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

Volume 14, Number 4

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Table of Contents

Number of articles: 6

  1. IMAGES OF POST-16 ENGLISH TEACHING

    FRANK HARDMAN & DAVID LEAT

    This paper draws on two empirical studies investigating methods of teaching and learning in the post-16 curriculum in England consisting of two subjects: English literature and the more recent... More

    pp. 359-369

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  2. THE INFLUENCE OF CONTEXT ON ONE TEACHER’S INTERPRETIVE KNOWLEDGE OF TEAM TEACHING

    CHERYL J. CRAIG

    This teacher knowledge study follows Benita Dalton as she moves from context to context as a pre-service teacher, as a substitute and long-term replacement teacher, and as a beginning teacher... More

    pp. 371-383

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  3. THE INFLUENCE OF WORK VALUES ON TEACHER SELECTION DECISIONS: THE EFFECTS OF PRINCIPAL VALUES, TEACHER VALUES, AND PRINCIPAL–TEACHER VALUE INTERACTIONS

    PAUL A. WINTER, ROSE MARY NEWTON & RICHARD L. KIRKPATRICK

    The purpose of this study was to investigate the impact of work values on teacher selection decisions. The comparative emphasis scale served to measure the dominant work values of school principals... More

    pp. 385-400

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  4. THE EXPERIENCES OF A SECONDARY SOCIAL STUDIES STUDENT TEACHER: SEEKING SECURITY BY PLANNING FOR SELF

    KIM E. KOEPPEN

    The profile presented and discussed here focuses on one student teacher who offers an intriguing perspective on the complexities that arose during student teaching. Four influential factors emerged... More

    pp. 401-411

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  5. CHALLENGING ASSUMPTIONS ABOUT TEACHING AND LEARNING: THREE CASE STUDIES IN CONSTRUCTIVIST PEDAGOGY

    KATHRYN KINNUCAN-WELSCH & PATRICK M. JENLINK

    This article examines three case studies of educators who came together initially during a summer professional development experience. During a two-week immersion, the educators and facilitators of... More

    pp. 413-427

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  6. THE TEACHING LEARNING DIALECTIC: TWO CASES OF TEACHERS IN GRADUATE SCHOOL

    NANCY LAINE MARANO

    In this study I explore the use of oral and written discourse by two teachers in a graduate program in Educational Studies as they construct knowledge about teaching and enact the teaching learning... More

    pp. 429-443

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