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

October 2018 Volume 75, Number 1

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Table of Contents

Number of articles: 33

  1. Navigating mathematics and language tensions in language immersion classrooms

    José Manuel Martínez & Higinio Dominguez

    Based on analyses of videos from language immersion classrooms in Colombia and the US, we examine how teachers manage the tension between how much attention to give to mathematics and to language. ... More

    pp. 1-9

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  2. Transactional school-home-school communication: Addressing the mismatches between migrant parents' and teachers' views of parental knowledge, engagement and the barriers to engagement

    Claudia Schneider, Anglia Ruskin University, United Kingdom; Madeleine Arnot, Emeritus Professor, United Kingdom

    Applying organisational communication theory, this article advocates transactional systems for school-home-school communication with parents of pupils who have English as an Additional Language ... More

    pp. 10-20

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  3. Special education teachers' relationships with students and self-efficacy moderate associations between classroom-level disruptive behaviors and emotional exhaustion

    Juliette A.B. Hopman & Nouchka T. Tick, Yulius Academy; Jan van der Ende, Department of Child and Adolescent Psychiatry/Psychology; Theo Wubbels, Faculty of Social and Behavioral Sciences; Frank C. Verhulst, Department of Child and Adolescent Psychiatry/Psychology; Athanasios Maras & Linda D. Breeman, Yulius Academy; Pol A.C. van Lier, Department of Developmental Psychology

    This study examined the moderating role of teachers' relationship with students and their self-efficacy in the association between classroom-level disruptive behaviors and emotional exhaustion. Two... More

    pp. 21-30

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  4. Are we included? Secondary students' perception of inclusion climate in their schools

    Susanne Schwab, University of Wuppertal, Germany; Umesh Sharma, Monash University, Australia; Tim Loreman, Concordia University of Edmonton, Canada

    The study examines secondary school students' perception of the climate in their classrooms with reference to inclusive education. A key objective of the study was also to examine psychometric... More

    pp. 31-39

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  5. Learning to teach for reconciliation in Canada: Potential, resistance and stumbling forward

    Avril Aitken, School of Education, Canada; Linda Radford, Faculty of Education, Canada

    Following Canada's Truth and Reconciliation Commission Report and global interest in teachers' role in national reconciliation, this paper presents a study at two universities involving non... More

    pp. 40-48

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  6. Teacher evaluation and the demoralization of teachers

    Chris Bradford, Department of Curriculum & Instruction, United States; Melissa Braaten, School of Education, United States

    Drawing from two years of ethnographic data, this case study details one middle school science and mathematics teacher's experience of new statewide teacher evaluation processes. Initially, these... More

    pp. 49-59

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  7. Exploring ideological becoming in professional development for teachers of multilingual learners: Perspectives on translanguaging in the classroom

    Jennifer Holdway, Study Abroad Canada Language Institute, Canada; Caryl H. Hitchcock, Center on Disability Studies, United States

    This paper explores teachers' perspectives on the pedagogical resource of using students' first languages in the classroom. The authors implemented this action research case study within the... More

    pp. 60-70

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  8. Educator perceptions of district-mandated Edcamp unconferences

    Jeffrey Paul Carpenter, Elon University, United States; Miles R. MacFarlane, Seven Oaks School Division, Canada

    Edcamp unconferences are a non-traditional participant-driven form of educator professional learning. Although Edcamp participation has typically been voluntary, this mixed-methods paper presents... More

    pp. 71-82

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  9. How do teacher educators use professional standards in their practice?

    Terri Bourke, Faculty of Education, Australia; Mary Ryan, Faculty of Human Sciences, Australia; Paul Ould, Office of Education Research, Australia

    In many countries, the professional standards agenda in education continues to colonize teacher preparation through accreditation processes. This study investigates the lived experiences of teacher... More

    pp. 83-92

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  10. Teacher educators' professional learning: A literature review

    Cui Ping, Gonny Schellings & Douwe Beijaard

    This study reports on a systematic review of what, how, and why teacher educators learn. For this purpose, seventy-five research articles were analyzed. Results show that research on teacher... More

    pp. 93-104

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  11. Individual growth and institutional advancement: The in-house model for teacher educators' professional learning

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

    pp. 105-115

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  12. Transforming teacher preparation for culturally responsive teaching in Taiwan

    Pei-I Chou, Center for Teacher Education/Institute of Education, Taiwan; Meng-Huey Su & Ya-Ting Wang, Institute of Education, Taiwan

    This study adopted the transformation approach to modify the structure of curriculum and instruction of a Taiwanese teacher-education program to weave in elements of culturally responsive teaching ... More

    pp. 116-127

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  13. Using the theory of planned behaviour to develop a questionnaire on teachers' beliefs about teaching cancer education

    Benedikt Heuckmann, Marcus Hammann & Roman Asshoff

    This study explored methodological challenges related to eliciting and assessing teachers’ beliefs about teaching cancer education. We aimed to develop reliable belief scales, a methodological... More

    pp. 128-140

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  14. Who expects to become a teacher? The role of educational accountability policies in international perspective

    Seong Won Han

    In this study, I examine between-country differences in students' expectations of becoming teachers. I use data from 365,298 students from 50 countries participating in the Programme for... More

    pp. 141-152

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  15. Why people choose teaching: A scoping review of empirical studies, 2007–2016

    Leanne Fray & Jennifer Gore

    Who enters teaching and why are questions of immense social and political importance throughout the world. This paper presents a scoping review of empirical studies, published between 2007 and 2016... More

    pp. 153-163

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  16. Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools?

    Chih Nuo Grace Chao, Centre for University and School Partnership; Francisco Tsz Tsun Lai, The Jockey Club School of Public Health and Primary Care; Mingxia Ji & Sing Kai Lo, B4/GF-02; Kuen Fung Sin, D1-GF-05

    A hierarchy of inclusive teaching tasks by associated level of teacher efficacy is derived from a group of primary and secondary school teachers in Hong Kong using a Rasch rating scale model on 536... More

    pp. 164-173

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  17. The use of teacher leader roles in an online induction support system

    Samuel J. Polizzi & Michelle Head, Department of Chemistry and Biochemistry, United States; Donna Barrett-Williams, Metropolitan Regional Educational Service Agency, United States; Joshua Ellis, Department of Cognitive and Learning Sciences, United States; Gillian H. Roehrig, Department of Curriculum and Instruction and STEM Education Center, United States; Gregory T. Rushton, Department of Chemistry and Institute for STEM Education (I-STEM), United States

    Induction training is a leading model for supporting teachers in today's challenging profession. We describe an online induction support scaffold designed around teacher leadership, and investigate... More

    pp. 174-186

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  18. Exploring educational taboos through school movies. A rhetorical analysis of student-teachers' reflections

    Laura Van Beveren, Kris Rutten, Geert Vandermeersche & Ive Verdoodt

    The purpose of this article is to explore how fictional narratives that focus on educational taboos can be introduced in teacher education to reflect on disturbing practices and sensitive issues.... More

    pp. 187-198

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  19. Teachers' views on the use of assessment for learning and data-based decision making in classroom practice

    Wilma B. Kippers, Christel H.D. Wolterinck, Kim Schildkamp, Cindy L. Poortman & Adrie J. Visscher

    This paper focuses on classroom assessments, assessment for learning (AfL), and data-based decision making (DBDM) in Dutch secondary education, as well as on prerequisites for implementing AfL and ... More

    pp. 199-213

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  20. Mastery mathematics: Changing teacher beliefs around in-class grouping and mindset

    Pete Boyd, University of Cumbria, United Kingdom; Andy Ash, Deep Learning Teaching School Alliance, United Kingdom

    Internationally, reform efforts in teaching of mathematics have found it difficult to change practice. This study used classroom video stimulated recall interviews with Primary teachers in England ... More

    pp. 214-223

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