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

October 2012 Volume 28, Number 7

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Table of Contents

Number of articles: 14

  1. Inservice science teachers' views of a professional development workshop and their learning of force and motion concepts

    Susan Ramlo

    Teacher attitudes affect their instruction such that positive teacher attitudes enhance the teaching and learning process. The purpose of this study was to explore inservice science teachers' views... More

    pp. 928-935

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  2. Teachers' conceptions of excellent teaching and its relationships to self-reported teaching practices

    Junjun Chen, Gavin T.L. Brown, John A.C. Hattie & Pam Millward

    This study surveyed Chinese middle school (n = 951) teachers' conceptions of excellent teaching and examined the relationship of those conceptions to their self-reported teaching practices.... More

    pp. 936-947

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  3. Teachers' expectations of teacher–student interaction: Complementary and distinctive expectancy patterns

    R.J. de Jong, J. van Tartwijk, N. Verloop, I. Veldman & T. Wubbels

    In this study it is investigated what student responses teachers expect in particular teacher behaviour vignettes, and whether experience and gender produce differences in expectations. Teacher... More

    pp. 948-956

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  4. An ecological examination of teachers' emotions in the school context

    Dionne I. Cross & Ji Y. Hong

    This qualitative case study discusses teachers' emotions, in particular two elementary teachers in a school serving a high-poverty, high-minority population. Using Bronfenbrenner's ecological... More

    pp. 957-967

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  5. Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being

    Gavin T.L. Brown, Lois R. Harris & Jennifer Harnett

    Teachers’ understandings of feedback probably influence the type and quality of feedback that they provide. The beliefs of 518 New Zealand practicing teachers about feedback were evaluated with the... More

    pp. 968-978

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  6. Creating foundations for collaboration in schools: Utilizing professional learning communities to support teacher candidate learning and visions of teaching

    Nicole Miller Rigelman & Barbara Ruben

    Despite widespread acknowledgment of the power of professional collaboration, the norm in most schools is teachers working in isolation. Our study examined the impact of multiple layers of... More

    pp. 979-989

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  7. Reclaiming professionalism for geography education: Defending our own territory

    Theresa Bourke, Mary Ryan & John Lidstone

    In a world where governments increasingly attempt to impose regulation on all professional activities, this paper advocates that professional standards for teachers be developed ‘by the profession ... More

    pp. 990-998

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  8. Co-teaching as a context for teachers' professional learning and joint knowledge construction

    Anna Rytivaara & Ruth Kershner

    The study examined two primary teachers' professional learning and joint knowledge construction in the context of co-teaching. The teachers narrated their learning as a collaborative process with... More

    pp. 999-1008

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  9. Demonstrating a situated learning approach for in-service teacher education in rural India: The Quality Education Programme in Rajasthan

    Anju Saigal

    Recent educational policy in India has repositioned elementary school teachers as active, reflective practitioners, not just ‘deliverers’ of syllabus material. This article examines innovations in ... More

    pp. 1009-1017

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  10. A view of rural schooling through the eyes of former students

    Mercedes Suárez Pazos, Renée DePalma & Pedro Membiela

    Teachers who attended unitary rural schools in northwestern Spain were asked to relate their early school experiences in the form of a personal reflective and analytical narrative. Our analysis of ... More

    pp. 1018-1026

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  11. Mapping control and affiliation in teacher–student interaction with State Space Grids

    M. Tim Mainhard, Helena J.M. Pennings, Theo Wubbels & Mieke Brekelmans

    This paper explores how State Space Grids (SSG), a dynamic systems research method, can be used to map teacher–student interactions from moment-to-moment and thereby to incorporate temporal aspects... More

    pp. 1027-1037

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  12. Preparing beginning teachers to elicit and interpret students' mathematical thinking

    Laurie Sleep & Timothy A. Boerst

    This study investigated how teacher education assignments can be designed to support beginning teachers in learning to do the work of teaching. We examined beginners' formative assessment practices... More

    pp. 1038-1048

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  13. Conflict between work and family among New Zealand teachers with dependent children

    Melanie Palmer, Dennis Rose, Matthew Sanders & Fiona Randle

    Changes in family and employment patterns have lead to an increasing need for families to balance work and family roles. Little research has examined work and family conflict among teachers. In the... More

    pp. 1049-1058

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  14. School teachers bullied by their students: Teachers' attributions and how they share their experiences

    Teemu Kauppi & Maili Pörhölä

    Previous studies suggest that many teachers worldwide are bullied by students. However, deeper understanding of teachers' bullying experiences; of their interpretations of the causes of bullying;... More

    pp. 1059-1068

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