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

February 2015 Volume 46, Number 1

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Table of Contents

Number of articles: 11

  1. What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning

    Heng Hou

    This paper brings to the fore a cohort of student teachers' perceptions of an online learning experience during school placement in a Chinese tertiary institution; it critically explores factors... More

    pp. 6-16

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  2. Research based teacher education

    Elaine Munthe & Magne Rogne

    Undergraduate research is one way to qualify teachers for professional learning and innovation, but there is little knowledge about how ITE programs address research for students. This study has... More

    pp. 17-24

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  3. EFL teachers' behavior of using motivational strategies: The case of teaching in the Korean context

    Unkyoung Maeng, Graduate School of Education; Sangmin-Michelle Lee, School of Global Communication

    While studies have investigated the role of motivation in learning and teaching, research on teachers' motivational strategies remains scarce. This study examined the motivating behavior of in... More

    pp. 25-36

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  4. The nature and development of interaction among components of pedagogical content knowledge in practicum

    Sevgi Aydin, Yuzuncu Yil University, Turkey; Betul Demirdogen, Bulent Ecevit University, Turkey; Fatma Nur Akin & Esen Uzuntiryaki-Kondakci, Middle East Technical University, Turkey; Aysegul Tarkin, Yuzuncu Yil University, Turkey

    This secondary analysis study focused on how interactions among preservice teachers' pedagogical content knowledge (PCK) components developed throughout a 14-week CoRe-based mentoring-enriched... More

    pp. 37-50

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  5. Caring as a salutogenic aspect in teachers' lives

    Marie Nilsson, Göran Ejlertsson, Ingemar Andersson & Kerstin Blomqvist

    This inquiry explored how a group of teachers experienced resources for their well-being, both at work and in their private lives. The findings indicate that caring, for others and for oneself, is ... More

    pp. 51-61

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  6. Teacher education for social justice: Mapping identity spaces

    Mark Boylan & Ian Woolsey

    Teacher education requires an account of the complex ways that beginning teachers negotiate their relationships to social justice. A determinate view of identity successfully describes... More

    pp. 62-71

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  7. Dialogic understanding of teachers' online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course

    Kyungmee Lee & Clare Brett

    Teachers are expected to implement new educational technologies and adapt to new teaching environments. However, it involves a complex learning process that can lead to their perspective... More

    pp. 72-83

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  8. “In the middle of a pedagogical triangle” – Native-language support teachers constructing their identity in a new context

    Arja Virta

    The purpose of the article is to analyse how foreign-born teachers who support migrant children's studies experience their work and their position in Finnish schools. This is strongly related to... More

    pp. 84-93

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  9. Teachers' experiences of effective strategies for managing classroom misbehavior in Hong Kong

    Rachel C.F. Sun

    This study interviewed twelve teachers to examine their perceptions of effective strategies for managing classroom misbehavior in Hong Kong. Results showed seven effective strategies (rules-setting... More

    pp. 94-103

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  10. Teacher candidates' perceptions of their learning and engagement in a writing methods course

    Susan D. Martin & Sherry Dismuke

    In this paper we examine teacher candidates' perceptions of learning and learning opportunities in a semester-long course writing methods course. Results from this study indicate candidates felt... More

    pp. 104-114

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  11. Content knowledge and pedagogical content knowledge in Taiwanese and German mathematics teachers

    Thilo Kleickmann, Leibniz Institute for Science and Mathematics Education, Germany; Dirk Richter, Institute for Educational Progress (IQB), Germany; Mareike Kunter, Department of Psychology, Germany; Jürgen Elsner, Max Planck Institute for Human Development, Germany; Michael Besser, University of Kassel, Germany; Stefan Krauss, University of Regensburg, Germany; Marie Cheo, National Academy for Educational Research (NAER), Taiwan; Jürgen Baumert, Max Planck Institute for Human Development, Germany

    In comparing content knowledge (CK) and pedagogical content knowledge (PCK) of Taiwanese and German inservice mathematics teachers, the present study examines whether the two-dimensional structure ... More

    pp. 115-126

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