Showing papers in "Teaching and Teacher Education in 2000"

TL;DR: This paper described the conceptual framework, methodology, and some results from a project on the Emotions of Teaching and Educational Change and introduced the concepts of emotional intelligence, emotional labor, emotional understanding and emotional geographies.

TL;DR: In this article, the authors investigate experienced secondary school teachers' current and prior perceptions of their professional identity and find that teachers see their professional identities as consisting of a combination of the distinct aspects of expertise.

TL;DR: In this paper, the authors examined the direction and time-frame of relationships between perceived self-e$cacy in classroom management and the three dimensions of burnout among 243 secondary school teachers.

TL;DR: A growing number of teacher education programs are using authentic assessments of teaching (cases, exhibitions, portfolios, and problem-based inquiries) as tools to support teacher learning for new challenges of practice as discussed by the authors.

TL;DR: In this article, a survey was undertaken into the attitudes of student teachers toward the inclusion of children with special needs in the ordinary school, which revealed that the respondents held positive attitudes toward the general concept of inclusion but their perceived competence dropped significantly according to the severity of children's needs as identified by the UK “Code of Practice for the Identification and Assessment of Special Educational Needs”.

TL;DR: In this article, the authors identified teacher educators, who are recognized by their peers for their success in preparing teachers in both multicultural and global education and asked them to reflect upon the experiences that have most influenced their work in these fields.

TL;DR: This paper explored the construct of extra-role behavior in schools, and examined the relationships between extra role behavior and three factors: job satisfaction, self-efficacy, and collective efficacy.

TL;DR: In this article, the impact of two workplace conditions, autonomy and collegiality, on elementary school teachers' professional development is analysed, and the qualitative research reported makes clear that this influence should be thought of in a balanced way.

TL;DR: In this paper, a longitudinal study examines the effectiveness of the approach to diversity issues used in an urban university during the final year of a teacher preparation program and the effects of the treatment on teacher beliefs in two case studies at the end of the program and also looks at residual effects three years later.

TL;DR: In this article, the dynamic interchange between reflection and immersion into practice teaching is related to the process of belief change, with student teachers engaging in self-directed teaching methods, which may be a more professionally fruitful way of effecting belief change than reflectively preparing student teachers before they enter their practice teaching.

TL;DR: This paper explored the ways in which the culture and organization of teaching influences the experiences and emotions teachers report in their interactions with parents, and found that the culture of teaching influence the values, discourses and senses of purpose teachers hold and thus the experiences teachers report.

TL;DR: This paper examined the understandings of the relationship of caring and teaching brought by these novices to their first field placement experiences and argued that the student teachers' preconceptions can be an ideal starting point for productive, educative dialogue about caring and elementary school teaching practice.

TL;DR: In this paper, the authors examined nine early childhood teachers' theories of play and their relationship to practice and found that all of the teachers changed their theories or practice, or both, and the contexts which stimulated these changes and the learning processes which the teachers experienced.

TL;DR: In this paper, a study was conducted to uncover how two student teacher/mentor teacher pairs made sense of their roles during a year-long field placement, and they learned about the ways in which the pairs discussed the idea of "jumping in" as they framed trust and communication as integral components of mentoring in learning to teach.

TL;DR: Taylor as mentioned in this paper argued that the teacher's role ends when she has activated learners, invited them to talk, successfully engaged their participation, and concluded that the role of a teacher in developing or shaping students' thinking via constructivist pedagogies is obvious to teacher educators.

TL;DR: The extent, nature, and development of critical reflection was examined in three secondary social studies preservice teachers over the course of one semester of student teaching as discussed by the authors, and the results lend support to the view that critical reflection can be a practical aim of teacher education.

TL;DR: In this paper, a group of teachers were asked to make multiple probes into their ways of knowing how to manage the complexities of many everyday teaching situations using metaphor, drawing, metaphor, and story writing.

TL;DR: This article focused on the stories and anecdotes which a small group of English teachers told in their efforts to describe the complexities of their first year of teaching, when they were invited by their former English Method lecturer to meet together as part of a larger research project investigating the challenges faced by beginning teachers.

TL;DR: In this article, the authors trace the emotions of 29 Canadian secondary school department heads as they engage with their own and others' educational purposes, with the power relationships of secondary schooling and with their relationships with other individuals around them who are affected by and have expectations for their role.

TL;DR: In this paper, a dual conceptual/empirical approach is proposed to examine the conceptual nature of teachers' moral conduct, and the empirical nature of their moral conduct is analyzed.

TL;DR: The authors examines literature on work in general, and teaching in particular, in the light of data gathered from teachers who enjoy their jobs and concludes that there is scope to improve the quality of elementary teachers' professional lives and hence enhance recruitment and retention possibilities.

TL;DR: This paper examined teachers' thinking about discussion with two purposes in mind: (1) discussion as a method of instruction, where the purpose is to help engage students in a lesson, and learn academic content by encouraging verbal interactions; and (2) discussion competence as the subject matter where the desired outcome is for students to learn to discuss more effectively.

TL;DR: In this paper, a cross-national study of teachers' developing discourses revealed differences in the development of commitment among teachers who engaged in talk-related activities in a teacher education program versus those teachers who did not engage in talk related activities in addition to theory-enacting activities within diverse classrooms.

TL;DR: This article investigated the attitudes, beliefs, and perceptions of university students seeking teacher certification toward students with content-area difficulties as well as towards their own tutoring experience through a qualitative analysis of communication with the university course instructors reported through electronic mail (e-mail) messages revealed several themes.

TL;DR: In this article, the authors analyze their experiences in using storytelling about teaching to prepare second-career teacher candidates and show how personal experiences, rather than multicultural program ideals, became instantiated as guides for teaching practice.

TL;DR: In this article, the authors present the case of two countries, the United States and Spain, whose educational systems are grappling with questions of difference and social justice, and describe some of the conditions in each country that led to the development of multicultural/intercultural education as a philosophical framework for teacher preparation.

TL;DR: In this article, a preservice instructor in a cross-cultural course worked with six students to try to understand how we encountered one another's diverse attitudes and values, and paid attention to contexts and choices, presuppositions and consequences.

TL;DR: In this paper, the authors describe three prospective teachers' progress toward an integrated view of learner and learning concerns, and discuss possible explanations and implications for teacher education, as well as how to balance concerns for individual learners' experiences in class with concerns that they learn content.

TL;DR: In this paper, the authors developed substantive theory regarding how teachers manage their classroom work when they are placed in the position of having a student with a severe or profound intellectual disability included in their class.

TL;DR: This paper examined how situative knowledge, embedded in preservice teachers' prior experiences and as embedded in a dilemma-based case, influenced their analyses of the case-as-written.