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Teaching and Teacher Education: An International Journal of Research and Studies

October 2016 Volume 59, Number 1

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Table of Contents

Number of articles: 46

  1. Teacher candidate performance assessments: Local scoring and implications for teacher preparation program improvement

    Kevin C. Bastian, University of North Carolina at Chapel Hill, United States; Gary T. Henry, Vanderbilt University, United States; Yi Pan, Frank Porter Graham Child Development Institute, United States; Diana Lys, University of North Carolina at Chapel Hill, United States

    Locally-scored teacher candidate performance assessments offer teacher preparation programs (TPPs) formative performance data, common language and expectations, and information to guide program... More

    pp. 1-12

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  2. Advising a Model United Nations club: A scaffolded youth-adult partnership to foster active participation and political engagement

    Brett L.M. Levy

    Model United Nations is one of the world's most popular civic education programs, but there has been little research on how adult advisors of such programs support students' participation and... More

    pp. 13-27

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  3. Using tools to promote novice teacher noticing of science teaching practices in post-rehearsal discussions

    Amanda Benedict-Chambers

    This study explores the potential of tool-supported post-rehearsal discussions in helping novice teachers learn to notice and interpret critical features of science teaching. Three tools are... More

    pp. 28-44

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  4. Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study

    Marc Kleinknecht, Leuphana University of Lüneburg, Germany; Alexander Gröschner, Friedrich Schiller University Jena, Germany

    This study focused on effects of a video-based self-reflection and feedback program on preservice teachers’ noticing and their learning during the program. Using pre-posttest and written... More

    pp. 45-56

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  5. Teachers as first responders in tragedy: The role of emotion in teacher adjustment eighteen months post-earthquake

    Veronica M. O’Toole & Myron D. Friesen

    The present study examined how teachers functioned as first responders in a natural disaster and their perceptions of their emotional management both in the immediate aftermath of a large... More

    pp. 57-67

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  6. ‘I wonder what you know … ’ teachers designing requests for factual information

    Sandy Houen, Susan Danby, Ann Farrell & Karen Thorpe, Queensland University of Technology, Australia

    Optimizing the quality of early childhood education (ECE) is an international policy priority. Teacher-child interactions have been identified as the strongest indicator of quality and most potent ... More

    pp. 68-78

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  7. Supporting the professional learning of teachers in China: Does principal leadership make a difference?

    Shengnan Liu, China Ocean University, China; Philip Hallinger, Chulalongkorn University, Thailand; Daming Feng, East China Normal University, China

    The purpose of this study was to examine the influence of learning-centered leadership on teacher professional learning in mainland China. The research tested a model of leadership effects on... More

    pp. 79-91

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  8. Role models and confidants? Students with and without migration backgrounds and their perception of teachers with migration backgrounds

    Carolin Rotter & Marianne Timpe

    In 2007 Germany’s federal Ministers of Education agreed to increase the number of teachers with a migration background as part of the National Integration Plan. Due to their migration background,... More

    pp. 92-100

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  9. Talk about student learning: Promoting professional growth among teacher educators

    Linor L. Hadar, Faculty of Education, Israel; David L. Brody, Department of Education, Israel

    Talk about student learning (TASL) in the professional development of teacher educators shifts the focus from teaching to a more productive emphasis on learning. This study examines characteristics... More

    pp. 101-114

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  10. Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge

    Christopher Day, School of Education, United Kingdom; Ji Hong, Department of Educational Psychology, United States

    This paper investigates how teachers in one school in a socio-economically disadvantaged urban setting draw upon their capacities for resilience to maintain a sense of positive professional... More

    pp. 115-125

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  11. Caring relationships in school staff: Exploring the link between compassion and teacher work engagement

    Liat Eldor, The Wharton School, United States; Anat Shoshani, Baruch Ivcher School of Psychology, Israel

    Compassion in the school setting traditionally defines students as the recipients. Teachers, on the other hand, have yet to be studied as such. This study examines the effects of compassion... More

    pp. 126-136

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  12. Teachers’ outlooks and assistance strategies with regard to “shy” pupils

    Anat Korem, The Seymour Fox School of Education, Israel

    The study focused on the way teachers can help shy pupils in the school setting. Its objective was to identify educators’ perceptions of the subject and the strategies they could employ with such... More

    pp. 137-145

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  13. Hong Kong and Canadian students experiencing a new participatory culture: A teacher professional training project undergirded by new media literacies

    Zheng Zhang, Jia Li, Feifei Liu & Zhuang Miao, Faculty of Education, Canada

    This research linked 47 Hong Kong and 35 Canadian teacher candidates in a new participatory culture project within the theoretical framework of new media literacies. This paper reports the... More

    pp. 146-158

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  14. Development and validation of Teacher Intentionality of Practice Scale (TIPS): A measure to evaluate and scaffold teacher effectiveness

    Jeff C. Marshall, Julie Smart & Daniel M. Alston

    Teacher evaluation instruments frequently fail to support teacher growth and improvement—particularly in critical constructs surrounding pedagogical content knowledge that promote student growth... More

    pp. 159-168

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  15. Urban teacher longevity: What keeps teachers of color in one under-resourced urban school?

    Kari Kokka

    This study investigates reasons behind long-term urban teachers’ longevity and job satisfaction. The study site is an under-resourced urban public school in the United States with high retention of... More

    pp. 169-179

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  16. General and domain-specific beliefs about intelligence, ability, and effort among preservice and practicing teachers

    Meagan M. Patterson, Natasha Kravchenko, Li Chen-Bouck & Jenna A. Kelley

    This study examined preservice and practicing teachers’ beliefs about factors influencing student academic performance. Participants viewed teacher factors as a more important determinant of... More

    pp. 180-190

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  17. Contributions of educative document-based curricular materials to quality of historical instruction

    Abby Reisman, University of Pennsylvania, United States; Brad Fogo, San Francisco State University, United States

    This case study explores whether and to what extent a history curriculum with educative features can contribute to the quality of historical instruction. Analyses focus on one teacher’s... More

    pp. 191-202

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  18. University teacher judgments in problem-based learning: Their accuracy and reasoning

    Lisette Wijnia & Sofie M.M. Loyens, Department of Psychology, Education and Child Studies; Eva Derous, Department of Personnel Management, Belgium; Henk G. Schmidt, Department of Psychology, Education and Child Studies

    This study investigated the accuracy of 14 university teachers’ judgments. Early in the first year, university teachers rated the chance each university student in their group would successfully... More

    pp. 203-212

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  19. “Teachers are works in progress”: A mixed methods study of teaching residents’ beliefs and articulations of teaching for social justice

    Emilie Mitescu Reagan, University of New Hampshire, United States; Crystal Chen & Laura Vernikoff, Teachers College, United States

    Teacher candidates’ beliefs about teaching for social justice affect the ways in which they act with students, schools, and communities. There is a growing body of research on teacher candidates’... More

    pp. 213-227

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  20. Reflective language teacher education: Fostering discourse awareness through critical performative pedagogy

    Ruth M. Harman, Soojin Ahn & Brittany Bogue

    Informed by performance studies and an interactional sociolinguistics orientation to meaning- making, this paper investigates how performing, analyzing, and reflecting on reenactments of classroom ... More

    pp. 228-238

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