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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. Future Teachers Clubs and the socialization of pre-service and early career teachers, 1953–2015

    Ashley Forseille & Helen Raptis

    Although North American universities are preparing more teachers than ever, attrition remains high in the first five years after certification, particularly in high demand subjects, in rural areas ... More

    pp. 239-246

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  2. Engaging preservice teachers in integrated study and use of educational media and technology in teaching reading

    Jeanne R. Paratore, Lisa M. O’Brien & Laura Jiménez, Language and Literacy, United States; Alejandra Salinas, Mathematics Education, United States; Chu Ly, Language and Literacy, United States

    This mixed-methods study explored effects of participation in a required course integrating educational media and technology with literacy instruction on preservice teachers’ (PST) perceptions of... More

    pp. 247-260

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  3. Critical values education in the early years: Alignment of teachers’ personal epistemologies and practices for active citizenship

    Joanne Lunn Brownlee, Laura Scholes & Sue Walker, School of Early Childhood, Australia; Eva Johansson, Department of Early Childhood Education, Norway

    To date, little research has explored teaching values education for active citizenship in which young children are supported to express their own ideas and opinions and take moral responsibility... More

    pp. 261-273

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  4. Videos, pairs, and peers: What connects theory and practice in teacher education?

    Thomas Hatch, Teachers College, United States; Jay Shuttleworth, Long Island University, Brooklyn, United States; Ashley Taylor Jaffee, James Madison University, United States; Anand Marri, Teachers College, United States

    This article reports on the use of videos to address a long-standing problem in preparation for many professions: how to help novices bridge the gap between abstract bodies of professional... More

    pp. 274-284

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  5. Creating partnerships between teachers & undergraduates interested in secondary math & science education

    Lauren H. Swanson & Lorelei R. Coddington

    During a yearlong program experience, high school teachers and college undergraduates formed three content area partnerships in which they co-planned and implemented lessons aligned to newly... More

    pp. 285-294

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  6. The networked instructor: The quality of networks in different stages of professional development

    Sara Van Waes, Center for Excellence in Higher Education, Belgium; Nienke M. Moolenaar, Department of Education; Alan J. Daly, Department of Education Studies, United States; Henderijn H.P.F. Heldens, Fontys Hogeschool and Eindhoven School of Education; Vincent Donche, Institute for Education and Information Sciences, Belgium; Peter Van Petegem, Center for Excellence in Higher Education, Belgium; Piet Van den Bossche, Institute for Education and Information Sciences, Belgium

    This article focuses on the quality of instructional networks in different stages of professional development. Drawing theoretically from social capital theory and literature on teacher interaction... More

    pp. 295-308

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  7. Student-to-teacher violation and the threat to a teacher’s self

    Børge Skåland, Norway

    This paper is based on a study of fourteen Norwegian K-12 teachers who have been violated by students in schools. One key theme emerged during the process of analysis: the threat to the teachers’... More

    pp. 309-317

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  8. The role of race in preservice teachers' perceptions of and attitudes towards corporal punishment & child maltreatment

    John Kesner, Kyong-Ah Kwon & Chaehyun Lim

    In school contexts where corporal punishment is permitted, teachers have two potentially conflicting roles; an indirect participant in the administration of corporal punishment and as a mandated... More

    pp. 318-326

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  9. Lessons learned: Using the literacy histories of education students to foster empathy

    Cynthia Reyes & Kathleen Brinegar, United States

    In order for new teachers to foster equitable literacy learning environments, they must first understand the scope and variety of experience that will pervade their classrooms. The following multi-... More

    pp. 327-337

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  10. What are the inclusive teaching tasks that require the highest self-efficacy?

    Francisco T.T. Lai, Department of Psychological Studies, Hong Kong; Eria P.Y. Li, Mingxia Ji & Wikki W.K. Wong, Graduate School, Hong Kong; Sing Kai Lo, Assessment Research Centre, Hong Kong

    Inclusive teaching tasks have consistently been found challenging for teachers, but it is unclear how they are ranked in terms of the extent of self-efficacy required. This study aimed at deriving ... More

    pp. 338-346

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  11. Knowledge building in teacher professional learning communities: Focus of meeting matters

    Jacquelynn S. Popp & Susan R. Goldman

    Professional learning communities (PLCs) of teachers have potential as powerful professional development contexts. However, efforts to characterize and document teacher PLCs suggest that productive... More

    pp. 347-359

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  12. Teacher learning as curating: Becoming inclusive educators in school/university partnerships

    Federico R. Waitoller, University of Illinois at Chicago, United States; Alfredo J. Artiles, Arizona State University, United States

    The purpose of the study was to answer the following questions: (a) What contradictions emerge in the context of a school/university partnership for inclusive education? And (b) How do resident... More

    pp. 360-371

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  13. Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action

    Elif Burhan-Horasanlı & Deniz Ortaçtepe

    This qualitative case study examined in-service EFL teachers’ reflective practice oriented online discussions in a graduate course. The analysis of reflective discussions and individual interviews ... More

    pp. 372-382

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  14. Ethnic composition of the primary school and educational choice: Does the culture of teacher expectations matter?

    Sarah Thys & Mieke Van Houtte

    The authors investigate whether teachers’ expectations (TE) at the school-level mediate the relationship between ethnic school composition and educational choice at the transition from primary to... More

    pp. 383-391

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  15. Building teacher identity through the process of positioning

    Maarit Arvaja

    This study explores teacher identity work in the context of a one-year programme, Pedagogical Studies for Adult Educators. The data consist of weekly learning diaries written by Anna, a university ... More

    pp. 392-402

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  16. Assessing teachers' metacognition in teaching: The Teacher Metacognition Inventory

    Yingjie Jiang, Lin Ma & Liang Gao, School of Psychology, China

    Metacognition plays a pivotal role in teachers' professional development. However, the absence of effective instrument for measuring teacher metacognition has hampered researches in this area. Two ... More

    pp. 403-413

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  17. Behaviorally anchored rating scales: An application for evaluating teaching practice

    Michelle Martin-Raugh, Richard J. Tannenbaum, Cynthia M. Tocci & Clyde Reese

    We developed Behaviorally Anchored Rating Scales (BARS) for measuring teaching practice, and compared them to the well-established Framework for Teaching (FfT; Danielson, 2013). BARS provide... More

    pp. 414-419

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  18. Japan's communal approach to teacher induction: Shokuin shitsu as an indispensable nurturing ground for Japanese beginning teachers

    Ruth Ahn

    Sustaining beginning teachers has been one of the greatest challenges in some countries such as the U.S. In contrast, Japan sustains their teachers with the low attrition rate of 1.35%. This... More

    pp. 420-430

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  19. Harmonious passion and its relationship with teacher well-being

    Angelica Moè

    This research examined the relationships between passion for teaching and teachers' well-being distinguishing between Harmonious Passion (HP), characterized by free acceptance of the activity in... More

    pp. 431-437

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  20. Teachers' attitude and perception towards cooperative learning implementation: Influence of continuing training

    Jose Antonio Prieto Saborit, Faculty of P.Ossó, Spain; Javier Fernández-Río, José Antonio Cecchini Estrada & Antonio Méndez-Giménez, Faculty of Teacher Training and Education, Spain; David Méndez Alonso, Faculty of P.Ossó, Spain

    The aim was to assess the influence of a training program on teachers' attitudes and perceptions related to the implementation of cooperative learning in educational contexts. This influence was... More

    pp. 438-445

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