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

November 2010 Volume 26, Number 8

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Table of Contents

Number of articles: 22

  1. Competence-based teacher education: Illusion or reality? An assessment of the implementation status in Flanders from teachers’ and students’ points of view

    Katrien Struyven & Marijke De Meyst

    Since 1998, the Flanders’ educational government in Belgium has been urging teacher education institutions by decree to implement competences in teacher training programs. Since then, years have... More

    pp. 1495-1510

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  2. Developing pathic sensibilities: A critical priority for teacher education programmes

    David Giles

    This paper reports on a hermeneutic phenomenological research inquiry which explored ‘lived experiences’ of the teacher–student relationship in teacher education. An essential understanding from... More

    pp. 1511-1519

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  3. How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge

    Khalil Gholami & Jukka Husu

    The present study focused on the epistemology of teachers’ practical knowledge by addressing the following research question: how do teachers attempt to reason about their practices and their... More

    pp. 1520-1529

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  4. Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession

    Ji Y. Hong

    This study explores different perceptions of pre-service and beginning teachers’ professional identity in relation to their decisions to leave the profession. Teachers’ professional identity was... More

    pp. 1530-1543

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  5. Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of teacher education in the U.S

    Ken Zeichner

    This paper discusses recent developments in U.S. teacher education that are tied to the global neo-liberal project. The focus is on how changes experienced throughout the world have played out in... More

    pp. 1544-1552

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  6. How to conduct research on the inherent moral significance of teaching: A phenomenological elaboration of the standard repertory grid application

    Carlos A. van Kan, Petra Ponte & Nico Verloop

    George Kelly’s repertory grid application seems a promising method for researching the moral significance of teaching from a ‘life world’ perspective. However, we encountered several challenges... More

    pp. 1553-1562

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  7. Student teachers’ professional identity

    Inge Timoštšuk & Aino Ugaste

    This paper presents the findings of a qualitative interview study of the professional identity of 45 student teachers. The students described their personal experiences in teaching their own... More

    pp. 1563-1570

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  8. Intercultural learning in English as foreign language instruction: The importance of teachers’ intercultural experience and the usefulness of precise instructional directives

    Kerstin Gobel & Andreas Helmke

    The development of intercultural competence, especially in foreign language instruction, is considered a key goal of teaching in German schools. The present article sheds light on the teaching of... More

    pp. 1571-1582

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  9. Teachers using learning styles: Torn between research and accountability?

    Stewart Martin

    The proliferation of instruments reporting learning/cognitive style with school pupils is of particular interest, because most research on them focuses on applications in higher education, training... More

    pp. 1583-1591

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  10. Socialization of new teachers: Does induction matter?

    Fadia Nasser-Abu Alhija & Barbara Fresko

    The present paper focuses on new teachers’ satisfaction with their first year of teaching from the perspective of socialization. The relationship between satisfaction with socialization and teacher... More

    pp. 1592-1597

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  11. The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement

    Catherine D. Bruce, Indigo Esmonde, John Ross, Lesley Dookie & Ruth Beatty

    This paper reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada, and investigates the relationship... More

    pp. 1598-1608

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  12. Teacher identity construction in school–university partnerships: Discourse and practice

    John Trent & Jenny Lim

    This article reports on a qualitative case study that explored the experiences of two groups of secondary school English language teachers as they participated in school–university partnerships in ... More

    pp. 1609-1618

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  13. Teacher education and the choice to enter the teaching profession: A prospective study

    Isabel Rots, Antonia Aelterman, Geert Devos & Peter Vlerick

    This two-wave survey study aimed at testing a hypothetical model of teacher education graduates’ decisions about whether or not to take a teaching position upon graduation. The model focuses on the... More

    pp. 1619-1629

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  14. Integrating collaborative PBL with blended learning to explore preservice teachers’ development of online learning communities

    Yu-chu Yeh

    This study integrated collaborative problem-based learning (collaborative PBL) with blended learning to explore the emerging process and function of online learning communities among preservice... More

    pp. 1630-1640

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  15. From isolation to symphonic harmony: Building a professional development community among teacher educators

    Linor Hadar & David Brody

    Professional development among teacher educators requires a framework in which collaborative learning can support growth and change. This study describes a professional development project modeled ... More

    pp. 1641-1651

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  16. Effects of Video Interaction Guidance on early childhood teachers

    Ruben G. Fukkink & Louis W.C. Tavecchio

    An experimental study showed that a video feedback intervention improved the interaction skills of early childhood education and care teachers. The teachers who had received the Video Interaction... More

    pp. 1652-1659

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  17. Novice teachers learning through participation in a teacher study group

    Dawn Lambson

    Using Lave and Wenger’s framework of legitimate peripheral participation in communities of practice, this case study explores the experiences of three novice teachers engaged with more experienced ... More

    pp. 1660-1668

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  18. The nature of institutional heteronormativity in primary schools and practice-based responses

    Renée DePalma & Elizabeth Atkinson

    Concern for school-based homophobia is increasing, yet there is a tendency to focus on individual incidents of homophobic bullying rather than the cultural and institutional factors supporting them... More

    pp. 1669-1676

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  19. General, special and … inclusive: Refiguring professional identities in a collaboratively taught classroom

    Srikala Naraian

    In implementing inclusive education, special educators frequently collaborate with general educators in various settings. How does such collaborative practice complicate the configuration of their ... More

    pp. 1677-1686

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  20. An integrated professional development model for effective teaching

    J.M. Kuijpers, A.A.M. Houtveen & Th. Wubbels

    This article examines the design of a professional development model that aims to improve student achievement. This model has been designed by combining and supplementing elements from school... More

    pp. 1687-1694

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