Showing papers in "Teaching and Teacher Education in 1994"

TL;DR: The authors infers preservice English as a second language (ESL) teachers' beliefs about second language teachers and second language teaching from narrative statements made about their beliefs, from teachers' intentionality to teach in a particular way, and teachers' perceptions of their instructional practices during the practicum teaching experience.

TL;DR: This article explored some of the neglected and unintended consequences of recent legislation in England and Wales designed to reform both education in schools and teacher education, and argued that there is emerging an associated shift in the values and practices of teachers, called the new professionalism.

TL;DR: This article found that it was use of inservice knowledge, not exposure to it, that contributed to changes in teacher efficacy and not personal teaching efficacy that changed, and that any increment in personal confidence that might have arisen due to increased teaching skill in the program was offset by increased standards arising from social comparisons among teachers.

TL;DR: The authors described the findings of a 3-year research project on teacher development in which some New Zealand teachers of science were developing their teaching to take into account students' thinking and constructivist views of learning.

TL;DR: This paper conducted a longitudinal study of evolving beliefs about teaching among preservice and beginning teachers and found that new teachers are strongly affected by the conditions of the workplace and most particularly by the climate of acceptance established by the school principal.

TL;DR: This article examined the socialization of a "potentially empowered" beginning teacher as a means for better understanding the socialisation process and the implications for teacher education more generally, and suggested that some form of organizational literacy be integrated into the curriculum of teacher education programs as one means for empowering teachers.

TL;DR: The authors depicts the perspectives of preservice U.S. teachers towards diverse learners and shows how these create barriers to equitable and just schooling for many children and provides analyses of these efforts that point the way for further struggles for change.

TL;DR: This article argued that the way out of the cul-de-sac of practice as defined is to focus more broadly on the teacher's life and work, arguing that the parameters to practice whether they be biographical or political cover a very wide terrain.

TL;DR: In an attempt to understand what factors motivate teacher education students to participate in class discussions, questionnaires were administered to students from two teacher education programs in the U.S.A..

TL;DR: In this article, the authors present an in-depth analysis of the writing of two secondary preservice teachers involved in assignments designed as a programmatic feature to promote reflective thinking during a university teacher education practicum.

TL;DR: In this paper, the authors examine tensions of modernity and a post-modernity for considering the power relations in which the professional production of knowledge and the development of expert-mediated systems of ideas occurs.

TL;DR: In this article, the authors report the results of study that looked at whether computer conferencing could be used to help students of teaching become more aware of taken-for-granted assumptions.

TL;DR: In this paper, the authors provide a description and analysis of how teachers read research in light of their prior beliefs about what research is and how it should influence their teaching and find that teachers differ substantively in terms of their willingness and/or ability to read and understand research.

TL;DR: In this paper, the congruence hypothesis was proposed, which states that the effectiveness of training is dependent upon the correspondence between trainee's pre-existing cognitions (especially beliefs) and the knowledge that training is intended to convey.

TL;DR: This article explored the implications of constructivist theory to the teacher's education and development and proposed a post-graduate course for students of education, "A Teacher Thinking" seminar, which was constructed for this purpose.

TL;DR: In this article, a survey of primary school teachers was conducted to determine their sense of efficacy about implementing nongraded primary school programs, and the influence of experience on attitudes and self-efficacy was explored.

TL;DR: In this paper, the story of Roger is described and the issues raised in his story are highlighted through the contrast provided by a briefer presentation of Diane's story, where the concept of personal practical knowledge and images of teaching are used to explore the perspectives of these two student teachers.

TL;DR: In this paper, the experiences of 22 student teachers completing a final 10-week teaching practice in secondary schools were obtained by ethnographic interviewing, and they concluded that initial professional education needs to take more account of the dominant emotional needs of students.

TL;DR: The authors examined employment patterns and career motives of a sample of 40 prospective late-entry teachers and found that subjects report being drawn primarily by teaching's intrinsic rewards, with socioeconomic concerns and self-fulfillment accounting for most such decisions.

TL;DR: In this article, the authors report the results of a 2 year longitudinal study of the development of primary teachers' understanding of force and energy following inservice education, and in particular the extent to which movement towards the scientific view was achieved and maintained.

TL;DR: This paper presented a plan for an anti-racist staff development course for teachers that can be implemented within the context of the reality of teachers' lives and working conditions, and provided an avenue of opportunity for sensitizing teachers to the racial constructions of reality in their own lives, in school settings, curricula, teacher-student interactions and the like, and can provide teachers with a framework for teaching against racism.

TL;DR: In this paper, a qualitative study proposes a model of the processes of attaining professional knowledge through which teachers develop strategies for getting comfortable with their image of themselves as an effective teacher.

TL;DR: This article examined gender differences among secondary teacher candidates across three categories of criterion measures: (a) levels of self-confidence in teaching, (b) anticipated sources of professional knowledge, and (c) educational orientations and beliefs.

TL;DR: In this article, the long-term effects of a teacher education program on beginning teachers' cognitive structures for classroom management, and relationships between various measures of cognitive structure were investigated, including an ordered tree and a concept mapping exercise of the domain classroom management one year after program completion.

TL;DR: In this article, the role of advisor and benefits and concerns of a school-based teacher education program were examined, and the benefits were personal and professional development, time to work with specific pupils and plan programs, meeting new people and the pleasure of watching a student teacher develop.

TL;DR: In this paper, a questionaire study of teacher's beliefs about the effectiveness of different strategies for fostering student motivation was conducted, and they found modest correlations between strategy ratings and teacher's own motivational orientation as learners, a possible influence on beliefs about student motivation.

TL;DR: In this article, the effectiveness of formal teacher education upon student teachers' conceptual repertoires concerning teaching was investigated, and the effects of practice teaching, curriculum and instruction patterns, and stage in program upon dimensions of teaching and types of knowledge were reported.

TL;DR: In this article, the impact ratings of a sample of teachers and principals who participated in individual-based and school-focused INSET were regressed on school characteristics, features of inservice programs, implementation characteristics, and types of INSET activity.

TL;DR: This article examined the intended planning and teaching decisions of 11 secondary physical education teachers to determine their rationale and goals for a socially focused curriculum within social reconstruction or social responsibility value orientations, and found that teachers' goals for student learning were consistent with an emphasis on social responsibility within the categories of learning to work with others, and understanding, respect and responsibility to others.

TL;DR: For instance, this article found that pupil responses appear to vary according to the planning perspectives exhibited by student teachers in their lessons and that there is a relationship between student teachers' behavioral and cognitive domains.