Teaching and Teacher Education: An International Journal of Research and Studies
January 2011 Volume 27, Number 1
Table of Contents
Number of articles: 24
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Teacher knowledge: What is it? How do we uncover it? What are its implications for schooling?
Miriam Ben-Peretz
This paper follows the ways in which publications in TATE, that focus on teacher knowledge, provide insights into the development and growth of scholarly understanding of teacher knowledge.... More
pp. 3-9
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Teacher professional development in Teaching and Teacher Education over ten years
Beatrice Avalos
A review of publications in Teaching and Teacher Education over ten years (2000–2010) on teacher professional development is the subject of the paper. The first part synthesises production referred... More
pp. 10-20
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Ethical and moral matters in teaching and teacher education
Robert V. Bullough
The author reviews a set of articles on ethical and moral matters in teaching and teacher education previously published by Teaching and Teacher Education. Comparisons are made and a summary of... More
pp. 21-28
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Messy collaboration: Learning from a Learning Study
Bob Adamson & Elizabeth Walker
Messy collaboration refers to complexity, unpredictability and management dilemmas when educators work together. Such messiness was evident in a Hong Kong English Learning Study, a structured... More
pp. 29-36
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The role of teachers in facilitating situational interest in an active-learning classroom
Jerome I. Rotgans & Henk G. Schmidt
The study sought to explore whether interactional teacher characteristics such as social congruence, subject-matter expertise, and cognitive congruence increase situational interest in students.... More
pp. 37-42
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Rethinking assumptions of demographic privilege: Diversity among White preservice teachers
Judson C. Laughter
In this study, White preservice teachers engaged in a dialogue circle around issues of race and racism in the classroom. Evidence indicated a need to reevaluate and diversify the ways in which each... More
pp. 43-50
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Measuring authoritative teaching
Sigrun K. Ertesvåg
High quality measurements are important to evaluate interventions. The study reports on the development of a measurement to investigate authoritative teaching understood as a two-dimensional... More
pp. 51-61
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From school teacher to university lecturer: Illuminating the journey from the classroom to the university for two arts educators
Carmen Carrillo & Margaret Baguley
This article aims to provide insights into the journey of two artist teachers who currently work as arts educators at the university level. Narrative inquiry has been used to discuss how the arts... More
pp. 62-72
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The role of teachers’ cognitive support in motivating young Hong Kong Chinese children to read and enhancing reading comprehension
Yin-kum Law
This study analysed the reading lessons of 35 Hong Kong Grade 2 Chinese teachers to investigate whether their instructional practices were related to their students’ motivation and reading... More
pp. 73-84
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Teacher professional leadership in support of teacher professional development
Mike Taylor, Anne Yates, Luanna H. Meyer & Penny Kinsella
Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those... More
pp. 85-94
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Let’s make a movie: Investigating pre-service teachers’ reflections on using video-recorded role playing cases in Turkey
Mustafa Koc
This study examined the potential consequences of using student-filmed video cases in the study of classroom management in teacher education. Pre-service teachers in groups were engaged in video... More
pp. 95-106
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Developing cohesion and building positive relationships through storytelling in a culturally diverse New Zealand classroom
Delia Baskerville
Educational research highlights the importance of positive teacher student relationships and recommends teachers adopt teaching strategies that are more culturally inclusive, and allow for... More
pp. 107-115
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Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities
Dirk Richter, Mareike Kunter, Uta Klusmann, Oliver Lüdtke & Jürgen Baumert
This study examined teachers’ uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results... More
pp. 116-126
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“So, where do they fit in?” Teachers’ perspectives of multi-cultural education and diversity in Singapore
Theresa Alviar-Martin & Li-Ching Ho
This qualitative study attends to six Singaporean teachers’ experiences of diversity and understanding of multicultural education to illuminate the influence of national policies and narratives on ... More
pp. 127-135
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Coping strategies for adaptation to new teacher appointments: Intervention for retention
Elaine Sharplin, Marnie O’Neill & Anne Chapman
Findings are presented from a qualitative longitudinal collective case study of 29 teachers newly appointed to rural or remote schools in Western Australia. All participants experienced stress and ... More
pp. 136-146
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Aspects of school–university research networks that play a role in developing, sharing and using knowledge based on teacher research
Frank Cornelissen, Jacqueline van Swet, Douwe Beijaard & Theo Bergen
School–university research networks aim at closer integration of research and practice by means of teacher research. Such practice-oriented research can enhance teachers’ professional knowledge... More
pp. 147-156
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The dilemma of time: Student-centered teaching in the rural classroom in China
Dan Wang
China has been promoting student-centered education under the current curriculum reform. However, teachers in rural schools continue to exercise tight control of the classroom, with lecturing... More
pp. 157-164
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Taiwanese technical education teachers’ professional development: An examination of some critical factors
Jen-Chia Chang, Yu-Mei Yeh, Su-Chang Chen & Hsi-Chi Hsiao
There is a lack of research in the area of the influence that task autonomy (TA), organizational learning (OL), and group cohesiveness (GC) can have on technical education teachers' innovation of... More
pp. 165-173
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Working with learners’ mathematical thinking: Towards a language of description for changing pedagogy
Karin Brodie
This paper examines teachers’ classroom talk as teachers respond to, interact with and take forward learners’ contributions. Teachers’ responses to learner contributions provide a useful lens in... More
pp. 174-186
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Re-embodying (preservice middle years) teachers? An attempt to reposition the body and its presence in teaching and learning
lisahunter
This four-part story is about one teacher educator’s attempt to embody praxis as a form of academic work, emphasizing the importance of the corporeal in learning and teaching. I describe the inter-... More
pp. 187-200
