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

July 2008 Volume 24, Number 5

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Table of Contents

Number of articles: 20

  1. A Hong Kong case of lesson study—Benefits and concerns

    Jackie F.K. Lee

    In recent years, there has been a feeling that effective teachers can be fostered by grounding professional development in actual classroom practice. This paper reports how a group of teachers... More

    pp. 1115-1124

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  2. Silence speaks: Whiteness revealed in the absence of voice

    Lisa A. Mazzei

    In this hybrid article, the author attempts to weave together the theoretical implications of whiteness theory and a theorizing of silence on teacher education practices, research with her own... More

    pp. 1125-1136

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  3. Fulfilment of the basic psychological needs of student teachers during their first teaching experiences

    Frits Evelein, Fred Korthagen & Mieke Brekelmans

    This study focuses on an under-researched area, namely the fulfilment of basic psychological needs of student teachers during their first teaching experiences. Based on the Self-determination... More

    pp. 1137-1148

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  4. Novice teachers’ conceptions of fairness in inclusion classrooms

    Ruth A. Wiebe Berry

    The issue of “fairness” troubles some general education teachers, who may be reluctant to teach students with disabilities. Journals written by 47 general education preservice and novice teachers... More

    pp. 1149-1159

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  5. Teachers’ emotions in the reconstruction of professional self-understanding

    Alexa Darby

    This research study explores teachers’ specific emotions and the reconstruction of teachers’ professional self-understanding during a comprehensive school reform initiative. Through interviews and ... More

    pp. 1160-1172

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  6. Teachers’ job satisfaction: Analyses of the Teacher Follow-up Survey in the United States for 2000–2001

    Xiaofeng Steven Liu & Jase Ramsey

    This study examined teachers’ satisfaction with various aspects of their job through multilevel analyses of national surveys conducted in the United States. The data came from the National Center... More

    pp. 1173-1184

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  7. Mandated curriculum change and a science department: A superficial language convergence?

    Wayne Melville

    This article investigates the introduction of a systemic curriculum change, the Essential Learnings curriculum framework, in the Australian state of Tasmania. Using Gee's [(2003). Language in the... More

    pp. 1185-1199

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  8. Messy learning: Preservice teachers’ lesson-study conversations about mathematics and students

    Amy Noelle Parks

    Research about lesson study and other forms of collaborative, practice-based professional development has tended to focus on identifying structures that support teacher learning. This study builds ... More

    pp. 1200-1216

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  9. On the front-line: Teachers as active observers of pupils’ mental health

    Despina M. Rothì, Gerard Leavey & Ron Best

    There is a growing expectation that schoolteachers should not only act as educators by delivering the national curriculum, but also be more involved as tier one mental health professionals. In this... More

    pp. 1217-1231

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  10. Catching sight of talk: Glimpses into discourse groups

    Pamela Jewett & Nancy Goldstein

    This article reports on a study conducted in a graduate teacher research class with elementary and secondary classroom teachers. Wanting to create a collaborative environment in which their... More

    pp. 1232-1243

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  11. How teachers express their knowledge through narrative

    María Clemente & Elena Ramírez

    The study we carried out deals with how teachers express their practical knowledge. The main objective was to classify how it is expressed, so that we can see its components, its limits, and how... More

    pp. 1244-1258

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  12. Conceptualizing mentor knowledge: Learning from the insiders

    Michelle Parker-Katz & Mary Bay

    This study addresses the question: What constitutes mentors’ knowledge? What guides their actions with novices, and how does that shape their use of mentoring knowledge? We addressed these... More

    pp. 1259-1269

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  13. Effects of fieldwork experience on empowering prospective foreign language teachers

    Min-Hsun Chiang

    Teacher educators may have different views on what constitutes knowledge base for teacher education. Most of them, however, would agree that field experiences are indispensable for shaping and... More

    pp. 1270-1287

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  14. Teachers’ reflections of professional change during a literacy-reform initiative

    Diane Corcoran Nielsen, Arlene Lundmark Barry & Pam Trefz Staab

    Policymakers recently have targeted teacher quality, and school systems have increased their attention to instructional reform through professional development. The purpose of this study was to... More

    pp. 1288-1303

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  15. Dialogue as a catalyst for teacher change: A conceptual analysis

    Clare Penlington

    Teacher–teacher dialogue is a central activity within many professional learning programmes. Understanding how and why dialogue works as an effective tool for teacher change is a question, however,... More

    pp. 1304-1316

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  16. Disavowed: The stories of two novice teachers

    Lisa Scherff

    This case study used narrative inquiry to explore two novice English teachers’ experiences in the classroom and factors that caused them to leave the profession. Participants were one male and one ... More

    pp. 1317-1332

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  17. Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice

    Robyn M. Gillies & Michael Boyle

    This article describes the types of discourse seven high school teachers used during cooperative leaning. One classroom lesson where students worked in cooperating groups was audiotaped and fully... More

    pp. 1333-1348

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  18. School climate factors relating to teacher burnout: A mediator model

    Jessica L. Grayson & Heather K. Alvarez

    The present study investigated components of school climate (i.e. parent/community relations, administration, student behavioral values) and assessed their influence on the core burnout dimensions ... More

    pp. 1349-1363

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  19. The relationship between culture and the development of critical thinking abilities of prospective teachers

    M.M. Grosser & B.J.J. Lombard

    The emphasis placed on the individualistic and universal nature of cognitive development in some cognitive development models has resulted in the neglect of the cultural context in the development ... More

    pp. 1364-1375

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  20. Using students’ drawings to elicit general and special educators’ perceptions of co-teaching

    Harriet J. Bessette

    This paper describes the findings of a study of general and special educators’ perceptions of co-teaching in elementary and middle school classrooms. A total of 85 students, 20 general education,... More

    pp. 1376-1396

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