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

August 2007 Volume 23, Number 6

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Table of Contents

Number of articles: 15

  1. Why teachers leave: Factors that influence retention and resignation

    Gladis Kersaint, Jennifer Lewis, Robert Potter & Gerry Meisels

    Ajzen's Theory of Planned Behavior is used to examine continuing teachers’ plans to remain or resign and the likelihood of resigned teachers to return to teaching in the next 3 years. Specifically,... More

    pp. 775-794

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  2. ICT teacher training: Evaluation of the curriculum and training approach in Flanders

    Martin Valcke, Isabel Rots, Marjolein Verbeke & Johan van Braak

    A policy-evaluation study was set up of Information and Communication Technologies (ICT) teacher training in Flanders, focusing on the following questions: (a) What is the validity of the content... More

    pp. 795-808

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  3. Teachers’ perspectives on mathematics education research reports

    Randall E. Groth & Jennifer A. Bergner

    Practicing teachers’ perspectives on a set of mathematics education research reports are described. Data were gathered through email messages, group discussions, and questionnaires. Teachers... More

    pp. 809-825

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  4. Exploring teacher trust in technical/vocational secondary schools: Male teachers’ preference for girls

    Mieke Van Houtte

    This article explores whether teachers’ trust in pupils in technical/vocational schools is associated with teachers’ and pupils’ gender. As for the teachers, besides gender, age, socioeconomic... More

    pp. 826-839

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  5. Telling and retelling about self and “others”: How pre-service teachers (re)interpret privilege and disadvantage in one college classroom

    Jennifer Mueller & Carla O’Connor

    This paper examines how a group of mostly white, (upper) middle class pre-service teachers expressed resistance in one multicultural education course. We analyze how these students re-evaluated... More

    pp. 840-856

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  6. Teachers’ opinions on quality criteria for Competency Assessment Programs

    Liesbeth K.J. Baartman, Theo J. Bastiaens, Paul A. Kirschner & Cees P.M. Van der Vleuten

    Quality control policies towards Dutch vocational schools have changed dramatically because the government questioned examination quality. Schools must now demonstrate assessment quality to a new... More

    pp. 857-867

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  7. “Where are the children?” Personal integrity and reflective teaching portfolios

    Deborah P. Berrill & Catherine Whalen

    This study chronicles a 2-year school wide portfolio initiative in a British elementary school, teacher resistance to the initiative, and factors that contributed to acceptance of the portfolio... More

    pp. 868-884

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  8. A research model for the study of science teachers’ PCK and improving teacher education

    Esther M. van Dijk & Ulrich Kattmann

    In this article, a new research model for the study of pedagogical content knowledge (PCK) is presented which aims to improve teacher education. This model called “educational reconstruction for... More

    pp. 885-897

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  9. Exploring pre-service teachers’ literacy practices with children from diverse backgrounds: Implications for teacher educators

    Cynthia H. Brock, Dorothy K. Moore & Laura Parks

    The context for this investigation was an undergraduate literacy methods course taught by Cindy, the first author of this manuscript. A central course goal was to prepare pre-service teachers to... More

    pp. 898-915

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  10. Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester

    Helenrose Fives, Doug Hamman & Arturo Olivarez

    The burnout process may begin as early as the student-teaching experience [Gold, Y., 1985. Does teacher burnout begin with student teaching? Education, 105, 254–257]. Data from 49 student–teachers ... More

    pp. 916-934

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  11. Holism in teacher development: A Goethean perspective

    Iddo Oberski & Jim McNally

    Teaching has moved gradually from being seen as an art or craft to an evidence-based techno-rational profession. However, within Steiner–Waldorf schools, teachers are largely autonomous and seen,... More

    pp. 935-943

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  12. The differential antecedents of self-efficacy beliefs of novice and experienced teachers

    Megan Tschannen-Moran & Anita Woolfolk Hoy

    Among the sources of teachers’ self-efficacy beliefs, mastery experiences are postulated to be the most potent. Thus it seems likely that other sources of self-efficacy would play a larger role... More

    pp. 944-956

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  13. When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse

    Lily Orland-Barak & Hayuta Yinon

    Drawing on extant theorizing and research on reflective teaching, this paper discusses the impact of an innovative methods course designed around the activity of student teachers’ reflections on... More

    pp. 957-969

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  14. Mathematics professional development for elementary teachers: Building trust within a school-based mathematics education community

    Paola Sztajn, Amy J. Hackenberg, Dorothy Y. White & Martha Allexsaht-Snider

    Despite increased attention in professional development to building communities of teachers, few studies have investigated the development of trust in these communities. This paper presents issues ... More

    pp. 970-984

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  15. Teachers’ perspectives on innovations: Implications for educational design

    Karen D. Konings, Saskia Brand-Gruwel & Jeroen J. G. van Merrienboer

    Educational designers often develop a ‘powerful learning environment’ that is subsequently implemented by teachers. Due to a lack of cooperation with teachers they may receive limited feedback on... More

    pp. 985-997

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