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

April 2015 Volume 47, Number 1

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Table of Contents

Number of articles: 22

  1. Professional agency in the stream of change: Understanding educational change and teachers' professional identities

    Katja Vähäsantanen

    The qualitative meta-study reported here investigated Finnish vocational teachers' professional agency amid an educational reform. Differences were found in teachers' agency regarding their work,... More

    pp. 1-12

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  2. Differences? Similarities? Male teacher, female teacher: An instrumental case study of teaching in a Head Start classroom

    Robert V. Bullough

    Male teachers are rare in early childhood education (ECE). Interest in increasing the number of male ECE teachers is often driven by essentialist assumptions about male teachers bringing something ... More

    pp. 13-21

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  3. “This has more to do with who I am than with my skills” – Student teacher subjectification in Finnish teacher education

    Maija Lanas, Faculty of Education, Finland; Geert Kelchtermans, Center for Educational Policy, Innovation & Teacher Education, Belgium

    This article addresses the argument that in order to offer responsive teacher education which acknowledges student teachers as active members in their education process, teacher educators need to... More

    pp. 22-29

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  4. The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction

    Debbie De Neve, Geert Devos & Melissa Tuytens

    Professional learning in differentiated instruction (DI) is a challenging learning process for beginning teachers. This study investigates the interplay between job (i.e., teacher autonomy and... More

    pp. 30-41

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  5. Mapping teacher education domain: A document co-citation analysis from 1992 to 2012

    Hüseyin Özçınar

    The aim of the present study is to identify the structure of the research base for teacher education as a scientific discipline and changes in the structure of this domain between 1992 and 2012.... More

    pp. 42-61

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  6. Broadening the resource base for entrepreneurship education through teachers' networking activities

    Elena Ruskovaara & Timo Pihkala, Lappeenranta University of Technology, Finland; Jaana Seikkula-Leino, University of Turku, Finland; Minna Riikka Järvinen, Development Centre Opinkirjo, Finland

    The purpose of this paper is to examine the activities of vocational education teachers when networking in entrepreneurship education. The study examines how the background characteristics of the... More

    pp. 62-70

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  7. Race, culture and agency: Examining the ideologies and practices of U.S. teachers of Black male students

    Quaylan Allen

    This study examines teachers of Black male students in a United States secondary school setting. Qualitative methods were used to document teachers' ideologies of and practices with their Black... More

    pp. 71-81

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  8. Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers

    Fien Depaepe & Joke Torbeyns, Education Research Unit, Belgium; Nathalie Vermeersch, Department of Teacher Training, Belgium; Dirk Janssens, Department of Mathematics, Belgium; Rianne Janssen, Geert Kelchtermans, Lieven Verschaffel & Wim Van Dooren, Education Research Unit, Belgium

    Rational numbers are amongst the most difficult topics in the elementary and secondary school curriculum and teaching them requires an appropriate knowledge base of teachers to properly deal with... More

    pp. 82-92

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  9. Networking and the development of professionals: Beginning teachers building social capital

    Alison R.C. Fox, School of Education, United Kingdom; Elaine G. Wilson, Faculty of Education, United Kingdom

    This paper focuses on how beginning teachers gain support during teacher training, applying concepts of social capital to understand how personal networks can give access to affective and cognitive... More

    pp. 93-107

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  10. How teacher professional development regarding classroom dialogue affects students' higher-order learning

    Ann-Kathrin Pehmer, Alexander Gröschner & Tina Seidel

    The present study investigated the effects of a teacher professional development program targeting the effects of productive classroom dialogue on students' perceived situational learning processes... More

    pp. 108-119

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  11. Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions

    Hui Wang, Nathan C. Hall & Sonia Rahimi

    The present study expands upon prior research showing teachers' self-efficacy and causal attributions to predict adjustment and attrition in investigating the effects of self-efficacy, attributions... More

    pp. 120-130

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  12. Two sides of the same coin? The role of rumination and reflection in elementary school teachers' classroom stress and burnout

    Katja Košir, Faculty of Education, Slovenia; Sara Tement, Faculty of Arts, Slovenia; Marta Licardo & Katarina Habe, Faculty of Education, Slovenia

    The purpose of this study was to investigate the role of rumination and reflection in teachers' classroom stress and burnout, thereby assessing their predictive value per se and their role as... More

    pp. 131-141

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  13. Teacher learning in the context of a continuing professional development programme: A case study

    Linda van den Bergh, Fontys School of Teacher Training for Special Educational Needs; Anje Ros, Fontys Teacher Training School for Primary Education; Douwe Beijaard, Eindhoven University of Technology

    The purpose of this study was to gain insight into characteristics of teacher learning in the context of a successful continuing professional development programme (CPD programme). An in-depth case... More

    pp. 142-150

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  14. Informal learning of primary school teachers: Considering the role of teaching experience and school culture

    Ilke Grosemans, Anne Boon, Christine Verclairen, Filip Dochy & Eva Kyndt

    Teacher learning does not solely occur within formal professional development activities; in fact, the majority of learning occurs through daily practice. The current study focuses on this everyday... More

    pp. 151-161

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  15. The interplay between service learning and the ideological becoming of aspiring educators who are “marked” as different

    Mary Louise Gomez, University of Wisconsin-Madison, United States; Amy Johnson Lachuk, Hunter College, United States; Shameka N. Powell, University of Wisconsin-Madison, United States

    Through a Bakhtinian lens of “ideological becoming”, we investigate the impact of service learning on two aspiring educators enrolled in a course exploring the intersections of race, class, gender,... More

    pp. 162-172

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  16. Teacher coaching in Kenya: Examining instructional support in public and nonformal schools

    Benjamin Piper, RTI International, Kenya; Stephanie Simmons Zuilkowski, Learning Systems Institute, United States

    Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most... More

    pp. 173-183

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  17. The role of perceived need satisfaction at work for teachers' work-related learning goal orientation

    Stefan Janke, Sebastian Nitsche & Oliver Dickhäuser

    In the present study, we investigate whether perceived satisfaction of the basic psychological needs for autonomy, competence, and relatedness in teachers' working environment at school predicts... More

    pp. 184-194

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  18. Developing the whole child in an age of academic measurement: Can this be done according to U.K. teachers?

    Wouter Sanderse, David Ian Walker & Chantel Jones

    Based on a qualitative analysis of interviews with 102 teachers in 33 U.K. secondary schools, the paper shows that “developing the whole child” and “preparing children for life” were personally... More

    pp. 195-203

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  19. The role of professional obligations in working to change one's teaching practices

    Corey Webel & Douglas Platt, Department of Mathematical Sciences, United States

    Teaching practices do not change easily. In this article, we explore this phenomenon by viewing teaching as a cultural activity in which teachers' decisions are influenced by professional... More

    pp. 204-217

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  20. Contextual antecedents of co-teaching efficacy: Their influence on students with disabilities' learning progress, social participation and behaviour improvement

    Vasilis Strogilos, Department of Early Childhood Education, Greece; Abraham Stefanidis, Department of Management, United States

    This study examines whether the attitudes of co-teachers towards the efficacy of co-teaching for students with disabilities are related to their preferences towards the modifications of the... More

    pp. 218-229

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