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

October 2008 Volume 24, Number 7

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Table of Contents

Number of articles: 21

  1. Teacher beliefs and teacher behaviour in portfolio assessment

    Marieke F. van der Schaaf, Karel M. Stokking & Nico Verloop

    This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. We analysed the beliefs and behaviour of... More

    pp. 1691-1704

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  2. Multicultural education: Raj's story using a curricular conceptual lens of the particular

    Vicki Ross & Elaine Chan

    In this study, we employ a curricular conceptual lens of the particular to explore the experience of multicultural education from the perspective of an immigrant student, Raj. Using a school-based ... More

    pp. 1705-1716

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  3. Teachers developing practice: Reflection as key activity

    May Britt Postholm

    The article is based on a research and development project conducted in a Norwegian lower secondary school. The purpose of the text is to show how a project involving a researcher and a teacher... More

    pp. 1717-1728

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  4. Exploring diversity through ethos in initial teacher education

    James Nelson

    This paper considers whether there is value in introducing student teachers to schools of different ethos as part of their initial teacher education. A 2-year study of undergraduate post-primary... More

    pp. 1729-1738

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  5. High and low implementers of content literacy instruction: Portraits of teacher efficacy

    Susan Chambers Cantrell & Patricia Callaway

    This study used a teacher efficacy framework to describe the perceptions of high and low implementers of content literacy instruction in the context of a year-long professional development program.... More

    pp. 1739-1750

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  6. Understanding how a case-based assessment instrument influences student teachers’ learning approaches

    Mien Segers, Rob Martens & Piet Van den Bossche

    In order to stimulate student teachers to thoroughly comprehend the main variables influencing their work, teaching and assessment strategies in teacher education have changed significantly. One of... More

    pp. 1751-1764

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  7. (Re)conceptualising student engagement: Doing education not doing time

    David Zyngier

    Student engagement has been identified as an important precursor to student learning. Engagement, especially in the so-called problematic middle years, is now at the centre of mainstream education ... More

    pp. 1765-1776

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  8. Cross-cultural experience in preservice teacher education

    Mehmet Sahin

    The study investigated the effect of international student teaching experience on the professional and personal development of preservice teachers. Within the framework of their internship program,... More

    pp. 1777-1790

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  9. The lack of professional knowledge in values education

    Robert Thornberg

    The aim of this study is to investigate teachers’ perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13... More

    pp. 1791-1798

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  10. Reconceptualising professional experiences in pre-service teacher education…reconstructing the past to embrace the future

    Rosie Le Cornu & Robyn Ewing

    This paper provides a conceptual framework for developing high-quality professional experiences for pre-service teachers. The paper begins with a discussion of how professional experiences are... More

    pp. 1799-1812

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  11. “Going the race way”: Biographical influences on multicultural and antiracist English curriculum practices

    Allison Skerrett

    As curriculum standardization escalates, teachers’ agency in relation to teaching to student diversity takes on increasing importance. This article draws from an international study that... More

    pp. 1813-1826

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  12. Contextually responsive transfer: Perceptions of NNES on an ESL/EFL teacher training programme

    Indika Liyanage & Brendan John Bartlett

    Post-training reflections from nine overseas NNES students were recorded in relation to the extent to which they perceived potential applications of what they had learned in a Contextually... More

    pp. 1827-1836

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  13. Situated case-based knowledge: An emerging framework for prospective teacher learning

    Hyeonjin Kim & Michael J. Hannafin

    While the use of situated cognition theory in teacher education programmes has the potential to teach prospective teachers, research on teacher knowledge and learning from a situated perspective... More

    pp. 1837-1845

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  14. Cognitive complexity, the first year of teaching, and mentoring

    Robert V. Bullough, Janet R. Young, Kendra M. Hall, Roni Jo Draper & Leigh K. Smith

    Drawing on data from a US study of nine mentors and mentees, including mentee scores on the Reasoning about Current Issues (RCI) Test, which offers a measure of cognitive complexity, the authors... More

    pp. 1846-1858

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  15. A case study of teachers’ implementation of curriculum innovation in English language teaching in Turkish primary education

    Yasemin Kırkgöz

    This article reports a 2-year case study (2003–2005) on teachers’ instructional practices, and the impact of teacher understandings and training upon the teachers’ implementation of the... More

    pp. 1859-1875

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  16. The differential influence of instructional context on the academic engagement of students with behavior problems

    Jean A. Baker, Teresa P. Clark, Kimberly S. Maier & Steve Viger

    The teacher–student interactions of 39 students exhibiting high externalizing behavior problems and 59 students exhibiting average behavioral adjustment from urban elementary schools were directly ... More

    pp. 1876-1883

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  17. Engaging student teachers in meaningful reflective practice

    Judith Harford & Gerry MacRuairc

    This paper examines the use of peer-videoing in the classroom as a tool to promote reflective practice among student teachers. Twenty pre-service teachers from a variety of subject disciplines... More

    pp. 1884-1892

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  18. The National Board certification process as professional development: The potential for changed literacy practice

    Tracy L. Coskie & Nancy A. Place

    Using a communities-of-practice framework, this 2-year qualitative study centered on five elementary teachers the year following their participation in the National Board for Professional Teaching ... More

    pp. 1893-1906

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  19. The educational-cultural edge: A participative learning environment for co-emergence of personal and institutional growth

    Malka Gorodetsky & Judith Barak

    The paper addresses the failure of the Professional Development Schools movement in bridging the cultural gap, existing between schools and academic institutions. A model, based on the ‘ecological ... More

    pp. 1907-1918

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  20. Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study

    Robert M. Klassen, Wan Har Chong, Vivien S. Huan, Isabella Wong, Allison Kates & Wanwisa Hannok

    A mixed methods approach was used to explore secondary teachers’ motivation beliefs in Canada and Singapore. Results from Study 1 revealed that socio-economic status (SES) was the strongest... More

    pp. 1919-1934

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