Showing papers in "Teaching and Teacher Education in 1997"

TL;DR: The authors investigated the relationships among teachers experience, efficacy, and attitudes toward the implementation of instructional innovation through three questionnaires administered to 25 teachers immediately following a four-day staff development program on cooperative learning.

TL;DR: In this paper, the authors describe one line of research focused on teachers' personal practical knowledge as it is developed and expressed on the professional knowledge landscape, and outline the methodology for undertaking this type of research.

TL;DR: This article examined the change process in mathematics by analyzing conversations between teachers and researchers during workshops conducted throughout the school year and interviews conducted at the beginning, middle, and end of the year.

TL;DR: A case study of teacher candidates from three ethnic groups (Asian American, African-American, and Hispanic) in a state university in the U.S. reveal both similarities and differences in views on teaching as a profession and as a career between these students and their mainstream peers.

TL;DR: In this paper, a case study of teacher morale and job satisfaction at an English primary school is presented, highlighting the importance of factors such as leadership and individuals' professionality orientations, relative perspectives and realistic expectations.

TL;DR: In this article, the development of teachers' self, impact, and task concerns as formulated by Fuller for a longitudinal sample of teachers (N = 60) and to determine what, if any, personal and academic attributes of teachers might be associated with these teachers' changes in concerns about teaching as postulated by the Fuller model.

TL;DR: This paper examined salient contextual variables hypothesized in the research literature to be associated with language attitudes-experience with linguistically diverse students, region of the country, formal training in second-language learning, graduate education, and grade level taught.

TL;DR: The authors examined four urban high school teachers' and their students' perceptions of power and found that teachers and students attempted to resolve the perceived conflict of interest over preferred class focus by using the power resources available to them.

TL;DR: In this paper, the authors examine the politics of research in a "narrative" mode which challenges traditional research, issues of power that arise in collaborative research relationships, and the political implications of studying the private domain of life story and autobiography.

TL;DR: In this paper, an empirical investigation was made of a model for predicting commitment to teaching, as measured by the extent to which teachers expressed an unwillingness to change careers Predictor variables included personal variables as well as job-related factors Data are reported from 175 teachers who had completed their preservice training at an Israeli teachers college over a ten-year period.

TL;DR: In this paper, the authors present findings from an empirical study of ethical conflicts facing teachers in the Swedish nine-year compulsory school and investigate the specific conditions in teaching causing these ethical conflicts.

TL;DR: The demographics of urban schools in the United States with large numbers of poor children of color pose challenges for teacher educators, since the teaching profession is predominantly white and middle class.

TL;DR: In this paper, an analysis of interviews with student teachers, which focused on the nature of the support they received in school in making the transition from student to teacher, was conducted, and the success of this transition in interactional terms appeared to depend on experiencing a number of relational conditions, which are largely determined by others, but which serve as a crucial context for individual development.

TL;DR: A year-long ethnographic study conducted in a British multiethnic primary school examined the influence of teacher perception of Pakistani ESL parent involvement and interest in their children's education on teacher expectation of Pakistani children's language and literacy achievement.

TL;DR: The authors argue that teaching can only be known through story; story gives rise to provisional models that teachers can use to address local situations; and policy is a storied process grounded in the cherished narratives of a society and thus story is central to fostering school improvement.

TL;DR: The authors examined teacher thinking during case discussions in two university content literacy courses and found that both groups viewed teaching as a technical act and were concerned about the diversity of students' needs and abilities and viewed knowledge and ability as fixed.

TL;DR: This paper identified two of the most divisive patterns of tension within the mentor teacher-student teacher relationship within an experimental high school English teacher education program based on collaborative inquiry and teacher research, and discussed how viewing these tensions as sites of inquiry have helped to shape the teacher education programs and exploited tensions as productive learning opportunities rather than merely failures or insults.

TL;DR: In this article, an elementary supervisor and her interactions with student teacher and cooperating teacher are examined through taped and transcribed interviews, and three-way conferences as well as artifacts from supervisory responses, and evaluation instruments.

TL;DR: In this paper, the impact of involvement in professional development schools on teacher professional growth and school change at seven professional development school sites is explored through a cross-case analysis, highlighting the importance of a range of context variables to program success.

TL;DR: This article examined the evolution of accuracy/thoroughness of novice through expert teachers' recall of their own and their students' behaviors and found that teachers progressed in thoroughness of recall along different paths and at different rates.

TL;DR: In this paper, the authors focus on the recruitment stage of a university career and argue that for many, teacher education is a second career, while younger high-flyers strive to reach ever-rising expectations of academic productivity.

TL;DR: In this paper, a group of teacher educators and researchers jointly developed a conceptual change program in which student teachers were stimulated to explicate their beliefs, search for new knowledge, and enact what had been learned in their practice teaching.

TL;DR: This article explored the educational stories of those who teach at the crossroads of cultures and who search for a sense of home within their schools-specifically, teachers who teach heritage languages in Toronto.

TL;DR: The authors conducted an eighteen month ethnographic study of mentoring in two primary classrooms and found that the contexts of the mentoring structured the student teachers' experience and that the mentors' practices resembled their teaching practices.

TL;DR: In this paper, the authors take a longitudinal view and endeavor to understand the contexts in which narratives arise, and they stress concepts such as function, authorship, method of composition, and interpretation rather than the search for a standard of truth in narrative.

TL;DR: In this article, the authors examined teacher and pupil behaviors and compared more and less effective teachers in a gymnastic setting and found that the most effective teachers spent significantly less time and attention in providing information to pupils.

TL;DR: In this paper, the authors argue that repeated analysis of a case is a viable pedagogical approach and that cases can serve as an "anchor" for subsequent instruction, and they use case analysis as a performance measure following instruction or before a unit of instruction to provide a narrative anchor for understanding.