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

February 2012 Volume 28, Number 2

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Table of Contents

Number of articles: 15

  1. Evaluating initial teacher education programmes: Perspectives from the Republic of Ireland

    Marie Clarke, Anne Lodge & Michael Shevlin

    Research studies in teacher education have focussed on the outcomes of preparatory programmes. Less attention has been paid to the processes through which professional learning is acquired. This... More

    pp. 141-153

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  2. Reflection on the teaching-learning process in the initial training of teachers. Characterization of the issues on which pre-service mathematics teachers reflect

    J.M. Chamoso, M.J. Cáceres & P. Azcárate

    Our aim was to highlight the issues of the reflections of pre-service mathematics teachers in their learning portfolio about the teaching-learning process taking place in a university teacher... More

    pp. 154-164

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  3. Caring for “others”: Examining the interplay of mothering and deficit discourses in teaching

    Jennifer Hauver James

    Data from a year-long narrative inquiry, involving six American women elementary school teachers, suggests that teachers’ conceptions of caring are primarily shaped by their biographies. Despite... More

    pp. 165-173

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  4. Mainstream teachers about including deaf or hard of hearing students

    Jorine A. Vermeulen, Eddie Denessen & Harry Knoors

    This study is aimed at teachers’ classroom practices and their beliefs and emotions regarding the inclusion of deaf or hard of hearing (d/hh) students in mainstream secondary schools. Nine teachers... More

    pp. 174-181

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  5. Examining the development of a teacher learning community: The case of a video club

    Elizabeth A. van Es

    Learning communities have become a widespread model for teacher development. However, simply bringing teachers together does not ensure community development. This study offers a framework for the ... More

    pp. 182-192

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  6. Promoting teacher scaffolding in small-group work: A contingency perspective

    Janneke van de Pol, Monique Volman & Jos Beishuizen

    Given the scarcity of scaffolding in classrooms, we developed a professional development program (PDP) focusing on scaffolding. The PDP was based on a model of contingent teaching consisting of... More

    pp. 193-205

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  7. Does the social working environment predict beginning teachers’ self-efficacy and feelings of depression?

    Christelle Devos, Vincent Dupriez & Léopold Paquay

    We investigate how the social working environment predicts beginning teachers’ self-efficacy and feelings of depression. Two quantitative studies are presented. The results show that the goal... More

    pp. 206-217

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  8. Professional growth during cyber collaboration between pre-service and in-service teachers

    Wen-Chun Chen

    This study investigates the potential for two-way professional development during a telecollaboration between pre-service and in-service teachers (PSTs and ISTs), exemplified with the context of... More

    pp. 218-228

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  9. Guided work-based learning: Sharing practical teaching knowledge with student teachers

    Corinne van Velzen, Monique Volman, Mieke Brekelmans & Simone White

    Building quality work-based learning opportunities for student teachers is a challenge for schools in school–university partnerships. This study focused on the guidance of student teachers by means... More

    pp. 229-239

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  10. Negotiating authority through cultivating a classroom community of inquiry

    Nathan D. Brubaker

    This qualitative study examines how authority was negotiated in an undergraduate teacher education course. As the teacher of the course, I involved students in on-going processes of collaborative... More

    pp. 240-250

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  11. Teaming up: Linking collaboration networks, collective efficacy, and student achievement

    Nienke M. Moolenaar, Peter J.C. Sleegers & Alan J. Daly

    Improving student achievement through teacher collaboration networks is a current focus of schools in many countries. Yet, empirical evidence on the relationship between teacher networks and... More

    pp. 251-262

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  12. The preservice teachers are watching: Framing and reframing the field experience

    Lisa Scherff & Nancy Robb Singer

    In this article we employ Sizers’ (1999) school- and classroom-based lenses for observation and apply them to the events and interactions that teacher education students see during school... More

    pp. 263-272

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  13. Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency

    Evelien Ketelaar, Douwe Beijaard, Henny P. A. Boshuizen & Perry J. Den Brok

    The positioning of eleven teachers towards an innovation was studied in the light of ownership, sense-making and agency. Semi-structured and video-stimulated interviews were used for data... More

    pp. 273-282

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  14. “The kids are terrific: It’s the job that’s tough”: The ELL teacher role in an urban context

    Edison J. Trickett, Emma Rukhotskiy, Ansuk Jeong, Ana Genkova, Ashmeet Oberoi, Traci Weinstein & Yanelet Delgado

    The present study depicts an ecological portrait of the work lives of 16 ELL high school teachers in an urban context in the United States. Results suggest that their work lives take place within a... More

    pp. 283-292

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  15. ‘Behind every profession is a person’: Students’ written memories of their own teacher–student relationships

    Minna Uitto

    This article employs a narrative approach in examining the intertwining of the personal and professional in teacher–student relationships. A total of 141 Finnish people of various ages wrote about ... More

    pp. 293-301

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