Showing papers in "Teaching and Teacher Education in 1989"

TL;DR: The authors explored the origins of the "reflective teaching" concept and argued that the concept requires further examination in the light of empirical research on teaching and how teachers learn to teach, and that existing research on teacher cognitions, teachers' knowledge, and the context of teachers' learning has potential to extend our understanding of the role of reflection in teacher education.

TL;DR: In this article, an analysis was made of the subject matter knowledge and beliefs of 10 primary teachers in a summer program that focused upon conceptual change teaching in science, finding that most teachers began to acquire targeted content knowledge and elements of a conceptual change orientation toward science teaching.

TL;DR: This article investigated the relationship among the independent variables of the principal leadership style, the school organization, and the teacher's personality characteristics and the dependent variable of teacher burnout and found that personality characteristics, such as anomie, personality type A or B, and empathic self-concept, were significant predictors of teachers' burnout.

TL;DR: The authors argue for a more conceptually oriented approach to teaching, which highlights the role of three key attributes (focus, negotiation, and analysis) in mathematics and science learning, and stresses the importance of developing networks of knowledge in learning mathematics and sciences.

TL;DR: In this article, the effects of schools, teachers, and teaching processes on grade 8 mathematics achievement in Nigeria and Swaziland were examined using ordinary regression and multi-level analytic techniques.

TL;DR: This article investigated the relationship between selected characteristics of prospective teachers and changes in their attitude and concerns about teaching over these six stages of development as predicted within development models of teacher evolution and found that attitude toward teaching as a career was positive and relatively stable over the six developmental stages.

TL;DR: This article found that teachers were more positive when the recruitment interview stressed nonpecuniary aspects of the work environment (subjective theory) than when the interview stressed either economic incentives offered by a local school district (objective theory), or specific information about the work itself (critical contact theory).

TL;DR: This paper explored experienced and novice teachers' reflections about teaching before and after a university curriculum course and found that experienced teachers constructed semantic ordered trees that were significantly more complex than the novice teachers.

TL;DR: The authors provide a brief overview of some of the main foci of past research in teacher thinking, together with ways in which these challenges have been addressed in a program of teacher thinking research at James Cook University.

TL;DR: This article examined the contribution of assessments of interpersonal behavior to the prediction of initial teacher success and found that the widely used predictor of cognitive ability (as measured by intelligence test scores and past scholastic achievements), is rather limited in predictive power.

TL;DR: The survey was sent to teachers currently teaching in Wisconsin who were certified between 1981 and 1985 by Wisconsin teacher education programs, which since 1974 have been required by state law to attend to multicultural education as discussed by the authors.

TL;DR: In this paper, an extended case study of a teacher who was confronted with severe discipline problems is presented, in which the teacher changed the aggressive disorder in her lessons into a good working atmosphere with the help of teacher educators.

TL;DR: In this article, a training program for mathematics teachers was developed on the basis of previously determined correlations between teacher behavior and student achievement, and the effects of the training program on teacher behavior, student achievement and student attitudes towards mathematics.

TL;DR: The authors examined the impact of professional development programs on dimensions of teachers' professional self perceptions among a sample of 273 Victorian teachers drawn from government and non-government, primary and postprimary schools.

TL;DR: In this paper, the authors report changes in the educational understandings and practice of two teachers, resulting from participation in an experimental Masters of Education program, form the core of this paper.

TL;DR: One hundred fifth-grade mathematics teachers throughout Thailand were assigned either to an experimental or control group as mentioned in this paper, where classroom organization and management, lesson development, and questioning and feedback were emphasized.

TL;DR: In this article, teachers were randomly assigned to one of three groups: the intensive training group (ITG), the minimal training groups (MTG), and the control group (CG).

TL;DR: In this article, differences in presage and instructional variables between specialized and general teachers who taught science were examined and delineated, and a causal model was constructed to explain this apparent lack of effect: a mediating effect of attitudes on achievements operated differently for the two teacher populations.

TL;DR: In this paper, the relationship among ego development, views of education, and academic performance were examined in a sample of 58 adult learners who were teachers and participants were also rated by course instructors on participation and ability using categories derived from Bloom's Taxonomy of Educational Objectives.

TL;DR: For instance, this article used survey data and naturalistic data to make plausible interpretations of social events in a teacher education setting, which can provide rich illumination of the few instances being studied.

TL;DR: In this paper, a group of 61 preservice teachers individually conducted a spelling lesson with 16 computer-defined pupils, who could both emit voice-synthesized replies and visually respond to a teacher's comment or touch.

TL;DR: This paper found that measures of being enterprising and being motivated to do well predicted the outcome of primary teacher training, and that such attitudes were associated with judgements of quality upon completion.

TL;DR: In this paper, six versions of a diagnostic report, dealing with one fictitious student, were made and asked teachers in Special Education with one of these and asked them to make several decisions on teaching this student.

TL;DR: In this paper, the authors outline very briefly the framework under which such research has until recently been developed, say something on the policies now operating, draw out their more serious consequences, and in conclusion offer the best suggestions I can muster for containing the damage.

TL;DR: This article examined the introduction of teacher education into Japan and the manner in which foreign influences affected these developments, together with the strongly nationalistic influences exerted by the government which shaped teacher preparation and education until 1945.