Teaching and Teacher Education: An International Journal of Research and Studies
November 2016 Volume 60, Number 1
Table of Contents
Number of articles: 42
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Behind the scenes of reflective practice in professional development: A glance into the ethical predicaments of secondary school teachers
Ilana Finefter-Rosenbluh
This case study examined 12 American secondary school teachers' ethical predicaments involving reflective practices in professional development programs (PDPs), and the impact of these predicaments... More
pp. 1-11
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Explaining discrepancies between teacher beliefs and teacher interventions in a problem-based learning environment: A mixed methods study
J.H.E. Assen, Stenden University of Applied Sciences; F. Meijers, Centrum voor Lectoraten & Onderzoek; H. Otting, Stenden University of Applied Sciences; R.F. Poell, Tilburg University
The purpose of this study was to explore the discrepancy between teacher beliefs and behavior in a Problem-Based Learning (PBL) environment. Using a survey and observations, this study demonstrated... More
pp. 12-23
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Navigating the journey to culturally responsive teaching: Lessons from the success and struggles of one first-year, Black female teacher of Black students in an urban school
Heather Coffey, University of North Carolina at Charlotte, United States; Abiola Farinde-Wu, University of Pittsburgh, United States
This exploratory case study examines the experiences of one first-year, Black female English language arts teacher and her Advanced Placement Language and Composition students. Through an... More
pp. 24-33
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Effects of an intensive data-based decision making intervention on teacher efficacy
Emmelien A. van der Scheer & Adrie J. Visscher, University of Twente
Research into the effects of interventions on teacher efficacy is scarce. In this study, the long-term effects of an intensive data-based decision making intervention on teacher efficacy of mainly ... More
pp. 34-43
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Teachers' capital and relations with parents: A comparison between Israeli Jewish and Arab teachers
Audrey Addi-Raccah, School of Education, Israel; Yael Grinshtain, The Open University of Israel, Israel
Under neo-liberal policies, parents gain influence in schools. Following Bourdieu's notion of field, we examined teachers' views toward parents and their possession of feminine, social, and... More
pp. 44-53
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Writing on the walls: Supporting 21st century thinking in the material classroom
Annamary L. Consalvo, School of Education, United States; Ann D. David, Dreeben School of Education, United States
A school's walls are taken-for-granted spaces, not seen as central to teaching. This article asks: How do teachers facilitate writing on secondary classroom and hallway walls that helps to build... More
pp. 54-65
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Māwhai: Webbing a professional identity through networked interprofessional communities of practice
Mandia Mentis, Wendy Holley-Boen, Philippa Butler, Alison Kearney, Julia Budd, Tracy Riley, Jude MacArthur, Vijaya Dharan & Jill Bevan-Brown
Professional identity is a frequently used term in teacher education although there is little consensus of what it means for practice. Drawing on research in the fields of professional identity... More
pp. 66-75
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Boundary crossing by science teacher researchers in a PhD program
Anouke Bakx, Eindhoven School of Education; Arthur Bakker, Freudenthal Institute; Maaike Koopman & Douwe Beijaard, Eindhoven School of Education
The boundaries between communities of teaching and educational research are very persistent. Boundaries can be conceptualized as sociocultural differences, leading towards discontinuity in action... More
pp. 76-87
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Secondary mathematics coaching: The components of effective mathematics coaching and implications
Priscilla Bengo
Mathematics coaching, which can be defined broadly as job-embedded learning for mathematics teachers with someone who can help, is being used in Canada to improve teaching practice and increase... More
pp. 88-96
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Analysis of constructive practice in instrumental music education: Case study with an expert cello teacher
Guadalupe López-Íñiguez & Juan Ignacio Pozo
A case study was conducted on an expert cello teacher and a 7-year-old student, to analyze the relationships between the teacher's constructive conceptions and instructional practices, by means of ... More
pp. 97-107
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Successful university-school partnerships: An interpretive framework to inform partnership practice
Mellita Jones, Australian Catholic University, Australia; Linda Hobbs, Deakin University, Australia; John Kenny, University of Tasmania, Australia; Coral Campbell & Gail Chittleborough, Deakin University, Australia; Andrew Gilbert, George Mason University, United States; Sandra Herbert, Deakin University, Australia; Christine Redman, University of Melbourne, Australia
This paper presents an Interpretive Framework stemming from a longitudinal and iterative multiple case study of five Australian universities examining the cogent and unique practices underpinning... More
pp. 108-120
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How do 15–16 year old students use scientific knowledge to justify their reasoning about human sexuality and relationships?
Mats G. Lindahl, Department of Chemistry and Biomedical Sciences, Sweden; Mattias Lundin, Department of Education, Sweden
In order to advance our understanding about the roles students assign to expert knowledge, the present study addresses how 32 Swedish secondary-school students use their knowledge of scientific... More
pp. 121-130
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What do U.S. and Spanish pre-service teachers think about educational and professional use of Twitter? A comparative study
Jeffrey P. Carpenter, Elon University, United States; Gemma Tur & Victoria I. Marín, Universitat de les Illes Balears, Spain
This mixed-methods study explored pre-service teacher (PST) perceptions of educational and professional uses of the social media platform Twitter. PSTs (N = 153) from two universities in the United... More
pp. 131-143
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The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study
Olli-Pekka Malinen, Niilo Mäki Institute, Finland; Hannu Savolainen, University of Jyväskylä, Finland
This study investigated how perceived school climate affects teachers' job satisfaction and burnout and how self-efficacy and collective efficacy in behavior management mediate the effect of... More
pp. 144-152
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The long arm of work: A motivational conflict perspective on teacher strain
Axel Grund, Nina Katrin Brassler & Stefan Fries
Teacher strain is seen typically as a phenomenon within the job domain. Drawing on effort-recovery theory as well as on research on work–family conflict and motivational interference, we propose... More
pp. 153-163
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A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study
Christine Lee Bae, Virginia Commonwealth University, United States; Kathryn N. Hayes & Jeffery Seitz, California State University East Bay, United States; Dawn O'Connor, Alameda County Office of Education, United States; Rachelle DiStefano, California State University East Bay, United States
Although lesson study is increasingly adopted in the United States (U.S.), the impact of lesson study on teacher learning is uncertain. This study presents a theoretically grounded set of codes to ... More
pp. 164-178
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Examining preservice teachers' conceptual and practical understandings of adopting iPads into their teaching of young children
Christopher P. Brown, Joanna Englehardt & Heather Mathers
Education stakeholders across the globe continue to call for teachers to learn how to incorporate technology into their teaching. Yet, incorporating new technology into teacher training programs is... More
pp. 179-190
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Coteaching as professional development for cooperating teachers
Jennifer Gallo-Fox & Kathryn Scantlebury, University of Delaware, United States
Coteaching provides opportunities for teachers to collectively share responsibility for student learning. This paper reports on findings from a longitudinal study in which cooperating teachers... More
pp. 191-202
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Problematizing lesson study and its impacts: Studying a highly contextualised approach to professional learning
Mark Hadfield, Cardiff University, United Kingdom; Michael Jopling, Northumbria University, United Kingdom
Researching the efficacy of lesson study has been complicated by the manner in which it has been reinterpreted in different settings and contexts. Drawing on research into a national school... More
pp. 203-214
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Twitter as an informal learning space for teachers!? The role of social capital in Twitter conversations among teachers
Martin Rehm, University Duisburg–Essen, Germany; Ad Notten, UNU-MERIT
Twitter can contribute to the continuous professional development of teachers by initiating and fostering informal learning. Social capital theory can aid to analyze the underlying communication... More
pp. 215-223
