Teaching and Teacher Education: An International Journal of Research and Studies
April 2011 Volume 27, Number 3
Table of Contents
Number of articles: 19
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Eliciting critical literacy narratives of bi/multilingual teacher candidates across U.S. teacher education contexts
Terri L. Rodriguez & Hye-sun Cho
This paper examines critical literacy narratives of bi/multilingual preservice teachers across contexts in the United States. It draws upon empirical data from two studies—a narrative inquiry with ... More
pp. 496-504
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Professional vision and the politics of teacher learning
Adam Lefstein & Julia Snell
This article explores the political dimensions of teacher learning, both in theoretical work on teacher professional vision, and in an empirical study of video-based teacher professional... More
pp. 505-514
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Students’ perceptions of career conversations with their teachers
Kariene Mittendorff, Perry den Brok & Douwe Beijaard
Internationally, schools acknowledge their responsibility in guiding students not only in their academic growth, but also in their lifelong career development. In relation to this development,... More
pp. 515-523
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Learning strategies and learning-related emotions among teacher trainees
Simone Wittmann
Teacher trainees are questioned about their strategic and emotional relationships with a key area of their future activity, learning. Characteristics of German teacher trainees are identified... More
pp. 524-532
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A synthesis of research concerning creative teachers in a Canadian context
Rosemary C. Reilly, Frank Lilly, Gillian Bramwell & Neomi Kronish
Effective teachers are often creative ones, yet an examination of creative teaching is largely invisible in the North American creativity literature. Even within education there is little about... More
pp. 533-542
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A survey of Greek general and special education teachers’ perceptions regarding the role of the special needs coordinator: Implications for educational policy on inclusion and teacher education
Ioannis Agaliotis & Efrosini Kalyva
The present study explored the perceptions of Greek general and special primary teachers regarding the role and the professional characteristics of special needs coordinators (SENCOs). According to... More
pp. 543-551
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Transformative learning and identity formation on the ‘smiling coast’ of West Africa
Alan Hutchison & Tony Rea
This paper outlines research undertaken during a study visit to The Gambia (2008) and our thinking about the value of this, and other such visits for education students. The qualitative methodology... More
pp. 552-559
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A completed research and development work project in school: The teachers’ learning and possibilities, premises and challenges for further development
May Britt Postholm
The article is based on a follow-up study of a research and development work project with school leaders and teachers conducted in a Norwegian lower secondary school. The purpose is to present an... More
pp. 560-568
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Teacher education, preservice teacher beliefs, and the moral work of teaching
Matthew N. Sanger & Richard D. Osguthorpe
This paper presents a case for attending to preservice teachers’ beliefs that are relevant to the moral work of teaching within teacher education research and practice, and examines what it would... More
pp. 569-578
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Investigating pre-service teacher motivation across cultures using the Teachers’ Ten Statements Test
Robert M. Klassen, Said Al-Dhafri, Wanwisa Hannok & Shea M. Betts
Motivations for choosing teaching as a career were investigated in 200 pre-service teachers from Canada and Oman. We used a novel structured qualitative approach and two theoretical models to... More
pp. 579-588
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Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies
Yongcan Liu & Yueting Xu
This paper investigates how an EFL teacher negotiates her identity to adapt to the ‘new work order’ in an English education department at a university in China. From a narrative inquiry perspective... More
pp. 589-597
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Pre-service teachers’ goals and future-time extension, concerns, and well-being
Hazel Hagger & Lars-Erik Malmberg
Human goal-processes are conceptualised in an action-theoretic model of motivation, in line with discourse on self-directed teachers. Eighty-eight pre-service teachers reported ideographic... More
pp. 598-608
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Teacher epistemology and collective narratives: Interrogating teaching and diversity
Susan Matoba Adler
This action research study interrogates how one teacher educator analyzed her pedagogy and engaged her students in writing narratives about working with children, families, and co-workers who are... More
pp. 609-618
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Assessing student workload in Problem Based Learning: Relationships among teaching method, student workload and achievement. A case study in Natural Sciences
José-Reyes Ruiz-Gallardo, Santiago Castaño, Juan J. Gómez-Alday & Arturo Valdés
This study examines student workload after a change in teaching style from lecture to Problem Based Learning and Cooperative Learning, and its relationship with student outcomes. Results show that ... More
pp. 619-627
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Still motivated? The motivation for teaching during the second year in the profession
Dag Roness
This article presents the results from the third study in a longitudinal research project examining newly qualified teachers’ (NQTs) motivation for teaching and how they retrospectively value their... More
pp. 628-638
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Exploring preservice teachers’ metaphor plotlines
Stefinee Pinnegar, Jessica Mangelson, Meredith Reed & Shaina Groves
This study explores how entering female preservice teachers position themselves–the plotlines, obligations, responsibilities and duties they are prepared to enact, the expectations they hold for... More
pp. 639-647
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Teachers’ critical incidents: Ethical dilemmas in teaching practice
Orly Shapira-Lishchinsky
The aim of this study is to explore ethical dilemmas in critical incidents and the emerged responses that these incidents elicit. Most teachers try to suppress these incidences because of the... More
pp. 648-656
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Internationally educated female teachers in the neoliberal context: Their labour market and teacher certification experiences in Canada
Susan C. Walsh, Susan M. Brigham & Yina Wang
In this paper, we consider the difficulties that a group of internationally educated female teachers (female IETs) encountered in the process of seeking certification in the Canadian Maritimes. We ... More
pp. 657-665
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Funds of Knowledge: An investigation of coherence within the literature
Linda Hogg
Two decades ago academics based at the University of Arizona brought the anthropological concept of Funds of Knowledge into the educational realm, providing a new conceptual framework to counter... More
pp. 666-677
