You are here:

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

May 2019 Volume 81, Number 1

Search this issue

Table of Contents

Number of articles: 9

  1. Teacher identity and crossing the professional-personal divide on twitter

    Jeffrey P. Carpenter, Elon University, United States; Royce Kimmons, Cecil R. Short, Kyle Clements & McKenzie Emmett Staples, Brigham Young University, United States

    Teachers have public personas that often combine aspects of their personal and professional identities, but little research has analyzed how this overlap manifests in their social media activities.... More

    pp. 1-12

    View Abstract
  2. Teachers' self-efficacy and the sources of efficacy: A cross-cultural investigation in Japan and Finland

    Akie Yada & Asko Tolvanen, Faculty of Education and Psychology, Finland; Olli-Pekka Malinen, Niilo Mäki Institute, Finland; Kyoko Imai-Matsumura & Hiroshi Shimada, Graduate School of Education, Japan; Rihei Koike, Himeji Municipal Shikama-chubu Junior High School, Japan; Hannu Savolainen, Faculty of Education and Psychology, Finland

    The study explores the extent and sources of Teachers' Self-Efficacy (TSE) for inclusive practices among 261 Japanese and 1123 Finnish teachers. Measurement invariance was tested to ensure the... More

    pp. 13-24

    View Abstract
  3. Elementary students’ socialization into science reading

    Alandeom W. Oliveira & Erica M. Barnes, State University of New York at Albany, United States

    To better understand how children learn to engage with science books, this qualitative and ethnographic study examines how aloud reading is approached by fourth-grade teachers. Our multimodal... More

    pp. 25-37

    View Abstract
  4. Teacher preparation as interruption or disruption? Understanding identity (re)constitution for critical inclusion

    Molly Baustien Siuty

    pp. 38-49

    View Abstract
  5. Chaos and commitment in the early childhood education classroom: Direct and indirect associations through teaching efficacy

    Ashley A. Grant & Lieny Jeon, Johns Hopkins University, United States; Cynthia K. Buettner, The Ohio State University, United States

    pp. 50-60

    View Abstract
  6. The impact of Lesson Study professional development on the quality of teacher learning

    Jan D. Vermunt & Maria Vrikki, University of Cambridge, United Kingdom; Nicolette van Halem, VU University Amsterdam; Paul Warwick & Neil Mercer, University of Cambridge, United Kingdom

    This paper aims to increase our understanding of the impact of Lesson Study (LS) on the quality of teacher learning. It draws on longitudinal and cross-sectional data from three waves of data... More

    pp. 61-73

    View Abstract
  7. Politics of hybridity: Teaching for social justice in an era of standards-based reform

    Su Jung Um

    This narrative inquiry examines, through a theoretical framework informed by Bhabha, experiences of two graduates of a social justice-oriented preservice program in the U.S. in an era of standards-... More

    pp. 74-83

    View Abstract
  8. Mapping a strong school culture and linking it to sustainable school improvement

    Moosung Lee, Faculty of Education, Australia; Karen Seashore Louis, College of Education & Human Development, United States

    This article illuminates the key elements of a strong school culture that have been linked with sustainable school improvement. Policy literature and conversations highlight the importance of... More

    pp. 84-96

    View Abstract
  9. Approximations in English language arts: Scaffolding a shared teaching practice

    Kristine M. Schutz, University of Illinois at Chicago, United States; Katie A. Danielson, New York University, United States; Julie Cohen, University of Virginia, United States

    Recent research highlights the importance of providing teacher candidates with opportunities to approximate practice. Less attention focuses on tools teacher educators use within and surrounding... More

    pp. 100-111

    View Abstract