Teaching and Teacher Education: An International Journal of Research and Studies
July 2018 Volume 73, Number 1
Table of Contents
Number of articles: 21
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The what, when, and how of preservice teachers and literacy across the disciplines: A systematic literature review of nearly 50 years of research
Chyllis E. Scott, Department of Teaching & Learning, United States; Erin M. McTigue, National Reading Centre of Norway, Norway; Diane M. Miller, Department of Urban Education, United States; Erin K. Washburn, College of Education, United States
To organize nearly five decades of research regarding teacher preparation in literacy across the disciplines, this study systematically examined and qualitatively synthesized the what, when, and... More
pp. 1-13
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Framing the roles and responsibilities of Excellent Teachers: Evidence from Malaysia
Tengku Faekah Tengku Ariffin, Universiti Utara Malaysia, Malaysia; Tony Bush, University of Nottingham Malaysia Campus, Malaysia; Hasniza Nordin, Universiti Utara Malaysia, Malaysia
This paper is based on a study of the roles and responsibilities of Excellent Teachers, as described by the teachers themselves and their role sets (Merton, 1957). The data collected via semi... More
pp. 14-23
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Building Pedagogical Content Knowledge within Professional Learning Communities: An approach to counteracting regional education inequality
Guanglun Michael Mu, Queensland University of Technology, Australia; Wei Liang & Litao Lu, Beijing Normal University, China; Dongfang Huang, Beijing Academy of Educational Science, China
Pedagogical Content Knowledge (PCK) and Professional Learning Community (PLC) are key notions to help understand teacher development for the benefit of student learning. Less understood is the... More
pp. 24-34
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A virtual safe zone: Teachers supporting teenage student resilience through social media in times of war
Hananel Rosenberg, School of Communication, Israel; Yaakov Ophir & Christa S.C. Asterhan, School of Education, Israel
We examine how teacher-student communication through social network technologies may support student resilience during an ongoing war (i.e., the 2014 Israel-Gaza war). Based on student responses... More
pp. 35-42
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Professional learning communities among vocational school teachers: Profiles and relations with instructional quality
Julia Warwas, Chair of Business Education, Germany; Christoph Helm, Department of Educational Research, Austria
Although improving teachers' classroom strategies presents the primary goal of PLCs, empirical evidence is still scarce, mainly derived from case-study material and confined to (pre-) K12 settings.... More
pp. 43-55
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Educators’ perspectives on the impact of Edcamp unconference professional learning
Jeffrey Paul Carpenter, Elon University, United States; Jayme Nixon Linton, Lenoir Rhyne University, United States
Edcamps are a voluntary, democratic form of unconference. This paper presents participants’ perceptions regarding the impact of Edcamps. Data were gathered from a survey and interviews (N=105).... More
pp. 56-69
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DisCrit Classroom Ecology: Using praxis to dismantle dysfunctional education ecologies
Subini Annamma, Department of Special Education, United States; Deb Morrison, Institute for Science and Math Education, United States
Using a critical conceptual analysis, we theorize a DisCrit Classroom Ecology to counter current dysfunctional education ecologies. We begin by exploring the lineage of Critical Race Theory,... More
pp. 70-80
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TPACK to GPACK? The examination of the technological pedagogical content knowledge framework as a model for global integration into college of agriculture classrooms
Emily R. Urban, Maria Navarro & Abigail Borron
Faculty in U.S. colleges of agriculture are encouraged to internationalize their classroom curricula, but further research is needed to determine how to best prepare faculty. This study explores... More
pp. 81-89
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Career choice among academically excellent students: Choosing teaching career as a corrective experience
Efrat Kass & Erez C. Miller
The present study examined implicit motivations of academically excellent students' choice of teaching careers rather than more prestigious occupations. Open, in-depth interviews were conducted... More
pp. 90-98
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Coteachers’ huddles: Developing adaptive teaching expertise during student teaching
Elizabeth Soslau, Stephanie Kotch-Jester, Kathryn Scantlebury & Sue Gleason, University of Delaware, United States
pp. 99-108
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Social media diaries and fasts: Educating for digital mindfulness with pre-service teachers
Nicole Damico, University of Central Florida, United States; Daniel G. Krutka, University of North Texas, United States
With social media access nearly ubiquitous, teachers and students must explore how to mitigate distractions and unhealthy uses. In this mixed methods study, the authors invited 60 pre-service... More
pp. 109-119
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Transforming traditional models of initial teacher education through a mandatory experiential learning programme
Gary James Harfitt & Jessie Mei Ling Chow, Faculty of Education, Hong Kong
This paper reports on the impact of a compulsory credit-bearing experiential learning (EL) block embedded into an initial teacher education (ITE) programme in Hong Kong. Student teachers engage in ... More
pp. 120-129
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How can a dialogue support teachers’ professional identity development? Harmonising multiple teacher I-positions
J.H.E. Assen & H. Koops, NHL Stenden University of Applied Sciences; F. Meijers, Centrum voor Lectoraten & Onderzoek; H. Otting, NHL Stenden University of Applied Sciences; R.F. Poell, Tilburg University
The present study uses Dialogical Self Theory to explore the extent to which a dialogue supports teachers' professional identity development. Using a narrative approach that includes interviews,... More
pp. 130-140
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Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms
Dorit Alt
This study assessed several precursors that might be connected to Information and Communication Technology (ICT) practices enacted in classrooms, namely, science teachers' conception of traditional... More
pp. 141-150
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Spiral effects of teachers’ emotions and emotion regulation strategies: Evidence from a daily diary study
Shiri Lavy & Ron Eshet
Based on the "broaden and build" theory of positive emotions, we explored daily dynamics of teachers’ emotions and their regulation, expecting positive emotions to promote teachers' use of adaptive... More
pp. 151-161
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Next generation mentoring: Supporting teachers beyond induction
Sherri Bressman, Jeffrey S. Winter & Sara Efrat Efron, National Louis University, United States
Mentoring teachers during the induction years has long been recognized as a powerful means to support and acclimate new teachers to the profession. Once the induction years are over however,... More
pp. 162-170
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Enhancing preservice teachers’ motivation to teach diverse learners
Manya C. Whitaker & Kristina M. Valtierra
This two-year mixed-method case study examined if and how a teacher preparation program can change preservice teachers' motivation to teach culturally and linguistically diverse learners. Survey... More
pp. 171-182
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Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation
Orit Avidov-Ungar, Achva Academic College, Israel; Alona Forkosh-Baruch, Levinsky College of Education, Israel
The study examines teacher educators' perceptions regarding pedagogical innovation. 27 semi-structured interviews were analyzed using three modes of existence composing their professional identity ... More
pp. 183-191
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Exploring the influence of multi-field classroom observations on early career teachers' professional practice
Liam P. Herbert, Jeanne M. Allen & Christine V. McDonald
pp. 192-202
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Load reduction instruction: Exploring a framework that assesses explicit instruction through to independent learning
Andrew J. Martin & Paul Evans
Load reduction instruction (LRI) is an instructional approach aimed at managing the cognitive burden on students in the initial stages of learning; then, as fluency and automaticity develop,... More
pp. 203-214
