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

April 2008 Volume 24, Number 3

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Table of Contents

Number of articles: 23

  1. Promoting versatility in mentor teachers’ use of supervisory skills

    Frank Crasborn, Paul Hennissen, Niels Brouwer, Fred Korthagen & Theo Bergen

    Mentor teachers need a versatile supervisory skills repertoire. Besides taking the prevalent role of daily advisor and instructor, mentor teachers should also be able to stimulate reflection in... More

    pp. 499-514

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  2. A philosophical investigation of the role of teachers: A synthesis of Plato, Confucius, Buber, and Freire

    Seung Hwan Shim

    This study proposes the ideal role of teachers through the examination of Plato, Confucius, Buber, and Freire on the subject. Teachers not only contribute to the development of individuals and... More

    pp. 515-535

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  3. Educative experiences and early childhood science education: A Deweyan perspective on learning to observe

    Elaine V. Howes

    This paper is a report of work conducted at an urban elementary professional development school in the eastern US. John Dewey's explication of ‘educative experiences’ is applied to describe... More

    pp. 536-549

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  4. Effects of collaborative mentoring on the articulation of training and classroom situations: A case study in the French school system

    Sébastien Chaliès, Stéfano Bertone, Eric Flavier & Marc Durand

    This study assessed the effects of a collaborative mentoring sequence on the professional development of a preservice teacher (PT). The analysis of data from observation and self-confrontation... More

    pp. 550-563

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  5. Stages of collaboration and the realities of professional learning communities

    Anne-Marie Dooner, David Mandzuk & Rodney A. Clifton

    Although professional learning communities are often promoted as unique learning opportunities, little is known about how they get started and how they are sustained. For this reason, group members... More

    pp. 564-574

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  6. The start-up phase in a research and development work project: A foundation for development

    May Britt Postholm

    The article is based on a research and development work project (R&D project) conducted in a Norwegian lower secondary school. The purpose of the text is to describe the researchers’ and teachers’ ... More

    pp. 575-584

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  7. Identifying and evaluating teachers’ knowledge in relation to child abuse and neglect: A qualitative study with Australian early childhood teachers

    Kerryann Walsh & Ann Farrell

    Child abuse and neglect are serious social problems that make extraordinary demands on teachers’ knowledge and professionalism. Yet the field of education has been slow to develop a discipline... More

    pp. 585-600

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  8. Teacher education programmes delivered at a distance: An examination of distance student perceptions

    Allan Young & Chance W. Lewis

    Recent technological developments have greatly influenced the ways American universities deliver educational course offerings to students at a distance. The perception of pre-service teachers in... More

    pp. 601-609

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  9. Raising standards in American schools? Problems with improving teacher quality

    Emma Smith

    The quality of the teacher workforce is a subject of perennial concern in many developed countries. In the United States, through the No Child Left Behind (NCLB) Act, the federal government has a... More

    pp. 610-622

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  10. Building a model to define the concept of teacher success in Hong Kong

    Cheung Lai-man Elizabeth, Cheng May-hung May & Pang King Chee

    The research studies how outstanding teachers from Hong Kong conceptualize teacher success or effectiveness. This study adds to the knowledge base concerned by raising the importance of the... More

    pp. 623-634

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  11. Mentoring and being mentored: The story of a novice music teacher's success

    Margaret Schmidt

    This qualitative study examined the growth of Jelani, a failing novice teacher who successfully received tenure following his third year of teaching. His progress seemed related to the quality of... More

    pp. 635-648

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  12. Academics and practitioners: Partners in generating knowledge or citizens of two different worlds?

    Maria N. Gravani

    The research reported in this paper explores aspects of the relationship between academics and practitioners in the context of a professional development programme. It is illustrated by qualitative... More

    pp. 649-659

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  13. Examining the practice of beginning teachers’ micropolitical literacy within professional inquiry communities

    Marnie Curry, Kim Jaxon, Jennifer Lin Russell, Mary Alice Callahan & Jeanette Bicais

    This paper investigates beginning teachers collaboratively making sense of and responding to the micropolitical environments of their schools. Drawing on a qualitative multi-case study conducted... More

    pp. 660-673

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  14. Choosing teachers: Exploring agency and structure in the distribution of newly qualified teachers

    Andrew Noyes

    This paper theorises aspects of the distribution of newly qualified teachers in England, which is not arbitrary but patterned with differential effects upon socially distanced learners. As part of ... More

    pp. 674-683

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  15. Mentoring beginning primary teachers for exemplary teaching practices

    Alysia D. Roehrig, Catherine M. Bohn, Jeannine E. Turner & Michael Pressley

    In exploring the potential for mentoring to support novice teachers’ use of effective teaching practices, we conducted a grounded theory analysis about change potential. Themes emerging from cross-... More

    pp. 684-702

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  16. In good hands: Preparing research-skilled graduates for the early childhood profession

    Myra Dunn, Linda J. Harrison & Kennece Coombe

    Recent developments in early childhood teacher education have seen the inclusion of curricula designed to serve the concept of continuous professional renewal through educating undergraduates in... More

    pp. 703-714

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  17. Students’ reaction to classroom discipline in Australia, Israel, and China

    Ramon Lewis, Shlomo Romi, Yaacov J. Katz & Xing Qui

    This study investigates the extent to which students from Australia, Israel, and China report that their teachers’ classroom disciplinary behaviour affects their attitudes towards schoolwork and... More

    pp. 715-724

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  18. Co-constructors of data, co-constructors of meaning: Teacher professional development in an age of accountability

    Leyton M. Schnellert, Deborah L. Butler & Stephanie K. Higginson

    This research examines how engaging teachers in collaboratively constructing situated assessments enhances teacher professional development, fosters meaningful shifts to practice, and supports... More

    pp. 725-750

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  19. Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self

    Amy B. Dellinger, Jacquline J. Bobbett, Dianne F. Olivier & Chad D. Ellett

    This paper distinguishes between teacher efficacy and teacher self-efficacy beliefs and describes a need for theory and research-based measures of teachers’ self-efficacy beliefs that are grounded ... More

    pp. 751-766

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  20. “The voice of every Black person”?: Bringing authentic minority voices into the multicultural dialogue

    Renée DePalma

    Multicultural education courses in US teacher training programmes attempt to prepare (mostly and increasingly white) trainee teachers to work effectively with children from racial and ethnic... More

    pp. 767-778

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