Teaching and Teacher Education: An International Journal of Research and Studies
October 2012 Volume 28, Number 7
Table of Contents
Number of articles: 14
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Inservice science teachers' views of a professional development workshop and their learning of force and motion concepts
Susan Ramlo
Teacher attitudes affect their instruction such that positive teacher attitudes enhance the teaching and learning process. The purpose of this study was to explore inservice science teachers' views... More
pp. 928-935
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Teachers' conceptions of excellent teaching and its relationships to self-reported teaching practices
Junjun Chen, Gavin T.L. Brown, John A.C. Hattie & Pam Millward
This study surveyed Chinese middle school (n = 951) teachers' conceptions of excellent teaching and examined the relationship of those conceptions to their self-reported teaching practices.... More
pp. 936-947
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Teachers' expectations of teacher–student interaction: Complementary and distinctive expectancy patterns
R.J. de Jong, J. van Tartwijk, N. Verloop, I. Veldman & T. Wubbels
In this study it is investigated what student responses teachers expect in particular teacher behaviour vignettes, and whether experience and gender produce differences in expectations. Teacher... More
pp. 948-956
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An ecological examination of teachers' emotions in the school context
Dionne I. Cross & Ji Y. Hong
This qualitative case study discusses teachers' emotions, in particular two elementary teachers in a school serving a high-poverty, high-minority population. Using Bronfenbrenner's ecological... More
pp. 957-967
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Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being
Gavin T.L. Brown, Lois R. Harris & Jennifer Harnett
Teachers’ understandings of feedback probably influence the type and quality of feedback that they provide. The beliefs of 518 New Zealand practicing teachers about feedback were evaluated with the... More
pp. 968-978
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Creating foundations for collaboration in schools: Utilizing professional learning communities to support teacher candidate learning and visions of teaching
Nicole Miller Rigelman & Barbara Ruben
Despite widespread acknowledgment of the power of professional collaboration, the norm in most schools is teachers working in isolation. Our study examined the impact of multiple layers of... More
pp. 979-989
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Reclaiming professionalism for geography education: Defending our own territory
Theresa Bourke, Mary Ryan & John Lidstone
In a world where governments increasingly attempt to impose regulation on all professional activities, this paper advocates that professional standards for teachers be developed ‘by the profession ... More
pp. 990-998
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Co-teaching as a context for teachers' professional learning and joint knowledge construction
Anna Rytivaara & Ruth Kershner
The study examined two primary teachers' professional learning and joint knowledge construction in the context of co-teaching. The teachers narrated their learning as a collaborative process with... More
pp. 999-1008
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Demonstrating a situated learning approach for in-service teacher education in rural India: The Quality Education Programme in Rajasthan
Anju Saigal
Recent educational policy in India has repositioned elementary school teachers as active, reflective practitioners, not just ‘deliverers’ of syllabus material. This article examines innovations in ... More
pp. 1009-1017
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A view of rural schooling through the eyes of former students
Mercedes Suárez Pazos, Renée DePalma & Pedro Membiela
Teachers who attended unitary rural schools in northwestern Spain were asked to relate their early school experiences in the form of a personal reflective and analytical narrative. Our analysis of ... More
pp. 1018-1026
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Mapping control and affiliation in teacher–student interaction with State Space Grids
M. Tim Mainhard, Helena J.M. Pennings, Theo Wubbels & Mieke Brekelmans
This paper explores how State Space Grids (SSG), a dynamic systems research method, can be used to map teacher–student interactions from moment-to-moment and thereby to incorporate temporal aspects... More
pp. 1027-1037
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Preparing beginning teachers to elicit and interpret students' mathematical thinking
Laurie Sleep & Timothy A. Boerst
This study investigated how teacher education assignments can be designed to support beginning teachers in learning to do the work of teaching. We examined beginners' formative assessment practices... More
pp. 1038-1048
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Conflict between work and family among New Zealand teachers with dependent children
Melanie Palmer, Dennis Rose, Matthew Sanders & Fiona Randle
Changes in family and employment patterns have lead to an increasing need for families to balance work and family roles. Little research has examined work and family conflict among teachers. In the... More
pp. 1049-1058
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School teachers bullied by their students: Teachers' attributions and how they share their experiences
Teemu Kauppi & Maili Pörhölä
Previous studies suggest that many teachers worldwide are bullied by students. However, deeper understanding of teachers' bullying experiences; of their interpretations of the causes of bullying;... More
pp. 1059-1068