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

November 2018 Volume 76, Number 1

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Table of Contents

Number of articles: 26

  1. Direct and indirect effects of Key2Teach on teachers' sense of self-efficacy and emotional exhaustion, a randomized controlled trial

    C. Hoogendijk, Erasmus University; N.T. Tick, Utrecht University; W.H.A. Hofman, University of Groningen; J.G. Holland, Windesheim University of Applied Sciences; S.E. Severiens, Erasmus University; P. Vuijk, Rotterdam University of Applied Sciences; A.F.D. van Veen, Windesheim University of Applied Sciences

    The effects of Key2Teach on teachers' sense of self-efficacy and emotional exhaustion related to students with externalizing problem behaviour were investigated using an RCT-design. 103 teachers... More

    pp. 1-13

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  2. Early childhood literacy coaching: An examination of coaching intensity and changes in educators' literacy knowledge and practice

    Melissa M. Weber-Mayrer, The Ohio Department of Education, United States; Shayne B. Piasta, Department of Teaching and Learning and Crane Center for Early Childhood Research and Policy, United States; Jennifer R. Ottley, Department of Teacher Education, United States; Laura M. Justice, Department of Teaching and Learning and Crane Center for Early Childhood Research and Policy, United States; Ann A. O'Connell, Department of Educational Studies, United States

    pp. 14-24

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  3. Coaching teachers to implement innovations in STEM

    Michael Giamellaro & Deborah R. Siegel

    STEM is evolving as a discipline and includes challenging educational practices. Teachers need support to address these challenges and implement STEM. We present an intervention in which a STEM... More

    pp. 25-38

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  4. Promoting pre-service teachers' professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention

    Kira Elena Weber, Leuphana University Lüneburg, Germany; Bernadette Gold, University of Erfurt, Germany; Christopher Neil Prilop & Marc Kleinknecht, Leuphana University Lüneburg, Germany

    We examined pre-service teachers' professional vision of classroom management (PVCM) before and after their first teaching practicum. Using a standardised, video-based test to measure PVCM, we... More

    pp. 39-49

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  5. The construction of teacher identity in an alternative education context

    Raymond Brown, School of Education and Professional Studies, Australia; Deborah Heck, School of Education, Australia

    The focus of this article is the construction of teacher identities in an alternative school setting. Using a sociocultural theoretical understanding of ‘identity’ development based on the notions ... More

    pp. 50-57

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  6. Retention of Indigenous pre-service teachers enrolled in an Australian regional university

    Karen Trimmer & Raelene Ward, University of Southern Queensland, Australia; Linda Wondunna-Foley, The University of Adelaide, Australia

    Retention of Indigenous pre-service teachers is critical to increasing the number of Indigenous teachers in Australian schools. The aim of this research was to identify factors impacting on... More

    pp. 58-67

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  7. Multicultural school leadership, multicultural teacher culture and the ethnic prejudice of Flemish pupils

    Roselien Vervaet, Mieke Van Houtte & Peter A.J. Stevens, CuDOS, Belgium

    This study investigates the association between multicultural school leadership, multicultural teaching and majority pupils' ethnic prejudice. Multilevel analyses were carried out on data of 2006... More

    pp. 68-77

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  8. Rethinking the demands for ‘preferred’ teacher professional identities: Ethical and political implications

    Michalinos Zembylas

    pp. 78-85

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  9. Twitter, cyber-violence, and the need for a critical social media literacy in teacher education: A review of the literature

    Joelle Nagle

    Multiliteracies and new literacies pedagogies advocate for expanded ideas of literacy, which focus heavily on the use of digital technologies within the classroom. Yet there is little discussion... More

    pp. 86-94

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  10. Discourses of teacher autonomy and the role of teachers in Estonian, Finnish and Bavarian teachers' newspapers in 1991–2010

    Maria Erss, School of Educational Sciences, Estonia; Veronika Kalmus, Institute of Social Studies, Estonia

    This paper examines the construction of the professional role of teachers as reflected in the teacher autonomy and control discourses in teachers' newspapers during 1991–2010 in three national... More

    pp. 95-105

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  11. Improving the accuracy of teachers' judgments of student learning

    Keith W. Thiede, Jonathan L. Brendefur, Michele B. Carney, Joe Champion, Lindsey Turner, Roger Stewart & Richard D. Osguthorpe

    We examined the effect of different professional development programs on the accuracy of teachers' judgments of their students' learning during three academic years. Teachers participated in a... More

    pp. 106-115

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  12. Becoming agentic teachers: Experiences of the home group approach as a resource for supporting teacher students' agency

    Maaret Juutilainen, Riitta-Leena Metsäpelto & Anna-Maija Poikkeus, Department of Teacher Education, Finland

    This study focuses on the experiences of first-year teacher students in a Finnish teacher education department regarding ways in which studying in stable “home groups” supported or restricted their... More

    pp. 116-125

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  13. Pre-service teachers as members of a collaborative teacher research team: A steady track to extended professionalism?

    Vicky Willegems, Els Consuegra, Katrien Struyven & Nadine Engels

    In this study the development of five pre-service teachers' perspectives on their roles as extended professionals in collaborative teacher research is investigated. A multiple case study focuses on... More

    pp. 126-139

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  14. Facilitating professional learning communities in China: Do leadership practices and faculty trust matter?

    Hongbiao Yin & Xin Zheng, Department of Curriculum and Instruction

    This study examined the relationships between leadership practices, faculty trust, and professional learning communities in the context of mainland China. A total of 1,095 Chinese primary school... More

    pp. 140-150

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  15. The genius of Imhotep: An exploration of African-centered curricula and teaching in a high achieving U.S. urban school

    Marcia J. Watson-Vandiver, Towson University, Towson, United States; Greg Wiggan, University of North Carolina at Charlotte, Charlotte, United States

    pp. 151-164

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  16. Interactions between pupils and their teacher in collaborative and technology-enhanced learning settings in the inclusive classroom

    Salvador Dukuzumuremyi & Pirkko Siklander, Faculty of Education, Finland

    This paper analyses the interactions between pupils and between pupils and their teacher, and the teacher's strategies in an inclusive classroom while pupils enrolled at a primary school work... More

    pp. 165-174

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  17. Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model

    Stephanie Herppich, University of Freiburg, Germany; Anna-Katharina Praetorius, German Institute for International Educational Research, Germany; Natalie Förster, University of Münster, Germany; Inga Glogger-Frey, University of Freiburg, Germany; Karina Karst, University of Mannheim, Germany; Detlev Leutner, University Duisburg-Essen, Germany; Lars Behrmann, University of Münster, Germany; Matthias Böhmer, University of Luxembourg, Luxembourg; Stefan Ufer, University of Munich, Germany; Julia Klug, University of Vienna, Austria; Andreas Hetmanek, Technical University of Munich, Germany; Annika Ohle, TU Dortmund University, Germany; Ines Böhmer, University of Wuppertal, Germany; Constance Karing, University of Jena, Germany; Johanna Kaiser, University of Kiel, Germany; Anna Südkamp, TU Dortmund University, Germany

    In this article, we present a new model of teachers' assessment competence. The model is based on the educational competence concept, thus defining competences to be context-specific, learnable... More

    pp. 181-193

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  18. Comparing global judgments and specific judgments of teachers about students' knowledge: Is the whole the sum of its parts?

    Karina Karst, Stefanie Dotzel & Oliver Dickhäuser

    Teachers' judgments about students' knowledge and skills can be global or specific depending on the diagnostic situation during teaching. We test the relationship between these judgments, their... More

    pp. 194-203

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  19. Teachers’ judgment accuracy concerning consistent and inconsistent student profiles

    Anna Südkamp, Rehabilitation Psychology, Germany; Anna-Katharina Praetorius, Department of Educational Quality and Evaluation, Germany; Birgit Spinath, Educational Psychology, Germany

    Research on teachers' judgment accuracy has focused on teacher judgments of single student characteristics. We analyzed differences in teachers' judgment accuracy concerning students with... More

    pp. 204-213

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  20. Effects of different cue types on the accuracy of primary school teachers' judgments of students' mathematical understanding

    Sophie Oudman & Janneke van de Pol, Department of Education; Arthur Bakker, Freudenthal Institute; Mirjam Moerbeek, Department of Methodology and Statistics; Tamara van Gog, Department of Education

    To gain insight into how teachers' judgment accuracy can be improved, we investigated effects of cue-type availability. While thinking aloud, 21 teachers judged their fourth grade students' (n =... More

    pp. 214-226

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