Teaching and Teacher Education: An International Journal of Research and Studies
January 2015 Volume 45, Number 1
Table of Contents
Number of articles: 14
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A qualitative metasynthesis comparing U.S. teachers' conceptions of school readiness prior to and after the implementation of NCLB
Christopher P. Brown, The University of Texas at Austin, United States; Yi-Chin Lan, University of Taipei, Taiwan
As school readiness continues to gain prominence on political agendas across the globe, policymakers have also implemented reforms that demand improved student performance. While these demands for ... More
pp. 1-13
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Preschool teachers' reference to theory of mind topics in three storybook contexts: Reading, reconstruction and telling
Margalit Ziv, Marie-Lyne Smadja & Dorit Aram, Tel-Aviv University, Israel
The study investigated preschool teachers' references to Theory of Mind (ToM) topics in three storybook contexts: reading, reconstruction, and telling. One hundred teachers introduced and discussed... More
pp. 14-24
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Critical pedagogies of place: Educators' personal and professional experiences of social (in)justice
Juliet Christine Perumal
Participating in the education system of a foreign country, or within a new political dispensation presents various challenges for teachers. Understanding the challenges that teachers face as a... More
pp. 25-32
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School-based social capital: The missing link between schools' socioeconomic composition and collective teacher efficacy
Barbara Belfi, Sarah Gielen & Bieke De Fraine, Center for Educational Effectiveness and Evaluation, Belgium; Karine Verschueren, Center for School Psychology, Belgium; Chloé Meredith, Center for Educational Effectiveness and Evaluation, Belgium
This study investigates whether the established association between school socioeconomic composition and collective teacher efficacy (CTE) is possibly mediated by teacher staffs' perceptions of... More
pp. 33-44
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Mentoring novices' teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice
Betty Achinstein, University of California, Santa Cruz, United States; Bradley Fogo, Stanford Graduate School of Education, United States
While worldwide policy attention turns to mentoring to develop new teachers' practice, researchers have not investigated mentoring exchanges that support novices' teaching of historical reasoning... More
pp. 45-58
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Taking note of obstacles research partners negotiate in long-term higher education community engagement partnerships
Liesel Ebersöhn, Tilda Loots, Irma Eloff & Ronél Ferreira
This article describes the challenges that teachers negotiated in a rural school (thwarted by rurality in an emerging-economy context) to remain partners in a long-term research project. We use the... More
pp. 59-72
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Teacher behavior as a mediator of the relationship between teacher judgment and students' motivation and emotion
Detlef Urhahne
The study examines whether teacher behavior is a mediator of the relationship between teacher judgment and students' motivation and emotion. Two hundred forty-six sixth grade students completed a... More
pp. 73-82
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Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking
Tara Barnhart & Elizabeth van Es
This study investigates pre-service teachers' capacities to attend to, analyze, and respond to student thinking. Using a performance assessment of teacher competence, we compare two cohorts of... More
pp. 83-93
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Teacher agency, positioning, and English language learners: Voices of pre-service classroom teachers
Hayriye Kayi-Aydar
This study explores the identity (re)negotiations and agency of three pre-service classroom teachers who received their ESL (English as a Second Language) endorsement at a research university in... More
pp. 94-103
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Rural, suburban, and urban schools: The impact of school setting on the efficacy beliefs and attributions of student teachers
Dee Knoblauch, Otterbein University, United States; Melissa A. Chase, Miami University, United States
This study investigated student teachers' efficacy beliefs, to determine if school setting (i.e., rural, suburban, and urban) impacted teachers' sense of efficacy. Each setting group exhibited... More
pp. 104-114
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Support for the Improvement of Practices through Intensive Coaching (SIPIC): A model of coaching for improving reading instruction and reading achievement
Misty Sailors, The University of Texas at San Antonio, United States; Larry Price, Texas State University, United States
In this study, we examined one model of coaching, Support for the Improvement of Practices through Intensive Coaching (SIPIC), which draws from both direct and responsive models of coaching with... More
pp. 115-127
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Primary teachers' attitudes, intentions and practices regarding formative assessment
Zi Yan & Eric Chi Keung Cheng
This study aims to explore the relationships among teachers' attitudes, intentions, and practices regarding formative assessment under the framework of the Theory of Planned Behaviour. A total of... More
pp. 128-136
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Who chooses teaching under different labor market conditions? Evidence from West Germany, 1980–2009
Martin Neugebauer
To shed light on this question, this paper analyzes trends in labor market conditions and trends in teacher graduates' characteristics over three decades. Based on representative data from West... More
pp. 137-148
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The business of learning to teach: A Critical Metaphor Analysis of one Teacher's journey
Lauren Gatti & Theresa Catalano, University of Nebraska-Lincoln, United States
This article analyzes the learning to teach process of one novice teacher, Rachael, enrolled in an Urban Teacher Residency (UTR) in Harbor City, United States. Building on Loh and Hu's (2014)... More
pp. 149-160
