Showing papers in "Teaching and Teacher Education in 1998"

TL;DR: This article identified a set of beliefs held by preservice teachers and described how they took these beliefs into account when teaching a course in educational psychology and found that these beliefs had a significant impact on their beliefs about learning and teaching.

TL;DR: In this article, a questionnaire was developed to measure student teachers' beliefs about teaching, and a survey of student teachers's beliefs before and after a period of practice teaching was conducted.

TL;DR: In this paper, an emerging system for professional development based on profession-defined standards and values is presented, which can overcome major limitations in traditional systems of in-service education for teachers: the lack of clarity about what teachers should get better at; the lack in the form of advanced career steps based on the attainment of high teaching standards; and the low level of personal ownership teachers felt for the inservice education system.

TL;DR: In this paper, the potential of new technologies for teacher professional development is discussed, and the authors examine literature on teacher knowledge and professional development and discuss how this literature can inform the design of three types of technology to support teacher learning: multimedia, productivity tools, and telecommunication information systems.

TL;DR: The authors explored prospective teachers' conceptions of caring and order, and found that prospective teachers think about achieving order mainly in terms of management rather than pedagogy or interpersonal relationships, while caring was seen primarily as establishing rapport, "being there" for students.

TL;DR: In this article, a professional development project that sought to establish a community of learners among high school teachers was reported. But teachers at different points in their career trajectory were differentially affected by this project.

TL;DR: In this article, a study of four preservice teachers in a teacher education program designed from Vygotskian tenets of learning was conducted, and it was found that socially shared cognition in field work and course work made a significant difference in enhancing the sense of what it means to teach in terms of using partnership for cognitive and collegial support.

TL;DR: This article argued that the definitions of team teaching are wrong headed because they appeal to logistics, not pedagogical theory, and provided a theoretical basis that explains why team teaching can be effective given the bewildering array of circumstances under which it is practiced.

TL;DR: In this paper, the interpersonal dynamics of a graduate student teaching assistant supervisor, department chair, cooperating teacher, student teacher in a traditional teacher education program at a university were explored, revealing the importance of teacher education programs to consider reform efforts related to supervision.

TL;DR: In this paper, the authors examine the pedagogical practice of two mentors' conceptions of their role, along with their views about what has influenced these conceptions, and how three student teachers respond to their experiences of mentoring with these same two mentors, and attempt to understand the various ways in which the student teachers' thinking about their teaching is influenced by discussions with their mentor.

TL;DR: This paper examined changes in preservice teachers' perceived types of conflicts and tensions, as well as reasons and strategies for coping with those conflicts and tension during their year-long clinical experiences and in their first year of teaching.

TL;DR: This paper argued that reflective practice all too easily serves as a vehicle for self-disclosure which actually coheres with the technicist bias of many courses of teacher education and that reflection is not necessarily technicist but because there are fewer opportunities for teachers to engage in the kind of theoretical and practical enquiries that might give reflection some depth.

TL;DR: In this paper, the authors explore how the Japanese perspective of teaching as a craft contributes to professional development primarily at the elementary level and propose a peer-based model that encourages professional development through peer collaboration, planning, and management.

TL;DR: In this article, the extent to which selected course experiences influenced preservice teachers' perceptions of their comfort and competence levels in planning and implementing family involvement programs in schools was investigated.

TL;DR: The Mathematics Case Methods Project (MCMP) as discussed by the authors is a case-based professional development process that uses teacher-authored cases as a stimulus for discussing mathematical, pedagogical and philosophical concepts and issues.

TL;DR: The authors investigated the relationship between students' perceptions of teacher interpersonal style and variables such as student outcomes and problems with order in the classroom and found strong correlations between student's perceptions and judges' ratings of teacher behaviour during individual seatwork.

TL;DR: In this paper, a pre-service teachers were paired with doctoral student mentors for the student teaching experience, and three of these student/mentor dyads were joined to form a small community throughout the internship.

TL;DR: In this article, the authors consider the process of constructing a knowledge base for preparing teachers of English to speakers of other languages (TESOL) by examining initial efforts at knowledge base development within a university-based teacher education program, and advocate for a TESOL knowledge base to enhance the profession at the national and international levels.

TL;DR: In this article, a pilot study of teachers' knowledge in Sydney, Australia was conducted and case studies were written on each teacher and cross-case analysis of interview responses led to the identification of seven main themes, four of which approximate categories of teacher knowledge suggested in previous research.

TL;DR: In this article, the authors describe a school/university collaboration resulting in the development of alternative teaching strategies which honored and motivated inner-city African-American middle-school students.

TL;DR: This article found that the connection between teachers' beliefs and their instructional practices can be a troublesome one if beliefs are informed by formalist thinking related to truth and caring in the teaching conversation.

TL;DR: One hundred-fiftyeight educators who participated in the first statewide cooperative learning staff development training program in South Carolina were surveyed three years later to determine the level of their use of cooperative learning and the factors influencing the effectiveness of the training as discussed by the authors.

TL;DR: In this paper, 15 teacher-mentors supporting student-teachers in implementing curriculum tasks aimed at primary school pupils' active learning of mathematics, science and religion are accessed through discussions of recent observations of key taskrelated classroom events.

TL;DR: In this paper, a teacher knowledge study follows Benita Dalton as she moves from context to context as a pre-service teacher, as a substitute and long-term replacement teacher, and as a beginning teacher placed in two school contexts.