You are here:

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

Volume 22, Number 8

Search this issue

Table of Contents

Number of articles: 15

  1. Teacher led school improvement: Teacher leadership in the UK

    Daniel Muijs & Alma Harris

    Teacher leadership is increasingly being seen as a key vehicle for school improvement and renewal. However, research on this phenomenon is limited, especially outside of the US.This article... More

    pp. 961-972

    View Abstract
  2. “Bumpy moments” in teaching: Reflections from practicing teachers

    Molly E. Romano

    During the complex teaching act, there are moments that require teachers to engage in reflection to make critical decisions about how to respond to particular problems in practice. The present... More

    pp. 973-985

    View Abstract
  3. Teacher education for a democratic society in England and South Africa

    Clive Harber & Jeff Serf

    This paper considers the role of teacher education in England and South Africa in relation to education for democratic citizenship. It argues that teacher education should play a positive role in... More

    pp. 986-997

    View Abstract
  4. Cultural considerations in teachers’ perceptions of student classroom behavior and achievement

    Kenneth M. Tyler, A. Wade Boykin & Tia R. Walton

    This study examines teachers’ perceptions of classroom motivation and achievement among students displaying culture-based classroom behaviors. Sixty-two elementary school teachers read scenarios of... More

    pp. 998-1005

    View Abstract
  5. Developing different forms of student feedback to promote teacher reflection: A 10-year collaboration

    Garry Hoban & Geoff Hastings

    This paper describes a 10-year collaboration between a teacher educator and a high-school science teacher as they investigated different ways to gather student feedback to enhance teacher... More

    pp. 1006-1019

    View Abstract
  6. Developing fundamental principles for teacher education programs and practices

    Fred Korthagen, John Loughran & Tom Russell

    Traditional approaches to teacher education are increasingly critiqued for their limited relationship to student teachers’ needs and for their meager impact on practice. Many pleas are heard for a ... More

    pp. 1020-1041

    View Abstract
  7. Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong

    David W. Chan

    The relationships among four components of emotional intelligence (emotional appraisal, positive regulation, empathic sensitivity, and positive utilization) and three components of teacher burnout ... More

    pp. 1042-1054

    View Abstract
  8. Mentoring beginning teachers in secondary schools: An analysis of practice

    Jennifer Harrison, Sue Dymoke & Tony Pell

    The conditions that promote best practice in the mentoring of beginning teachers in secondary schools are explored in this paper in relation to the experiential model of learning put forward by... More

    pp. 1055-1067

    View Abstract
  9. Education faculty students’ tendencies and beliefs about the teacher's role in education: A case study in a Turkish University

    Ayşe Ottekin Demirbolat

    This study aims at determining the tendencies of teacher candidates in a Turkish university concerning static (institutional) versus innovative (democratic and global) teacher roles, along with the... More

    pp. 1068-1083

    View Abstract
  10. Teaching portfolios in higher education and their effects: An explorative study

    Catherine De Rijdt, Eva Tiquet, Filip Dochy & Maurice Devolder

    Although many authors claim benefits of teaching portfolios for use in higher education settings, there are few empirical studies that investigate these benefits.This article deals with the... More

    pp. 1084-1093

    View Abstract
  11. Autonomy through pedagogical research

    Kathryn Castle

    This qualitative study describes a new professional stance, teacher as pedagogical researcher, provides a rationale for its emergence, demonstrates connections of pedagogical research to autonomy... More

    pp. 1094-1103

    View Abstract
  12. The paradox of administrative control in fostering teacher professional development

    Judith Haymore Sandholtz & Samantha Paredes Scribner

    In this case study, we use a consensus model as a framework for examining the professional development component of a standards-based reform effort initiated by a school district in the United... More

    pp. 1104-1117

    View Abstract
  13. Conditions for successful field experiences: Perceptions of cooperating teachers

    Barbara Graham

    In this study I have profiled the background experiences, academic preparation and perceptions of a small number of cooperating teachers in a secondary Professional Development School site about... More

    pp. 1118-1129

    View Abstract
  14. The success and failure of one mandated reform for young children

    Ellen McIntyre & Diane W. Kyle

    This article illustrates the implementation of a school reform policy for educating young children in one south eastern state in the US, a reform known as the non-graded primary program. The reform... More

    pp. 1130-1144

    View Abstract
  15. Simplified language materials—Their usage and value to teachers and support staff in mainstream settings

    Jonathan Rix

    This paper examines the current use of simplified language materials (SLMs) by teachers and support staff across England. Drawing on a survey of Primary and Secondary schools it identifies the... More

    pp. 1145-1156

    View Abstract