Teaching and Teacher Education: An International Journal of Research and Studies
November 2008 Volume 24, Number 8
Table of Contents
Number of articles: 20
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Equity, democracy, and neoliberal assaults on teacher education
Christine Sleeter
Although in the long run, neoliberalism has a track record of undermining equity and democracy, in the short run it has directed attention to education needs that have been inadequately addressed. ... More
pp. 1947-1957
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W(h)ither the sense of wonder of pre-service primary teachers’ when teaching science?: A preliminary study of their personal experiences
Tonie L. Stolberg
This preliminary study seeks to explore whether wonder-based reflections are sources of inspiration for our future teachers of science. What experiences have brought them personally a sense of... More
pp. 1958-1964
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The role of elementary teachers’ conceptions of closeness to students on their differential behaviour in the classroom
Melissa Newberry & Heather A. Davis
While many studies have documented the importance of supportive student–teacher relationships, particularly during students’ formative education experiences, few studies have systematically... More
pp. 1965-1985
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Pedagogical literacy: What it means and what it allows
Effie Maclellan
In the context of literacy being understood as an evolving concept, this article argues that a particular form of literacy, pedagogical literacy, is an important cognitive tool for a developed... More
pp. 1986-1992
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Joseph Schwab, self-study of teaching and teacher education practices proponent? A personal perspective
Cheryl J. Craig
The field of self-study of teaching and teacher education practices, like a number of other areas of inquiry, appears negligent in paying intellectual debt to Joseph Schwab who revolutionalized the... More
pp. 1993-2001
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Rethinking classroom-oriented instructional development models to mediate instructional planning in technology-enhanced learning environments
Cher Ping Lim & Ching Sing Chai
Although classroom-oriented instructional development (ID) models have the potential to help teachers think and plan for effective instruction with technology, research studies have shown that they... More
pp. 2002-2013
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Learning from curriculum materials: Scaffolds for new teachers?
Pam Grossman & Clarissa Thompson
This article explores how beginning teachers use and learn from curriculum materials. As part of a longitudinal study of beginning English teachers who teach in the Pacific Northwest of the United ... More
pp. 2014-2026
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Getting the fish out of the water: Considering benefits and problems of doing research on teacher education at an international level
Sigrid Blömeke & Lynn Paine
Structure and content of teacher education depend on a deeper rationale, which is a result of cultural boundaries. At the same time teaching is a cultural practice that differs across countries.... More
pp. 2027-2037
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Synergistic scaffolds as a means to support preservice teacher learning
Laura R. Van Zoest & Shari L. Stockero
This study investigates the role of synergistic scaffolds in supporting preservice teachers’ knowledge of self-as-teacher. Data include preservice teacher papers written before and after the... More
pp. 2038-2048
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Pre-service teachers’ use of the objective knowledge framework for reflection during practicum
Stephanie Chitpin, Marielle Simon & James Galipeau
This empirical study, conducted in a Canadian university, argues that the objective knowledge growth framework (OKGF), a self-directed reflective approach, can contribute to the professional... More
pp. 2049-2058
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Teacher perceptions and individual differences: How they influence rural teachers’ motivating strategies
Patricia L. Hardré & David W. Sullivan
This study examined the influence of high school teachers’ perceptions and individual difference characteristics on teachers’ use of motivating strategies in their classrooms. Participants were 75 ... More
pp. 2059-2075
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Alternative placements in initial teacher education: An evaluation
Noel Purdy & Ken Gibson
The paper evaluates a programme of short alternative placements for final-year B.Ed. students in Northern Ireland, which aims to broaden student teachers’ experience and develop their transferable ... More
pp. 2076-2086
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The efficacy of embedding special education instruction in teacher preparation programs in the United States
Kimberlee S. Brown, Lesley A. Welsh, Kristin Haegele Hill & Joseph P. Cipko
This study examined the effects of embedding special education instruction into preservice general education assessment courses. Participants were teacher candidates in the United States enrolled... More
pp. 2087-2094
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Primary and secondary teachers’ conceptions about heritage and heritage education: A comparative analysis
Jesús Estepa Giménez, Rosa María Ávila Ruiz & Mario Ferreras Listán
This study describes and analyses the conceptions of primary teachers and secondary teachers of Physics–Chemistry, Biology–Geology and Geography–History with respect to the concept of heritage and ... More
pp. 2095-2107
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Preparing preservice teachers to make instructional decisions: An examination of data from the teacher work sample
Frank Kohler, John E. Henning & Jaime Usma-Wilches
The purpose of this American study was to examine student teachers’ ability to make instructional decisions as they engaged in teaching. We examined the narrative accounts provided by 150 student... More
pp. 2108-2117
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Social competence as an educational goal: The role of the ethnic composition and the urban environment of the school
Annemieke Zwaans, Ineke van der Veen, Monique Volman & Geert ten Dam
This article concerns the relationship between social–educational goals and the school context. We used a questionnaire to map the educational goals of teachers in pre-vocational education in the... More
pp. 2118-2131
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Borders to cross: Identifying sources of tension in mentor–intern relationships
Leslie Upson Bradbury & Thomas R. Koballa
We used border crossing as a theoretical framework to explore the tensions that developed between two mentor–intern pairs during the course of a yearlong internship in high schools in the United... More
pp. 2132-2145
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Service-learning in early childhood teacher education: Using service to put meaning back into learning
Vickie E. Lake & Ithel Jones
Service-learning is defined as a teaching/learning method that connects meaningful community service with academic learning, personal growth, and civic responsibility. In this study, conducted at... More
pp. 2146-2156
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Through the nominations of principals: Effective teachers of African American students share limitations of high-stakes testing
Kenya L. Haynes
This study examines how elementary school teachers, nominated by their principals as effective teachers of African American students, perceive their effectiveness in an era of high-stakes testing... More
pp. 2157-2167
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The paired-placement of student teachers: An alternative to traditional placements in secondary schools
Jeffery D. Nokes, Robert V. Bullough, Winston M. Egan, James R. Birrell & J. Merrell Hansen
The purpose of this study was to test the effectiveness of the paired-placement of student teachers in secondary school settings. Would such placements foster the learning and development of... More
pp. 2168-2177
