Teaching and Teacher Education: An International Journal of Research and Studies
April 2019 Volume 80, Number 1
Table of Contents
Number of articles: 22
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Chinese preschool teachers’ classroom instructional support quality and child-centered beliefs: A latent profile analysis
Yi Yang, China Women's University, China; Bi Ying Hu, Faculty of Education, China
pp. 1-12
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Use of the stages of concern questionnaire in a national top-down reform effort
Christian Fischer, University of California, Irvine, United States; Ayana McCoy, University of Massachusetts Boston, United States; Brandon Foster, Education Development Center, Inc., United States; Arthur Eisenkraft, University of Massachusetts Boston, United States; Frances Lawrenz, University of Minnesota, United States
The Stages of Concern (SoC) dimension of the Concerns-Based Adoption Model is a developmental framework to measure teachers' concerns during curricular changes. The SoC has rarely been used in a... More
pp. 13-26
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Using a collaborative action research approach to negotiate an understanding of formative assessment in an era of accountability testing
Xinying Yin & Gayle A. Buck
This collaborative action research explored science educators' negotiation with implementing formative assessment in the context of summative accountability testing in the U.S. We identified six... More
pp. 27-38
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Value, practice and proficiency: Teachers' complex relationship with assessment for learning
Christopher Charles Deneen, Learning and Teaching Design | RMIT Studios, Australia; Gavin W. Fulmer, Department of Teaching and Learning, United States; Gavin T.L. Brown, School of Learning, New Zealand; Kelvin Tan, Wei Shin Leong & Hui Yong Tay, Curriculum and Teaching Academic Group, Singapore
pp. 39-47
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Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity
Jenni Alisaari, Department of Teacher Education, Finland; Leena Maria Heikkola, The Center for Multilingualism in Society across the Lifespan at the University of Oslo, Norway; Nancy Commins, School of Education and Human Development, United States; Emmanuel O. Acquah, Faculty of Education and Welfare Studies, Finland
This study examined Finnish teachers' (N = 820) beliefs related to multilingualism and teaching multilingual Finnish language learners. Teachers' beliefs were mainly positive. However, teachers did... More
pp. 48-58
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Impact of early career teachers' professional identity tensions
Merel M. van der Wal, Helma W. Oolbekkink-Marchand, Harmen Schaap & Paulien C. Meijer, Radboud Teachers Academy
This study gains insight into impact of professional identity tensions in terms of affective appraisal and behavioral response. Data consisted of 126 semi-structured reflective journals from early ... More
pp. 59-70
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United States and Canada pre-service teacher certification standards for student mental health: A comparative case study
Elizabeth Levine Brown, George Mason University, United States; Kate L. Phillippo, Loyola University Chicago, United States; Karen Weston, Arizona State University, United States; Susan Rodger, Western University, Canada
U.S. and Canadian K-12 students face social-emotional and mental health concerns that stand to jeopardize their well-being and achievement. Teachers possess unique potential to promote students'... More
pp. 71-82
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Place matters: Review of the literature on rural teacher education
Emilie Mitescu Reagan, Elyse Hambacher, Tom Schram, Kathryn McCurdy, Dan Lord, Thomas Higginbotham & Beth Fornauf
pp. 83-93
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An exploratory study into teachers’ beliefs and experiences about allocating students
Janneke P.W. Sleenhof, Maaike Koopman, Marieke C.G. Thurlings & Douwe Beijaard, Eindhoven University of Technology
This study explores teachers' beliefs and experiences regarding the decisions they make about students during so-called allocation meetings, including the role of a number of influencing factors.... More
pp. 94-105
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Enhancing teachers’ knowledge of how to promote self-regulated learning in primary school students: A case study in Hong Kong
Huixuan Xu & Po Yuk Ko
The present study examined how a group of Hong Kong in-service teachers improved their knowledge of how to promote self-regulated learning (SRL) in students when they participated in a teacher... More
pp. 106-114
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Connecting the dots: Secondary science teacher candidates’ uptake of the core practice of facilitating sensemaking discussions from teacher education experiences
Matthew Kloser, Matthew Wilsey & Tia C. Madkins, University of Notre Dame, United States; Mark Windschitl, University of Washington, United States
pp. 115-127
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Gendered emotion management and teacher outcomes in secondary school teaching: A review
Rebecca E. Olson, School of Social Science, Australia; Jordan McKenzie, School of Humanities and Social Inquiry, Australia; Kathy A. Mills, Learning Sciences Institute Australia, Australia; Roger Patulny, School of Humanities and Social Inquiry, Australia; Alberto Bellocchi, School of Teacher Education and Leadership, Australia; Fiona Caristo, Learning Sciences Institute Australia, Australia
This systematic search and review of international literature (1979–2017) finds links between emotion management and gender (in 1/2 the studies), and teaching attrition outcomes (1/3). Results... More
pp. 128-144
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Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements
Abby Reisman, University of Pennsylvania, United States; Peter Cipparone, University of Michigan, United States; Lightning Jay, University of Pennsylvania, United States; Chauncey Monte-Sano, University of Michigan, United States; Sarah Schneider Kavanagh, University of Pennsylvania, United States; Sarah McGrew, Stanford University, United States; Brad Fogo, San Francisco State University, United States
pp. 145-156
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Negotiating a common language and shared understanding about core practices: The case of discussion
Pam Grossman & Christopher G. Pupik Dean
This paper illustrates how creating shared specifications of core practices and making the practice of teacher education public allowed members of the Core Practice Consortium to work through... More
pp. 157-166
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An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions
Meghan Shaughnessy, University of Michigan, United States; Hala Ghousseini, University of Wisconsin, United States; Elham Kazemi, University of Washington, United States; Megan Franke, University of California, United States; Megan Kelley-Petersen & Elizabeth Sugino Hartmann, University of Washington, United States
pp. 167-179
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“I feel like I'm teaching in a landmine”: Teaching in the context of political trauma
Janine J. Darragh, University of Idaho, United States; Gina Mikel Petrie, Eastern Washington University, United States
pp. 180-189
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How to hit a moving target: 35 years of gender and sexual diversity in teacher education
Lee Airton, Faculty of Education, Canada; Austen Koecher, Ontario Institute for Studies in Education, Canada
This essay shares findings from an exhaustive review of the English-language published scholarship on integrating gender and sexual diversity in teacher education (GSDTE) since 1982. The 158... More
pp. 190-204
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Scaling professional development for mathematics teacher educators
Michele B. Carney, Jonathan L. Brendefur, Gwyneth Hughes, Keith Thiede & Angela R. Crawford, Boise State University, United States; Dan Jesse, Metropolitan State University of Denver, United States; Brandie Ward Smith, RMC Research Corporation, United States
pp. 205-217
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Youth mentoring as service-learning in teacher education: Teacher candidates’ ethical accounts of the self
Margaret M. Lo
pp. 218-226
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Disentangling language from disability: Teacher implementation of Tier 1 English language development policies for ELs with suspected disabilities
Soyoung Park
Educators have long struggled to properly identify English learners (ELs) for special education. Response to intervention (RTI) policies intend to help rule out lack of opportunity to learn English... More
pp. 227-240
