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

April 2018 Volume 71, Number 1

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Table of Contents

Number of articles: 33

  1. Understanding mentoring of new teachers: Communicative and strategic practices in Australia and Finland

    Hannu L.T. Heikkinen, University of Jyväskylä, Finland; Jane Wilkinson, Monash University, Australia; Jessica Aspfors, Nord University, Norway; Laurette Bristol, UWI School of Business & Applied Studies Ltd (UWI-ROYTEC), Trinidad And Tobago

    pp. 1-11

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  2. How common is the common good? Moving beyond idealistic notions of deliberative democracy in education

    Ryan T. Knowles, Utah State University, United States; Christopher H. Clark, University of Georgia, United States

    Assumptions based on deliberative democratic theory have dominated scholarship of democratic citizenship within political science and educational research. However, both fields have produced... More

    pp. 12-23

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  3. Whiteness in teacher education research discourses: A review of the use and meaning making of the term cultural diversity

    Sandra Fylkesnes

    The term “cultural diversity” is extensively used in recent teacher education research, but its meaning appears to vary and therefore needs to be made visible. This article reviews the use and... More

    pp. 24-33

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  4. Student teachers’ practice and experience with differentiated instruction for students with higher learning potential

    Lisbeth M. Brevik & Ann Elisabeth Gunnulfsen, Department of Teacher Education and School Research, Norway; Joseph S. Renzulli, Renzulli Center for Creativity, Gifted Education, and Talent Development, United States

    This article presents a qualitative study concerning student teachers’ understanding of differentiation for high-achieving secondary school students with higher learning potential. Predominantly... More

    pp. 34-45

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  5. “Fortunately, I found a home here that allows me personal expression”: Co-teaching in the bilingual Hebrew-Arabic-speaking preschool in Israel

    Mila Schwarz, Department of Research and Evaluation Authority, Israel; Naomi Gorgatt, The Center for Educational Technology, Israel

    In this study, we asked how co-teachers in a bilingual preschool overcome challenges in the relationship-building stage, rethink their language education ideology, and coordinate language... More

    pp. 46-56

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  6. Decisions to enter and continue in the teaching profession: Evidence from a sample of U.S. secondary STEM teacher candidates

    Michael Horvath, Department of Psychology, United States; Joanne E. Goodell, Department of Teacher Education, United States; Vasilios D. Kosteas, Department of Economics, United States

    Given its prevalence and cost it is imperative to identify predictors of early career teacher turnover intentions and behavior. During their final year as education majors, 311 US, STEM Secondary... More

    pp. 57-65

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  7. Meaningful learning in teacher education

    Emma Kostiainen, Tuija Ukskoski, Maria Ruohotie-Lyhty, Merja Kauppinen, Johanna Kainulainen & Tommi Mäkinen, Department of Teacher Education, Finland

    pp. 66-77

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  8. An embodied cognition approach to enhancing reading achievement in New York City public schools: Promising evidence

    Roisin P. Corcoran, IRINSTITUTES, United States

    The study purpose was to examine the relationship between the Mark DeGarmo Dance (AKA Dynamic Forms, Inc.) (MDD) program, involving principles of embodied cognition, and student achievement over... More

    pp. 78-85

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  9. Six teaching orientations of Holocaust educators as reflections of teaching perspectives and meaning making processes

    Nurit Novis Deutsch, Department of Counseling and Human Development, Israel; Eila Perkis, Department of Social Work, Israel; Yael Granot-Bein, The Strochlitz Institute for Holocaust Research, Israel

    This study explored processes of curricular reinterpretation made by teachers who teach about the Holocaust. We conducted holistic narrative analyses of in-depth interviews with 31 American... More

    pp. 86-97

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  10. “They come with nothing:” How professional development in a culturally responsive pedagogy shapes teacher attitudes towards Latino/a English language learners

    Paula J. Mellom, University of Georgia, United States; Rolf Straubhaar, Texas State University, United States; Carissa Balderas, Emory University, United States; Michael Ariail, Cartersville High School, United States; Pedro R. Portes, University of Georgia, United States

    Especially in the United States' “New South,” rapid growth in numbers of Latino/a students, particularly Latino/a English Language Learners (ELLs), has resulted in a cultural clash that is... More

    pp. 98-107

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  11. Teachers’ high-stakes decision making. How teaching approaches affect rational and intuitive data collection

    Kristin Vanlommel, Roos Van Gasse, Jan Vanhoof & Peter Van Petegem

    pp. 108-119

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  12. Teacher educators' professional identity under construction: The transition from teaching face-to-face to a blended curriculum

    Herma Jonker, Teacher Training for Vocational Education; Virginie März, Interdisciplinary Research Group in Socialisation, Belgium; Joke Voogt, Department of Child Development and Education

    pp. 120-133

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  13. Changing approaches to classroom assessment: An empirical study across teacher career stages

    Andrew Coombs, Christopher DeLuca, Danielle LaPointe-McEwan & Agnieszka Chalas

    Research indicates that there is considerable variability in teachers' approaches to assessment resulting in different learning cultures for students. The primary purpose of the study is to examine... More

    pp. 134-144

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  14. Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions

    Dennis M. McInerney, The Education University of Hong Kong, Hong Kong; Hanke Korpershoek, GION Education/Research; Hui Wang, McGill University, Canada; Alexandre J.S. Morin, Concordia University, Canada

    Little is known about the determinants of teachers' psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. In this paper, teachers' occupational attributes (i... More

    pp. 145-158

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  15. The activation of epistemological resources in epistemic communities: District educators’ professional learning as policy enactment

    Ian Hardy, School of Education, Australia; Wayne Melville, Faculty of Education, Canada

    This article argues that professional learning can be understood as a form of policy enactment, characterized by the activation of particular ‘epistemological’ resources within specific communities... More

    pp. 159-167

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  16. Learning to plan self-controlled physical education: Good vs. problematic teaching examples

    Tim Heemsoth, Universität Hamburg, Germany; Thilo Kleickmann, Kiel University, Germany

    Educational research assumes reflection on teaching examples to have positive effects on pre-service teachers' professional development. The role of teaching quality in such examples is unclear,... More

    pp. 168-178

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  17. Becoming an inclusive educator: Agentive maneuverings in collaboratively taught classrooms

    Srikala Naraian, Dept. of Curriculum and Teaching, United States; Sarah Schlessinger, Department of Teaching, Learning, and Leadership, United States

    pp. 179-189

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  18. The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education

    Lieve Thibaut & Heidi Knipprath, Research Group Education and Labour Market, Belgium; Wim Dehaene, MICAS, Belgium; Fien Depaepe, Centre for Instructional Psychology and Technology, Belgium

    This paper uses structural equation modelling (SEM) to examine the influence of teachers' attitudes and school context on reported instructional practices in integrated STEM (Science, Technology,... More

    pp. 190-205

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  19. Deferred creativity: Exploring the impact of an undergraduate learning experience on professional practice

    Jan Watson

    This paper explores the impact of an art-based learning experience on former Education students' professional practice. Feedback from trainee teachers indicated that the true value of the creative ... More

    pp. 206-213

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  20. How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning

    Mona De Smul, Sofie Heirweg, Hilde Van Keer, Geert Devos & Sabrina Vandevelde

    This study describes the development of a self-report instrument: the Teacher Self-Efficacy Scale to implement Self-Regulated Learning (TSES-SRL). The TSES-SRL assesses teachers' perceived ability ... More

    pp. 214-225

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