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

April 2014 Volume 39, Number 1

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Table of Contents

Number of articles: 13

  1. Teachers' motivation to participate in training and to implement innovations

    Georgios Gorozidis & Athanasios G. Papaioannou

    Based on Self-determination theory, a mixed method design was used to explore 218 teachers' motivation and intentions regarding participation in training and teaching of an innovative academic... More

    pp. 1-11

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  2. Self-efficacy of early childhood special education teachers: Links to classroom quality and children's learning for children with language impairment

    Ying Guo, School of Education, United States; Jaclyn M. Dynia, The Crane Center for Early Childhood Research and Policy, United States; Christina Yeager Pelatti, Department of Audiology, Speech-Language Pathology and Deaf Studies, United States; Laura M. Justice, The Crane Center for Early Childhood Research and Policy, United States

    This study described the self-efficacy of early childhood special education (ECSE) teachers (n = 28) and investigated relations among teacher self-efficacy, classroom quality, and language and... More

    pp. 12-21

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  3. Exploring the antecedents of boredom: Do teachers know why students are bored?

    Elena C. Daschmann & Thomas Goetz, University of Konstanz, Germany; Robert H. Stupnisky, University of North Dakota, United States

    In the current study, researchers explored if teachers can identify antecedents of students' boredom. First, an open-ended questionnaire was administered to 111 9th-grade students to explore their ... More

    pp. 22-30

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  4. Beginning teachers who stay: Beliefs about students

    Alyson Leah Lavigne

    Beliefs serve as an adaptation that helps teachers organize their teaching world. Little is known, however, about how beliefs change and serve to help retain and sustain teachers, particularly for ... More

    pp. 31-43

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  5. Kindergarten teachers' literacy beliefs and self-reported practices: On the heels of a new national literacy curriculum

    Aviva Sverdlov, Sha'anan Teachers' College, Israel; Dorit Aram & Iris Levin, School of Education, Israel

    This study took place six years after the introduction of a national early literacy curriculum in Israel. We compared the beliefs of kindergarten teachers on the importance of literacy goals with... More

    pp. 44-55

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  6. Enhancing young children's arithmetic skills through non-intensive, computerised kindergarten interventions: A randomised controlled study

    Magda Praet & Annemie Desoete

    Children in kindergarten were randomly assigned to adaptive computerised counting or comparison interventions, or to a business-as-usual control group. Children in both intervention groups,... More

    pp. 56-65

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  7. Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives

    Peter Mtika, Dean Robson & Roseanne Fitzpatrick

    This article explores joint observation implemented as part of a partnership between schools and a teacher education institution during field experience (practicum) from the perspectives of student... More

    pp. 66-76

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  8. The efficacy of training cooperating teachers

    Christopher R. Gareis & Leslie W. Grant

    This study investigated outcomes of a clinical faculty training program designed to prepare cooperating teachers for supervising pre-service teachers. Drawing on multiple data sources from more... More

    pp. 77-88

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  9. Beyond the dichotomy of teacher- versus student-focused education: A survey study on physics teachers' beliefs about the goals and pedagogy of physics education

    Nelleke A.H. Belo, Jan H. van Driel, Klaas van Veen & Nico Verloop

    This study explored the content and structure of physics teachers' beliefs on teaching and learning in general in relation to their domain-specific beliefs. A questionnaire was administered to... More

    pp. 89-101

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  10. Unifying cognition, emotion, and activity in language teacher professional development

    Paula Golombek, Department of Linguistics, United States; Meredith Doran, Department of Applied Linguistics, United States

    Emotions in the learning-to-teach experience are often ignored or downplayed by teacher educators. Using content and discourse analysis of a novice language teacher's journals, we demonstrate that ... More

    pp. 102-111

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  11. Talking culture? Egalitarianism, color-blindness and racism in Australian elementary schools

    Jessica Walton & Naomi Priest, McCaughey Centre, Australia; Emma Kowal, School of Social and Political Sciences, Australia; Fiona White, School of Psychology, Australia; Katie Brickwood, The Graduate School of Humanities and Social Studies, Australia; Brandi Fox, Centre for Research in Education Futures and Innovation, Australia; Yin Paradies, Centre for Citizenship and Globalisation, Australia

    This study examines egalitarianism as an ethnic-racial socialization message used by teachers with 8–12 year old children in four socio-demographically diverse elementary schools in Melbourne,... More

    pp. 112-122

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  12. Understanding (in)formal learning in an academic development programme: A social network perspective

    Bart Rienties, Institute of Educational Technology, United Kingdom; Ian Kinchin, Department of Higher Education, United Kingdom

    Most professional development programmes provide teachers with formal and informal social networks, but limited empirical evidence is available to describe to what extent teachers build internal ... More

    pp. 123-135

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  13. Development and validation of a measure of Critical Stance for instructional coaching

    Annela Teemant, Christine Leland & Beth Berghoff, School of Education, United States

    This study presents supporting correlational evidence of inter-rater reliability and validity for a new scale called Critical Stance, which translates critical pedagogy into measurable teacher... More

    pp. 136-147

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