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

October 2015 Volume 51, Number 1

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Table of Contents

Number of articles: 21

  1. Pedagogical pathways for Indigenous education with/in teacher education

    Brooke Madden

    This manuscript explores the central question: According to teacher educators, what are prevailing pedagogical pathways to engage Indigenous education with/in Faculties of Education? Review of 23... More

    pp. 1-15

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  2. Examining pre-service elementary mathematics teachers' reading of educative curriculum materials

    Tonia J. Land, Drake University, United States; Andrew M. Tyminski, Clemson University, United States; Corey Drake, Department of Teacher Education, United States

    Educative curriculum materials are intended to support teacher learning. An assumption underlying the design of educative curriculum, however, has been that teachers will read features that are... More

    pp. 16-26

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  3. Career-changers’ ideal teacher images and grounded classroom perspectives

    Jennifer Locraft Cuddapah, Hood College, United States; Beverly Hardcastle Stanford, Azusa Pacific University, United States

    Seeking to understand whether career-changers experience the idealism referenced in new teacher literature, two teacher educators conducted a qualitative inquiry employing interview, descriptive... More

    pp. 27-37

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  4. Beginning to teach inclusively: An analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania

    Jo Westbrook, Centre for International Education, United Kingdom; Alison Croft, United Kingdom

    Inclusive pedagogies to support children with disabilities in low-income countries have been neglected, and viewed as ‘specialised’ or optional within teacher education. In contrast, this paper... More

    pp. 38-46

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  5. Elementary school teachers' acceptability of school reform: Contribution of belief congruence, self-efficacy, and professional development

    Laurie A. Donnell & Maribeth Gettinger

    This study examined the influence of four variables on teachers' ratings of acceptability of a state-mandated school reform initiative, Response to Intervention (RTI). A total of 209 teachers ... More

    pp. 47-57

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  6. The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout

    Chengting Ju, Jijun Lan, Yuan Li, Wei Feng & Xuqun You

    This study investigated the mediating effect of workplace social support on the relationship between trait emotional intelligence and teacher burnout among 307 Chinese middle school teachers.... More

    pp. 58-67

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  7. Different modes in teachers' discussions of students' mathematical texts

    Anna Teledahl

    The study aims to examine elementary school mathematics teachers' ways of discussing students' mathematical texts. Nineteen teachers were interviewed in groups and asked to discuss 15 texts. The... More

    pp. 68-76

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  8. Investigating effects of the quality of field experiences and personality on perceived teaching skills in German pre-service teachers for secondary schools

    Antje Biermann & Julia Karbach, Department of Education, Germany; Frank M. Spinath, Department of Psychology, Germany; Roland Brünken, Department of Education, Germany

    Quality of field experiences during teacher education as well as individual characteristics of student teachers are considered important for the development of teaching skills. In the present study... More

    pp. 77-87

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  9. Do teachers have worse mental health? Review of the existing comparative research and results from the Belgian Health Interview Survey

    Filip Van Droogenbroeck & Bram Spruyt

    It is widely believed that teachers have a higher risk of developing mental health problems when compared with other professions. That claim, however, is more often stated as a fact than as the... More

    pp. 88-100

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  10. Learning at the nano-level: Accounting for complexity in the internalization of secondary STEM teacher professional development

    Grant A. Fore, Charles R. Feldhaus & Brandon H. Sorge, STEM Education Research Institute, United States; Mangilal Agarwal & Kody Varahramyan, Integrated Nanosystems Development Institute, United States

    Utilizing a case study research design, the factors that influence teacher learning and change, as well as the processes by which secondary STEM teachers internalize professional development (PD)... More

    pp. 101-112

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  11. Helping teachers maintain classroom management practices using a self-monitoring checklist

    Regina M. Oliver, University of Nebraska—Lincoln, United States; Joseph H. Wehby, Vanderbilt University, United States; J. Ron Nelson, University of Nebraska—Lincoln, United States

    The purpose of this study was to examine the extent to which the use of a self-monitoring checklist helped teachers maintain use of evidence-based classroom management practices. Teachers used the ... More

    pp. 113-120

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  12. Professional development at the local level: Necessary and sufficient conditions for critical colleagueship

    Tara Kintz, John Lane & Amelia Gotwals, Michigan State University, United States; Dante Cisterna, Pontifical Catholic University of Chile, Chile

    This paper examines factors that contributed to critical conversations in teacher communities of inquiry (CI) as part of a statewide professional development initiative in the United States. Based ... More

    pp. 121-136

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  13. Facilitating decomposition and recomposition in practice-based teacher education: The power of modularity

    Fred Janssen, ICLON; Pam Grossman, Graduate School of Education, United States; Hanna Westbroek, Centre for Educational Training

    The turn towards practice-based teacher education has marked a growing consensus around the need to focus professional preparation more directly on the enactment of teaching practice. However, the ... More

    pp. 137-146

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  14. The distinction between inquiry-based instruction and non-inquiry-based instruction in higher education: A case study of what happens as inquiry in 16 education courses in three universities

    M.W. Aulls, J. Kaur Magon & B.M. Shore

    This collective case study describes instructional plans and observed inquiry-based instruction (IBI) in 16 undergraduate education teacher-preparation courses purposively sampled from instructors ... More

    pp. 147-161

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  15. Physical education teacher educators: A 25-year scoping review of literature

    Eileen McEvoy, Department of Sport Sciences, Finland; Ann MacPhail, Department of Physical Education and Sport Sciences, Ireland; Pilvikki Heikinaro-Johansson, Department of Sport Sciences, Finland

    This paper presents a scoping review of literature on physical education teacher educators (1990–2014). The intent is to map research to date on this population and provide a useful context for the... More

    pp. 162-181

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  16. Making the invisible visible: Preparing preservice teachers for first steps in linking research to practice

    Sarah van Ingen & Susan Ariew, University of South Florida, United States

    Despite the widespread expectation that teachers leverage research to meet the needs of diverse students, little is known about how to prepare preservice teachers to engage in this complex process.... More

    pp. 182-190

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  17. How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies

    Christoph Burger, Department of Applied Psychology: Work, Education and Economy, Austria; Dagmar Strohmeier, University of Applied Sciences Upper Austria, Austria; Nina Spröber, Department of Child and Adolescent Psychiatry/Psychotherapy, Germany; Sheri Bauman, Department of Educational Psychology, United States; Ken Rigby, University of South Australia, Australia

    Teachers' (N = 625; 74% female) use of intervention strategies was examined in a hypothetical bullying episode. Self-reported strategies were best described by a five-factor structure. Teachers... More

    pp. 191-202

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  18. Challenges influencing teachers' involvement in continuous professional development: A South African perspective

    Johanna L. Geldenhuys & Lizette C. Oosthuizen

    This article focuses on the challenges that impact on teachers' involvement in continuous professional development (CPD), as seen from a South African perspective. In this qualitative interpretive ... More

    pp. 203-212

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  19. Understanding teacher design teams – A mixed methods approach to developing a descriptive framework

    F. Binkhorst, ELAN Institute for Teacher Education; A. Handelzalts, Teachers College; C.L. Poortman, ELAN Institute for Teacher Education; W.R. van Joolingen, Freudenthal Institute for Science and Mathematics Education

    Collaboration is a crucial element of effective professional development for teachers. In Teacher Design Teams (TDTs), teachers collaborate on (re)designing educational materials. To optimize their... More

    pp. 213-224

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  20. A longitudinal study of induction on the acceleration of growth in teaching quality of beginning teachers through the eyes of their students

    Ridwan Maulana, Michelle Helms-Lorenz & Wim van de Grift

    This study examines the development of beginning teachers' teaching quality during the first three years of teaching. Schools were randomly assigned to an experimental condition, to develop support... More

    pp. 225-245

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