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

August 2018 Volume 74, Number 1

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Table of Contents

Number of articles: 22

  1. “Vygotsky for the Hood”: Connecting teacher prior life experiences and university teacher preparation curriculums for service in urban schools

    Margaret M. Schauer

    pp. 1-9

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  2. “But I Don't Want to Tell Them the Answer”: Preservice Teachers' (mis)understandings about literacy instruction

    Andrea Gelfuso

    The purpose of this study was to notice and name the beliefs 33 preservice teachers had about literacy teaching/learning. The beliefs were noted by using evidence from their ‘language-in-use’... More

    pp. 10-20

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  3. Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach

    Ángel Abós, Faculty of Health and Sport Sciences, Spain; Leen Haerens, Faculty of Medicine and Health Sciences, Belgium; Javier Sevil, Faculty of Health and Sport Sciences, Spain; Nathalie Aelterman, Faculty of Psychology and Educational Sciences, Belgium; Luis García-González, Faculty of Health and Sport Sciences, Spain

    The present study investigates how teachers’ motivation relates to burnout and engagement, teaching style and need satisfaction at work. A total of 584 secondary teachers completed validated... More

    pp. 21-34

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  4. Countering heteronormativity and cisnormativity in Australian schools: Examining English teachers' reflections on gender and sexual diversity in the classroom

    Wendy M. Cumming-Potvin, Murdoch University, Australia; Wayne Martino, University of Western Ontario, Canada

    Examining the voices of English teachers regarding the extent to which Australian high schools are providing inclusive environments, this paper aims to generate deeper understandings about... More

    pp. 35-48

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  5. Reconsidering the use of video clubs for student-teachers' learning during field placement: Lessons drawn from a longitudinal multiple case study

    Charalambos Y. Charalambous, Stavroula Philippou & George Olympiou

    Although video clubs have been used to support (student) teachers' learning through reflection upon practice, less attention has been paid to their potential use for supporting changes in... More

    pp. 49-61

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  6. Learning from those who no longer teach: Viewing teacher attrition through a resistance lens

    Jeremy Glazer

    Most public school teachers in the United States now leave the classroom before reaching retirement. Research on teacher attrition has tended to focus on novice teachers, using human capital or... More

    pp. 62-71

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  7. A heuristic model for tailoring teacher development to educational reforms: Focusing on ambiguity and conflict generation

    Tae-Hee Choi & Allan David Walker

    This paper aims to contribute to the theorisation of effective teacher development (TD) provision in a reform context. Based on a literature review, the paper identifies key reform features, i.e., ... More

    pp. 72-84

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  8. Teacher competencies in game-based pedagogy

    Tuula Nousiainen, Finnish Institute for Educational Research, Finland; Marjaana Kangas, Centre for Media Pedagogy, Finland; Jenni Rikala, Finnish Institute for Educational Research, Finland; Mikko Vesisenaho, Department of Teacher Education, Finland

    This study examines what kind of competencies teachers need in using game-based pedagogy (GBP). In our conceptual framework, GBP entails four approaches: using educational games or entertainment... More

    pp. 85-97

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  9. The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings

    Sheng-Lun Cheng & Kui Xie, The Ohio State University, United States

    The purpose of this study is to examine the relations among teacher value beliefs, personal characteristics, and Technological Pedagogical Content Knowledge (TPACK) in both intervention and non... More

    pp. 98-113

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  10. Brokering activities and learning mechanisms at the boundary of educational research and school practice

    Ulrike Hartmann & Jasmin Decristan, University of Wuppertal, Germany

    The interview study explores in what kind of settings people broker at the boundary of educational research and school practice and what kind of learning they experience. Learning mechanisms ... More

    pp. 114-124

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  11. Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment

    Rebecca J. Collie, Helena Granziera & Andrew J. Martin

    We investigated the extent to which perceived autonomy support (PAS) is associated with adaptability and, in turn, whether both are associated with emotional exhaustion and work disengagement. The ... More

    pp. 125-136

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  12. The conceptualization and exploration of socially just teaching: A qualitative study on higher education English professors

    Akram Ramezanzadeh, Adjunct English Instructor, Iran (Islamic Republic Of); Saeed Rezaei, Sharif University of Technology, Iran (Islamic Republic Of)

    This study explored the conceptualization of socially just teaching in higher education. Participants were English language professors who were studied through a qualitative study. The data... More

    pp. 137-145

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  13. A mixed methods investigation of teachers' self-efficacy for culturally responsive instruction

    Victor Malo-Juvera, University of North Carolina Wilmington, United States; Pamela Correll, Missouri State University, United States; Susan Cantrell, University of Kentucky, United States

    pp. 146-156

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  14. From objects to subjects: Repositioning teachers as policy actors doing policy work

    Scott Ellison, Department of Educational Psychology & Foundations, United States; Ashlee B. Anderson, Department of Theory & Practice in Teacher Education, United States; Brittany Aronson, Miami University, United States; Courtney Clausen, Department of Educational Psychology & Foundations, United States

    Within policy discourses, teachers are positioned as objects of reform who enact policies under rational systems of observation and accountability and are, therefore, situated as de... More

    pp. 157-169

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  15. Teaching: A practical or research-based profession? Teacher candidates' approaches to research-based teacher education

    Mikko Puustinen, Janne Säntti, Anna Koski & Tuure Tammi

    This article analyses teacher training in Finland from the teacher candidate's perspective. The focus is on two key concepts, the Teacher as a Researcher and the Personal Practical Theory, which... More

    pp. 170-179

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  16. Emotion regulation in teachers: The “why” and “how”

    Jamie L. Taxer & James J. Gross

    We used the process model of emotion regulation to gain a deeper understanding of teachers' emotion regulation goals and strategies. Fifty-six teachers reported why and how they regulate emotions... More

    pp. 180-189

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  17. Kindergarten and first grade teachers' content and pedagogical content knowledge of reading and associations with teacher characteristics at rural low-wealth schools

    Rebecca L.P. Jordan, Appalachian State University, United States; Mary Bratsch-Hines & Lynne Vernon-Feagans, University of North Carolina at Chapel Hill, United States

    Although often assessed as one construct, teachers have been shown to draw on both content and pedagogical content knowledge as they teach reading. Factor analysis on sixty-six primary teachers in ... More

    pp. 190-204

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  18. Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong

    Rui Yuan & Pauline Mak

    This paper reports on an investigation into two pre-service teachers' reflective learning through a series of integrated and interactive tasks (i.e., collaborative lesson planning, group... More

    pp. 205-214

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  19. Designing and redesigning research-based teacher education

    Hilde Wågsås Afdal & Kari Spernes

    pp. 215-228

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  20. The coverage of distributed practice and retrieval practice in Flemish and Dutch teacher education textbooks

    Tim Surma, Open University of the Netherlands; Kristel Vanhoyweghen, Het Perspectief PCVO Teacher Training Institute, Belgium; Gino Camp & Paul A. Kirschner, Open University of the Netherlands

    To determine if and how teachers are being educated about effective learning strategies we analysed the topical coverage of two highly effective strategies, distributed practice and retrieval... More

    pp. 229-237

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