Teaching and Teacher Education: An International Journal of Research and Studies
January 2014 Volume 37, Number 1
Table of Contents
Number of articles: 20
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Positioning the individual teacher in school-based learning for inclusion
Marietjie Oswald
This paper reports on a critical ethnographic case study investigating teacher learning in a primary school in South Africa. A qualitative research methodology within a cultural–historical activity... More
pp. 1-10
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Professional accreditation of initial teacher education programmes: Teacher educators' strategies—Between ‘accountability’ and ‘professional responsibility’?
Tone Dyrdal Solbrekke, Department of Education, Norway; Ciaran Sugrue, School of Education, Ireland
National audit systems have emerged to assure their publics about the quality of pre-service programmes. This paper investigates and critically discusses accounts from interviews with four Irish... More
pp. 11-20
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Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education
Jolien M. van Uden, Regional College for Vocational Education and Training of Twente; Henk Ritzen, Saxion University of Applied Sciences; Jules M. Pieters, University of Twente
Student engagement is an important precursor for learning. In this study we used teacher (N = 200) and student (N = 2288) questionnaires to investigate whether perceived interpersonal teacher... More
pp. 21-32
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Operating in global educational contact zones: How pedagogical adaptation to local contexts may result in the renegotiation of the professional identities of English language teachers
James Scotland
This article explores how the professional identities of ten experienced English language teachers were affected as their pedagogies adapted to operating in a major government institution of higher... More
pp. 33-43
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A researcher-facilitator's reflection: Implementing a Singapore case of learning study
Yuen Sze Michelle Tan
This paper reports a researcher-facilitator's reflection of implementing a professional development approach, and serves to address the inadequate attention given to the influence of researcher... More
pp. 44-54
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Head start and the intensification of teaching in early childhood education
Robert V. Bullough, Center for the Improvement of Teacher Education and Schooling (CITES), United States; Kendra M. Hall-Kenyon & Kathryn L. MacKay, Department of Teacher Education, United States; Esther E. Marshall, McKay School of Education, United States
Head Start is the largest early childhood education program in the US. Echoing patterns emerging in ECE world-wide, Head Start has dramatically changed. Greater emphasis is now placed on... More
pp. 55-63
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Universal principles transform national priorities: Bologna Process and Russian teacher education
Olena Aydarova
In 2003, the Russian Federation joined the Bologna Process, which accompanied the introduction of global neoliberal reforms into the Russian post-socialist space. To examine these transformations, ... More
pp. 64-75
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Delving into the meaning of productive reflection: A study of future teachers' reflections on representations of teaching
Deborah A. Moore-Russo & Jillian N. Wilsey
This study incorporated multiple methods of analysis to explore the productivity of future teachers' reflections after viewing animations as representations of algebra instruction. Two groups of... More
pp. 76-90
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The impact of the organizational transfer climate on the use of teacher leadership competences developed in a post-initial Master's program
Marco Snoek, School of Education; Monique Volman, Research Institute of Child Development and Education
The transfer of learning outcomes of Master's programs for teachers is not self-evident. In this study, 18 teachers who recently graduated and their supervisors were interviewed on the transfer of ... More
pp. 91-100
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Job pressure and ill-health in physical education teachers: The mediating role of psychological need thwarting
Kimberley Jane Bartholomew, Nottingham Trent University, United Kingdom; Nikos Ntoumanis, University of Birmingham, United Kingdom; Ricardo Cuevas, Universidad de Castilla-La Mancha, Spain; Chris Lonsdale, University of Western Sydney, Australia
Drawing from self-determination theory, this study examined the interplay among PE teachers' (N = 364) self-reported perceptions of job pressure, psychological need thwarting, burnout, and somatic ... More
pp. 101-107
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“Once hired, seldom gone”: The deliberation process of beginning teachers in Taiwan in deciding to stay in teaching
Hsiou-Huai Wang & Bih-Jen Fwu
High attrition of beginning teachers is a long-standing issue for many countries. While in some countries, beginning teachers tend to be “hired today, gone tomorrow,” in societies such as Taiwan,... More
pp. 108-118
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How do teachers promote their students' lifelong learning in class? Development and first application of the LLL Interview
Julia Klug, Noreen Krause, Barbara Schober, Monika Finsterwald & Christiane Spiel
Lifelong learning's (LLL) cornerstones are laid at school. Especially teachers' behaviour is central. As of yet, there is no instrument to measure teachers' efforts in promoting aspects associated ... More
pp. 119-129
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Resolving the chicken-or-egg causality dilemma: The longitudinal interplay of teacher knowledge and teacher beliefs
Sigrid Blömeke, Humboldt University of Berlin, Germany; Nils Buchholtz, University of Hamburg, Germany; Ute Suhl, Humboldt University of Berlin, Germany; Gabriele Kaiser, University of Hamburg, Germany
To examine the longitudinal relation between knowledge and beliefs and to determine cause and effect, 183 mathematics teachers were assessed three times during their first years of teacher... More
pp. 130-139
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From ugly duckling to swan: Stories of novice teachers
Orna Schatz-Oppenheimer, Hebrew University, Israel; Nurit Dvir, The Kibbutzim College of Education, Israel
In this article, we examine processes that underlie the formation of novice teachers' professional identity through an analysis of three stories submitted as entries in a story competition.... More
pp. 140-149
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Alternative forms of teacher hiring in developing countries and its implications: A review of literature
Amita Chudgar, Madhur Chandra & Ayesha Razzaque
Faced with teacher shortage, and limited budgets several developing countries have accepted lower certification and education requirements, eliminated teacher tenure, and curtailed teacher salary... More
pp. 150-161
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Broadening our lenses of perception to advance learning: An introduction to multilectics
Gene Fellner
In Broadening our lenses of perception, I address the need to assess students through multiple lenses rather than through the dominant lens of standardized tests. I propose what I call... More
pp. 169-182
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Real-time teacher–student interactions: A Dynamic Systems approach
Helena J.M. Pennings, Jan van Tartwijk, Theo Wubbels & Luce C.A. Claessens, Utrecht University; Anna C. van der Want, Eindhoven School of Education; Mieke Brekelmans, Utrecht University
Teacher–student relationships develop from real-time teacher–student interactions. These real-time interactions can be characterized by interpersonal content, structure, and complementarity. We... More
pp. 183-193
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Sharing seeing: Exploring photo-elicitation with children in two different cultural contexts
Carolyne Ali-Khan, University of North Florida, Foundations and Secondary Education Department, United States; Christina Siry, University of Luxembourg, Luxembourg
This work uses text and photos to explore research into visual methods with children in Pakistan and Luxembourg. Children are typically positioned as unable to participate as actors in the... More
pp. 194-207
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First steps into understanding teachers' visual perception of classroom events
Niek van den Bogert & Jan van Bruggen, Fontys University of Applied Science; Danny Kostons, Open University of The Netherlands; Wim Jochems, Eindhoven University of Technology
Student-teachers struggle to become competent at classroom management. To do so, Berliner (2001) and Feldon (2007) argue for the significance of speedy and accurate recognition of relevant cues for... More
pp. 208-216
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Essential knowledge for academic performance: Educating in the virtual world to promote active learning
Gwen Noteborn, Maastricht University; Amber Dailey-Hebert, Park University, United States; Katerina Bohle Carbonell & Wim Gijselaers, Maastricht University
Education has traditionally focused on the importance of content, and has guided curriculum design according to this principle. While content knowledge is important, to excel in the labor market... More
pp. 217-234
