson (Eds.), International handbook of teachers and... More
pp. 759-765
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Assigned to the margins: Teachers for minority and immigrant communities in Japan
June A. Gordon
As communities of immigrant families gather in the low-income neighbourhoods of Tokyo and neighbouring cities, Japanese teachers face new challenges as well as the stigma of classrooms for... More
pp. 766-776
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The teacher education curriculum and the world of work: A study of teachers of disadvantaged children in Nigeria
Abdurrahman Umar
A key element in the current attempt to actualise the goals of the Dakar Framework of Action for Education for All in Nigeria is the broadening of access to education for disadvantaged groups.... More
pp. 777-787
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Along the margins, across the borders: Teaching and learning among Veneto attrazionisti viaggianti in Italy
Francesca Gobbo
The article presents the findings of an ethnographic study carried out among Italian attrazionisti viaggianti (fairground and circus people) who lead a nomadic life and work in four Veneto... More
pp. 788-803
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The politics of domestication and curriculum as pasture in the United States
Alberto J. Rodriguez
In this article, I argue that the enacted curriculum in the United States of America is driven by a politics of domestication—a negative process of acculturation by which individuals are required... More
pp. 804-811
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Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the United States
Gerald J. Brunetti
Teachers working in inner city high schools in the United States face enormous challenges. Their students, most of whom come from economically disadvantaged minority families and often do not speak... More
pp. 812-825
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Writing the queer self: Using autobiography to mediate inclusive teacher education in Canada
André P. Grace
Writing the queer self involves locating the self within a broad understanding of queer that recognises a spectrum of sex, sexual and gendered subjects. In this article, I discuss how I write the... More
pp. 826-834
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‘Minorities’, ‘margins’, ‘misfits’ and ‘mainstreams’
Helen Currie
pp. 835-837
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Increasing the use of evidence-based strategies by special education teachers: A collaborative approach
Albert J. Duchnowski, Krista Kutash, Susan Sheffield & Bobbie Vaughn
This article describes a process developed to increase the use of evidence-based instructional strategies by teachers of students in special education programs in a middle school and high school.... More
pp. 838-847
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Partnering to prepare urban math and science teachers: Managing tensions
Matthew Miller, G. Williamson McDiarmid & Sally Luttrell-Montes
Although the need for university–school partnerships in preparing teachers is widely accepted, studies of research universities working with teacher unions and urban school districts to respond to ... More
pp. 848-863
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Trying on a new pair of shoes: Urban teacher–learners conduct research and construct knowledge in their own classrooms
Megan Blumenreich & Beverly Falk
This article explores how classroom-based teacher inquiry research supports teachers in constructing understandings about teaching and learning that are uniquely applicable to their own contexts in... More
pp. 864-873
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Educating for learning-focused teaching in teacher training: The need to link learning content with practice experiences within an inductive approach
Wouter Schelfhout, Filip Dochy, Steven Janssens, Katrien Struyven, Sarah Gielen & Eline Sierens
Recently, many insights have been gained into the design of powerful learning environments. Teacher training must take account of this knowledge when educating the teachers of the future. This... More
pp. 874-897
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Using metaphor in mathematics teacher preparation
Andrew Noyes
This paper reports how metaphor theory was used to explore pre-service mathematics teachers’ beliefs about mathematics and the learning and teaching thereof. Furthermore, it outlines how this... More
pp. 898-909
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The nature and substance of cooperating teacher reflection
Anthony Clarke
The learning opportunties for student-teachers in practicum settings has long been acknowledged and studied in considerable depth. However, the learning opportunities for cooperating teachers,... More
pp. 910-921
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Lesson study, collaboration and teacher efficacy: Stories from two school-based math lesson study groups
Laurel D. Puchner & Ann R. Taylor
This article describes the experiences of two US teacher groups and their lesson study work. Their stories illustrate some of the dynamics and promise of teacher change spurred by lesson study. The... More
pp. 922-934
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Differential effects of kindergarten teacher's beliefs about developmentally appropriate practice on their use of scaffolding following inservice training
Yeung Suk Lee, Jeesook Baik & Rosalind Charlesworth
The study was designed to compare the scaffolding skills of Korean teachers identified as developmentally appropriate practice (DAP) or inappropriate practice (DIP) in their beliefs before and... More
pp. 935-945
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The beliefs and perceptions of pre-service teachers enrolled in a subject-area dominant teacher education program about “Effective Education”
S. Aslı Özgün-Koca & Ahmet İlhan Şen
Teacher educators and researchers have studied the improvement of teacher education programs so that pre-service teachers may be well prepared. Research has shown that not only teachers’ knowledge ... More
pp. 946-960
