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

October 2017 Volume 67, Number 1

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Table of Contents

Number of articles: 51

  1. Teaching skills, students' emotions, perceived control and academic achievement in university students: A SEM approach

    Adrià Muntaner-Mas & Josep Vidal-Conti, Department of Pedagogy and Specific Didactics, Spain; Albert Sesé, Department of Psychology, Spain; Pere Palou, Department of Pedagogy and Specific Didactics, Spain

    A cross-sectional study was conducted using a sample of Balearic Islands University students (n = 176). A SEM approach revealed that the characteristics of teaching had a strong positive effect on ... More

    pp. 1-8

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  2. The global citizenship education gap: Teacher perceptions of the relationship between global citizenship education and students’ socio-economic status

    Heela Goren & Miri Yemini

    The present study examined Israeli secondary school teachers' perceptions of global citizenship education (GCE), concentrating on the socio-economic makeup of the schools' population. The study... More

    pp. 9-22

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  3. Sense-making for beginning special educators: A systematic mixed studies review

    Hannah M. Mathews, Wendy J. Rodgers & Peter Youngs

    pp. 23-36

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  4. Educating digitally competent teachers: A study of integration of professional digital competence in teacher education

    Elen J. Instefjord, Western Norway University of Applied Sciences, Norway; Elaine Munthe, Faculty of Arts and Education, Norway

    The present study focuses on the integration of professional digital competence in initial teacher education programmes. Data analysed are from three national questionnaire surveys conducted among ... More

    pp. 37-45

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  5. The allure of simplicity: Scripted curricula and equity

    Maria T. Timberlake, Anne Burns Thomas & Brian Barrett

    New York State offered schools scripted curricular modules to assist in meeting the Common Core State Standards. Reports of teacher concerns about rushed and rigid implementation led to qualitative... More

    pp. 46-52

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  6. Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning

    Tracy L. Durksen, School of Education, Australia; Robert M. Klassen, Department of Education, United Kingdom; Lia M. Daniels, Department of Educational Psychology, Canada

    The current study contributes to the growing body of empirical research on the connection between motivation and teachers' learning across professional life phases. With data from 253 practicing... More

    pp. 53-66

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  7. Systemic professional learning through collaborative inquiry: Examining teachers' perspectives

    Christopher DeLuca, Benjamin Bolden & Jessica Chan

    Collaborative Inquiry (CI) engages teachers to jointly inquire into a shared problem of practice. The majority of CI research presents qualitative case studies of individual collaborative inquires;... More

    pp. 67-78

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  8. Student demographics and teacher characteristics as predictors of elementary-age students' history knowledge: Implications for teacher education and practice

    Paul G. Fitchett & Tina L. Heafner

    Using student- and teacher-level data from the United States National Assessment of Educational Progress (NAEP), we attempted to disentangle the relationship among student demographics, teacher... More

    pp. 79-92

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  9. Gender and student misbehavior: Evidence from implicit and explicit measures

    Sabine Glock & Hannah Kleen

    We investigated teachers' implicit personality theories in two studies. A gender IAT showed that 98 preservice teachers implicitly associated male students with negative and female students with... More

    pp. 93-103

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  10. Teaching on the frontline: The confines of teachers' contributions to conflict transformation in Lebanon

    Erik van Ommering

    Current education and peacebuilding literature invests high expectations in the ability of teachers to catalyse positive transformations in societies affected by armed conflict. Yet, very little is... More

    pp. 104-113

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  11. “Without being able to read, what's literacy mean to them?”: Situated beliefs about literacy for students with significant disabilities

    Andrea L. Ruppar

    Beliefs about students and pedagogical knowledge have been identified as key barriers to accessible general education content and contexts for students with significant disabilities. In this case... More

    pp. 114-124

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  12. Building resilience of students with disabilities in China: The role of inclusive education teachers

    Guanglun Michael Mu, Queensland University of Technology, Australia; Yang Hu, Central University of Finance and Economics, China; Yan Wang, Beijing Normal University, China

    The literature well documents that teachers facilitate the resilience process of at-risk students through building empowering teacher-student relationships. Much less is known about teachers’ role ... More

    pp. 125-134

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  13. The myths of the digital native and the multitasker

    Paul A. Kirschner, Open University of the Netherlands; Pedro De Bruyckere, Artevelde University College Ghent, Belgium

    Current discussions about educational policy and practice are often embedded in a mind-set that considers students who were born in an age of omnipresent digital media to be fundamentally different... More

    pp. 135-142

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  14. Sexual orientation in Norwegian science textbooks: Heteronormativity and selective inclusion in textbooks and teaching

    Åse Røthing

    This article explores how sexual orientation is addressed in Norwegian science textbooks currently in use in grades 8–10. The analysis demonstrates that sexual orientation is included in very... More

    pp. 143-151

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  15. Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion

    Einar M. Skaalvik, NTNU Social Research, Norway; Sidsel Skaalvik, Norwegian University of Science and Technology, Norway

    We analyzed relations between teachers’ perception of the school goal structure, workload, self-efficacy, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession.... More

    pp. 152-160

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  16. Using a narrative approach to illuminate teacher professional learning in an era of accountability

    Gill Adams

    Despite the centrality of teacher professional learning in efforts to raise student attainment, little is known about how learning is experienced by individual teachers. This paper uses narrative... More

    pp. 161-170

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  17. The impact of digital stories on preservice teacher beliefs about English language learners

    N. Eleni Pappamihiel & Denise Ousley-Exum, University of North Carolina Wilmington, United States; Albert Ritzhaupt, School of Teaching and Learning, United States

    pp. 171-178

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  18. Teaching “in their best interest”: Preservice teachers' narratives regarding English Learners

    Amanda T. Sugimoto, Department of Curriculum and Instruction, United States; Kathy Carter, Department of Teaching, Learning, and Sociocultural Studies, United States; Kathleen J. Stoehr, Department of Education, United States

    In the United States, teachers are increasingly working with English Learners (ELs) in mainstream classrooms. Several areas of focus have been proposed to guide the preparation of teachers for... More

    pp. 179-188

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  19. Understanding the relationship between teachers' use of online demonstration videos and fidelity of implementation in MyTeachingPartner-Math/Science

    Emily A. Barton, Jessica V. Whittaker, Mable B. Kinzie, Jamie DeCoster & Emily Furnari

    pp. 189-201

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  20. The longitudinal impact of teaching abroad: An analysis of intercultural development

    Laura Boynton Hauerwas, Susan F. Skawinski & Lynne B. Ryan

    This case study investigated the development of intercultural competencies in a cohort of preservice elementary special education teachers that participated in a teaching English as a foreign... More

    pp. 202-213

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