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

May 2015 Volume 48, Number 1

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Table of Contents

Number of articles: 12

  1. Reducing reality shock: The effects of classroom management skills training on beginning teachers

    Theresa Dicke, Jill Elling, Annett Schmeck & Detlev Leutner

    Being unprepared to deal with classroom disturbances is a major cause of beginning teachers' reality shock. However, a lack of options remains to learn dealing with such disturbances. In this study... More

    pp. 1-12

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  2. The power of improvisational teaching

    M. Elizabeth Graue, Dept of Curriculum & Instruction, United States; Kristin Lyn Whyte & Anne Elizabeth Karabon, Wisconsin Center for Education Research, School of Education, United States

    In this study we examine how improvisation can facilitate understanding how teachers respond to children's multiple resources, interests, experiences, and skills in early childhood programs.... More

    pp. 13-21

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  3. Fostering teacher learning in VET colleges: Do leadership and teamwork matter?

    Arnoud Oude Groote Beverborg & Peter J.C. Sleegers, University of Twente Faculty of Behavioural Sciences; Klaas van Veen, University of Groningen Faculty of Behavioural and Social Sciences

    This study explores teacher learning in Vocational Education and Training colleges, combining organizational and psychological factors, such as transformational leadership, teamwork, and self... More

    pp. 22-33

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  4. Understanding teachers' responses to enactments of sexual and gender stigma at school

    Kate L. Collier, Division of Gender, Sexuality, & Health, United States; Henny M.W. Bos, Research Institute of Child Development and Education; Theo G.M. Sandfort, Division of Gender, Sexuality, & Health, United States

    Although teachers may be in a position to address enactments of sexual and gender stigma among their students, little is known about their motivations to intervene in such situations. We surveyed... More

    pp. 34-43

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  5. Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms

    Axinja Hachfeld, Max Planck Institute for Human Development, Germany; Adam Hahn, University of Colorado Boulder, United States; Sascha Schroeder, Yvonne Anders & Mareike Kunter, Max Planck Institute for Human Development, Germany

    This study uses the framework of professional competence to investigate the relationship between two cultural beliefs, multiculturalism and colorblindness, and different aspects of professional... More

    pp. 44-55

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  6. Teachers' coping styles and factors inhibiting teachers' preferred classroom management practice

    Merav Salkovsky & Shlomo Romi, School of Education, Israel; Ramon (Rom) Lewis, Faculty of Education, Australia

    The relationship between 294 teachers' coping styles and factors they perceive as inhibiting them from using their ideal classroom management is investigated. The results show that a coping style... More

    pp. 56-65

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  7. Post-modern reality shock: Beginning teachers as sojourners in communities of practice

    José Miguel Correa, University of the Basque Country (UPV/EHU), Spain; Asunción Martínez-Arbelaiz, University Studies Abroad Consortium, Spain; Estibaliz Aberasturi-Apraiz, University of the Basque Country (UPV/EHU), Spain

    This study's aims are twofold: identify the tensions and dilemmas that beginning teachers in Early Childhood Education face and their impact on the construction of their professional identity, and ... More

    pp. 66-74

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  8. Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis

    Jessica Aspfors, Faculty of Professional Studies, Norway; Göran Fransson, Faculty of Education and Business Studies, Sweden

    The aim of this meta-synthesis is to deepen the understanding and knowledge of qualitative research focusing on education for mentors of newly qualified teachers. Altogether, 10 studies were... More

    pp. 75-86

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  9. The globalization of Teach for America: An analysis of the institutional discourses of Teach for America and Teach for India within local contexts

    Megan Blumenreich & Amita Gupta

    Teach for India is an alternative teacher credentialing program in India that is part of Teach for All, a global organization with strong ties to Teach for America, the American alternative... More

    pp. 87-96

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  10. Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development

    Anne H. Cash, College of Education, United States; Sonia Q. Cabell, Bridget K. Hamre, Jamie DeCoster & Robert C. Pianta, Curry School of Education, United States

    The current study examines the associations between teachers' beliefs and knowledge and children's learning during the prekindergarten year. This study describes the degree to which 262... More

    pp. 97-105

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  11. Chinese and Canadian teachers implement a hybrid Sino-Canadian curriculum: A multiliteracies perspective

    Zheng Zhang

    This paper reports one part of an ethnographic case study on a Sino-Canadian transnational education programme in southern China. The framework of multiliteracies pedagogy elucidates data collected... More

    pp. 106-116

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  12. ‘Making do’: Teachers' coping strategies for dealing with textbook shortages in urban Zambia

    Jeongmin Lee & Stephanie Simmons Zuilkowski, Florida State University, United States

    Textbooks are a critical component of quality education in developing countries. This article investigates textbook availability and teachers' coping strategies in the face of poor textbook access ... More

    pp. 117-128

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