Teaching and Teacher Education: An International Journal of Research and Studies
November 2014 Volume 44, Number 1
Table of Contents
Number of articles: 17
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Teaching transformation under centralized curriculum and teacher learning community: Two Chinese chemistry teachers' experiences in developing inquiry-based instruction
Su Gao, Department of Teaching and Learning, United States; Jian Wang, Department of Curriculum and Instruction, United States
The establishment of centralized curriculum standards and school-based teacher learning communities are presumably necessary to reform science teaching towards inquiry-based instruction in many... More
pp. 1-11
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Encouraging and being encouraged: Development of an epistemic community and teacher professional growth in a Singapore classroom
Xueli Wang, Nanyang Technological University, Singapore; Beaumie Kim, University of Calgary, Canada; Jason Wen Yau Lee, Nanyang Technological University, Singapore; Mi Song Kim, University of Western Ontario, Canada
This paper discusses a case study of a teacher's effort in a Singapore secondary school to develop an epistemic community in the classroom, in collaboration with university researchers. There is a ... More
pp. 12-24
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Response and training needs of school staff towards student self-injury
Emily Berger, Faculty of Education, Australia; Penelope Hasking, School of Psychology and Speech Pathology, Australia; Andrea Reupert, Faculty of Education, Australia
Although school staff are in a prime position to intervene with students who self-injure, how they respond to these students and their training needs regarding self-injury have not been examined.... More
pp. 25-34
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Improving instruction of future teachers: A multimedia approach that supports implementation of evidence-based vocabulary practices
Emily Ely, Mary Baldwin College, United States; Michael J. Kennedy & Paige C. Pullen, University of Virginia, United States; Mira Cole Williams, James Madison University, United States; Shanna Eisner Hirsch, University of Virginia, United States
Teacher education efforts must prepare future teachers to implement evidence-based practices that are effective for all students. A strand of practices necessary for reading competence is... More
pp. 35-43
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Learning with their peers: Using a virtual learning community to improve an in-service Biology teacher education program in Brazil
Luiz Gustavo Ribeiro Rolando, Instituto Oswaldo Cruz, Brazil; Daniel Fábio Salvador, Fundação CECIERJ, Brazil; André Henrique Silva Souza & Mauricio R.M.P. Luz, Instituto Oswaldo Cruz, Brazil
This study investigated the use of a virtual learning community (VLC-Bio) combined to an online teachers' professional development program. VLC-Bio enabled the sharing of biological knowledge,... More
pp. 44-55
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Preservice teachers' understanding of their professional goals: Case studies from three different typologies
Margareta Maria Thomson, College of Education, United States; Corey Palermo, Measurement Incorporated, United States
This study presents three prospective teachers from different typologies describing their teaching goals. Findings illustrate how participants understand in unique ways their goals in relationship ... More
pp. 56-68
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The schooling of emotion and memory: Analyzing emotional styles in the context of a teacher's pedagogical practices
Michalinos Zembylas, Open University of Cyprus, Cyprus; Constadina Charalambous & Panayiota Charalambous, European University Cyprus, Cyprus
This paper presents an exploratory case study of the dynamics of the entanglement between emotion and memory in the context of a teacher's pedagogical practices in a conflict-troubled society. The ... More
pp. 69-80
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Now and then, in and out of the classroom: Teachers learning to teach through the experiences of their living curricula
Mark T. Kissling
How, when, and where do teachers learn to teach? Guided by this question, this article examines the relationships between teachers' living and teaching experiences. Through narrative inquiry, it... More
pp. 81-91
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A national survey of induction and mentoring: How it is perceived within communities of practice
Frances J. Langdon, Patricia A. Alexander & Alexis Ryde, Learning, Development and Professional Practice, New Zealand; Peter Baggetta, Human Development, Learning and Quantitative Methodology, United States
The purpose of this study was to conduct a national survey of induction and mentoring. Participants were 696 New Zealand school personnel from primary and secondary schools. Respondents were drawn ... More
pp. 92-105
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Mentor teachers: Their perceived possibilities and challenges as mentor and teacher
W. Marieke Jaspers, Utrecht University; Paulien C. Meijer, Radboud University Nijmegen; Frans Prins & Theo Wubbels, Utrecht University
This interview study, including seven case studies of mentor teachers in primary education, explores the possibilities and challenges these mentor teachers perceive when they (sequentially and... More
pp. 106-116
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Teacher educators' professionalism in practice: Positioning theory and personal interpretative framework
Eline Vanassche & Geert Kelchtermans
This study connects to the international call for research on teacher educator professionalism. Combining positioning theory with the personal interpretative framework, we examined the relationship... More
pp. 117-127
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Collaboration, dialogue and expansive learning: The use of paired and multiple placements in the school practicum
Pete Sorensen
This study examines the way in which paired or multiple placements of student teachers in the school practicum can support learning through the promotion of collaboration and dialogue. It draws on ... More
pp. 128-137
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The mediating roles of collective teacher efficacy in the relations of teachers' perceptions of school organizational climate to their burnout
Sungtaek Lim & Sungmin Eo
This study examined the relationships between school organizational climate, collective teacher efficacy, and burnout in a sample of Korean middle school teachers. Using SEM, the results showed... More
pp. 138-147
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Effects of school composition and school climate on teacher expectations of students: A multilevel analysis
Marie-Christine Brault, Michel Janosz & Isabelle Archambault, School Environment Research Group (SERG), Canada
Low teacher expectations negatively affect student outcomes and school effectiveness. The present study investigated the effect of educational climate and school socioeconomic, ethnic and academic ... More
pp. 148-159
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Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes
Dennis Beach, Department of Education and Special Education, Sweden; Carl Bagley, School of Education, United Kingdom; Anita Eriksson & Catarina Player-Koro, Department of Education and Behavioural Sciences, Sweden
This article derives from policy ethnographic research on teacher-education change in Sweden concerning the development of a unified profession with a common professional-knowledge base. This was a... More
pp. 160-167
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Teacher efficacy in Teaching and Teacher Education
Robert C. Kleinsasser
The author reviews twelve of 111 articles focusing on teacher efficacy published in Teaching and Teacher Education since 1985. The twelve articles are placed in three sections that include a)... More
pp. 168-179
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Mediation in mentoring: A synthesis of studies in Teaching and Teacher Education
Lily Orland-Barak
Mentoring is essentially about the mediation of professional learning. This review presents a synthesis of the studies published in Teaching and Teacher Education (39) on mediation in mentoring.... More
pp. 180-188
