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

July 2009 Volume 25, Number 5

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Table of Contents

Number of articles: 20

  1. Using a meta-analysis activity to make critical reflection explicit in teacher education

    M. Watts & M. Lawson

    This paper describes how the development of critical reflection in student teachers has been made an explicit part of a teacher education programme. Using a rubric presented by Ward and McCotter, (... More

    pp. 609-616

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  2. Developing preservice teachers' global understanding through computer-mediated communication technology

    Guichun Zong

    This study examines preservice teachers' conceptual understanding of global education subsequent to participation in an asynchronous web-based multinational project to discuss issues related to... More

    pp. 617-625

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  3. An adult attachment perspective on the student–teacher relationship & classroom management difficulties

    Philip Riley

    To maintain a professional identity, teachers are to some degree dependent on their student's mental representations of, and interactions with, them. This affords students’ relational power over... More

    pp. 626-635

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  4. Boundary dilemmas in teacher–student relationships: Struggling with “the line”

    Lori Price Aultman, Meca R. Williams-Johnson & Paul A. Schutz

    The teacher–student relationship is viewed as integral to successful teaching and learning but, outside of a few exceptions, ethical boundary issues in this relationship have not been explored. The... More

    pp. 636-646

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  5. Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace

    Jeanne M. Allen

    This paper is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The research is situated in the context of a pre-service teacher ... More

    pp. 647-654

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  6. An inquiry-based practicum model: What knowledge, practices, and relationships typify empowering teaching and learning experiences for student teachers, cooperating teachers and college supervisors?

    Huong Tran Nguyen

    The author examines an inquiry-based teaching/learning model involving diverse members of learning communities. A triad of cooperating teachers, student teachers, and a college supervisor engaged... More

    pp. 655-662

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  7. Experienced teachers' informal learning: Learning activities and changes in behavior and cognition

    Annemarieke Hoekstra, Mieke Brekelmans, Douwe Beijaard & Fred Korthagen

    In this study on 32 teachers' learning in an informal learning environment, we analyzed changes in conceptions and behavior regarding students' active and self-regulated learning (ASL), and... More

    pp. 663-673

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  8. Using common formative assessments as a source of professional development in an urban American elementary school

    Nancy Frey & Douglas Fisher

    By implementing a system of common formative assessments, the teachers at an American urban elementary school improved student achievement and facilitated their own professional development. By... More

    pp. 674-680

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  9. Novice teachers' perspectives on mentoring: The case of the Estonian induction year

    Erika Löfström & Eve Eisenschmidt

    This study explores Estonian novice teachers' perspectives on relationships with mentors and experiences of mentoring and mentors' tasks during their first year of teaching. The induction year with... More

    pp. 681-689

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  10. Higher education faculty perceptions on technology integration and training

    David A. Georgina & Charles C. Hosford

    The purpose of this study was to examine how faculty technology literacy and technology training impact the integration of technology into their pedagogy. This required a quantitative examination... More

    pp. 690-696

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  11. Safety and security at school: A pedagogical perspective

    Elda de Waal & M.M. Grösser

    Education law and policy currently focus on broader physical aspects of safety and security at schools, as well as, for example, on pedagogical insecurity such as is caused by discriminatory... More

    pp. 697-706

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  12. Characteristics of teachers' conversations about teaching mean, median, and mode

    Randall E. Groth

    The study analyzed a conversation among a group of teachers responsible for teaching the concepts of mean, median, and mode. After reading an article describing some specific student difficulties... More

    pp. 707-716

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  13. Building resilience in pre-service teachers

    Rosie Le Cornu

    This article examines the role that professional experiences (practicum) can play in building resilience in pre-service teachers. In particular it focuses on a learning communities model of... More

    pp. 717-723

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  14. Lesson Study with preservice teachers: Lessons from lessons

    Linda Sims & Daniel Walsh

    This article examines a 2-year process of integrating Lesson Study—a form of teacher-led professional development—into an introductory course on the principles of teaching for students majoring in ... More

    pp. 724-733

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  15. Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand

    Russell Bishop, Mere Berryman, Tom Cavanagh & Lani Teddy

    The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European... More

    pp. 734-742

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  16. Secondary teachers' conceptual metaphors of teaching and learning: Changes over the career span

    Christianna L. Alger

    Much has been written about the persistence of teacher beliefs upon entering and exiting preservice teacher education programs. Little research has explored teacher beliefs over the career span.... More

    pp. 743-751

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  17. Feelings of existential fulfilment and burnout among secondary school teachers

    Bert Loonstra, André Brouwers & Welko Tomic

    Teacher burnout is recognized as a serious problem. In research it has been related to many person-specific variables; one of these, the variable of existential fulfilment, has received very little... More

    pp. 752-757

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  18. Assessing self-evaluation in a science methods course: Power, agency, authority and learning

    Catherine Milne

    Students' reactions to the intersection between ongoing experiences in the university classroom and student teaching constitute the formative component of learning assessment called self-assessment... More

    pp. 758-766

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  19. Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007

    Pik Lin Choi & Sylvia Yee Fan Tang

    This article examines the commitment of Hong Kong teachers in the decade after the political transition in 1997, when large-scale education reforms were launched. The life history method was... More

    pp. 767-777

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  20. Examining teacher ethical dilemmas in classroom assessment

    Nakia Pope, Susan K. Green, Robert L. Johnson & Mark Mitchell

    The current spotlight on assessment in education raises ethical issues as practices evolve. This study documents ethical conflicts faced by teachers in the United States regarding assessment of... More

    pp. 778-782

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