You are here:

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

Volume 27, Number 5

Search this issue

Table of Contents

Number of articles: 16

  1. Acting as accountable authors: Creating interactional spaces for agency work in teacher education

    Lasse Lipponen & Kristiina Kumpulainen

    In this paper, relying on the sociocultural framework of learning, we report on the results of an ethnographically-grounded investigation of agency work among nine pre-service teachers: The main... More

    pp. 812-819

    View Abstract
  2. A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students

    John Chi-kin Lee, Zhonghua Zhang & Hongbiao Yin

    This study investigated the relationships between a professional learning community (PLC), faculty trust in colleagues, teachers’ collective efficacy, and their commitment to students. The findings... More

    pp. 820-830

    View Abstract
  3. Grading styles and disciplinary expertise: The mediating role of the teacher’s perception of the subject matter

    Liat Biberman-Shalev, Clara Sabbagh, Nura Resh & Bracha Kramarski

    Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002, the current study examines the mediatory role of their... More

    pp. 831-840

    View Abstract
  4. Developing a pedagogy for teaching self-study research: Lessons learned across the Atlantic

    Mieke Lunenberg & Anastasia P. Samaras

    This article reports on a collective self-study from our multiple and unique experiences of teaching self-study research in the Netherlands and the United States. Through the methodology of dialog,... More

    pp. 841-850

    View Abstract
  5. Teachers’ attitudes toward pedagogical changes during various stages of professional development

    Ditza Maskit

    This study examines teachers’ attitudes toward pedagogical changes regarding various teaching strategies concerning students, content, and the teacher’s educational orientation. Teachers’ attitudes... More

    pp. 851-860

    View Abstract
  6. The power of the ‘object’ to influence teacher induction outcomes

    Glenda Anthony, Mavis Haigh & Ruth Kane

    In this paper we explore newly qualified New Zealand secondary teachers’ varied accounts of induction. We claim that multiple interpretations of objectives for induction programs are a significant ... More

    pp. 861-870

    View Abstract
  7. Discourse communities: A framework from which to consider professional development for rural teachers of science and mathematics

    Russell Tytler, David Symington, Linda Darby, Cliff Malcolm & Valda Kirkwood

    This paper explores aspects of professional development for teachers of science and mathematics in schools in rural Australia. The study identified a range of issues including tensions between... More

    pp. 871-879

    View Abstract
  8. Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre-tenure teacher educators developing professionally

    Tiffany Gallagher, Shelley Griffin, Darlene Ciuffetelli Parker, Julian Kitchen & Candace Figg

    This paper outlines the professional development of pre-tenure teacher educators through the establishment of a self-study group. Through reflecting on three significant events, a discussion is... More

    pp. 880-890

    View Abstract
  9. Stimulating professional learning through teacher evaluation: An impossible task for the school leader?

    Melissa Tuytens & Geert Devos

    Providing effective feedback through teacher evaluation is a complex task for the school leader. Many authors state that teacher evaluation does not contribute to teachers’ professional learning.... More

    pp. 891-899

    View Abstract
  10. Teachers’ readiness for promoting learner autonomy: A study of Japanese EFL high school teachers

    Yoshiyuki Nakata

    The present study aims to investigate teachers’ readiness for promoting learner autonomy. It attempts to do so by exploring the perceived importance of and the use of strategies for promoting... More

    pp. 900-910

    View Abstract
  11. Action research as a school-based strategy in intercultural professional development for teachers

    Auxiliadora Sales, Joan A. Traver & Rafaela García

    Teacher professional development is a key factor for transforming professional and school culture. This article describes a case study undertaken in a Spanish school during the 2007–2008 academic... More

    pp. 911-919

    View Abstract
  12. Changing leadership: Teachers lead the way for schools that learn

    Monica Taylor, Jennifer Goeke, Emily Klein, Cynthia Onore & Kristi Geist

    This paper presents findings from a three-year, qualitative study of teachers enrolled in a Masters of Teacher Leadership program. Researchers sought to understand the ways teachers’ beliefs about ... More

    pp. 920-929

    View Abstract
  13. Features and strategies of supervisor professional community as a means of improving the supervision of preservice teachers

    Thomas H. Levine

    This article explores whether features associated with effective professional communities among K-12 teachers are relevant and sufficient for improving the practice of supervisors in teacher... More

    pp. 930-941

    View Abstract
  14. Associations of student temperament and educational competence with academic achievement: The role of teacher age and teacher and student gender

    Sari Mullola, Markus Jokela, Niklas Ravaja, Jari Lipsanen, Mirka Hintsanen, Saija Alatupa & Liisa Keltikangas-Järvinen

    We examined associations of teacher-perceived student temperament and educational competence with school achievement, and how these associations were modified by students’ gender and teachers’... More

    pp. 942-951

    View Abstract
  15. Narrative construction of professional teacher identity of teachers with dyslexia

    Eila Burns & Sheena Bell

    This paper considers the development of teachers’ professional identity in the context of educators that have diverse backgrounds. We elucidate how teachers with dyslexia working in tertiary... More

    pp. 952-960

    View Abstract
  16. Exploring factors related to preschool teachers’ self-efficacy

    Ying Guo, Laura M. Justice, Brook Sawyer & Virginia Tompkins

    This study examined how teacher (teaching experience, perceptions of teacher collaboration and teacher influence) and classroom (children’s engagement) characteristics predicted teacher self... More

    pp. 961-968

    View Abstract