Showing papers in "Teaching and Teacher Education in 2005"

TL;DR: In this paper, the authors report changes in teacher efficacy from entry into a teacher preparation program through the induction year and found significant increases in efficacy during student teaching, but significant declines during the first year of teaching.

TL;DR: In this paper, the authors examined the dynamic interplay among teacher identity, agency, and context as these affect how secondary teachers report experiencing professional vulnerability, particularly in terms of their abilities to achieve their primary purposes in teaching students.

TL;DR: The study examined the TPCK of student teachers in a multi-dimensional science and mathematics teacher preparation program that integrated teaching and learning with technology throughout the program.

TL;DR: In this article, the authors argue that teachers' emotions have to be understood in relation to the vulnerability that constitutes a structural condition of the teaching job, and that the professional and meaningful interactions of teachers with their professional context contains a fundamental political dimension.

TL;DR: This article examined the relationship of the emotions of teaching to teachers' age and career stages based on experiences of educational change and found that teachers respond emotionally to educational change at different ages and stages of career.

TL;DR: In this article, the authors make a contribution to understand the challenges new teacher educators face in establishing their professional identities in Higher Education, finding that despite having previous successful careers in school teaching, the majority of the interviewees took between 2 and 3 years to establish their new professional identities.

TL;DR: Teacher commitment has been found to be a critical predictor of teachers' work performance, absenteeism, retention, burnout and turnover, as well as having an important influence on students' motivation, achievement, attitudes towards learning and being at school.

TL;DR: In this article, a poststructuralist lens is invoked to conceptualize teacher emotions as discursive practices, and it is argued that teacher identity is constantly becoming in a context embedded in power relations, ideology, and culture.

TL;DR: The authors reviewed the criteria for assessing reflective thinking, and investigated how the process of reflective thinking develops in preservice teachers, finding that the pace at which reflective thinking deepens depends on personal background, field experience contexts, and the mode of communication.

TL;DR: This paper examined various aspects of the author's transition from classroom teacher to a cooperating teacher and then from cooperating teacher to university teacher educator and provided specific suggestions for how to improve the preparation of the next generation of teacher educators and teacher education programs.

TL;DR: This article explored self-efficacy beliefs among English as a Foreign Language teachers in selected schools in Venezuela and found that teachers perceived efficacy was correlated with self-reported English proficiency, and that teachers’ perceived efficacy for instructional strategies was higher than efficacy for management and engagement.

TL;DR: In this article, the authors explore possible uses of teacher efficacy research by democratic teacher educators, and propose a new definition of teachers’ efficacy beliefs to make future research more useful to teacher educators.

TL;DR: This paper explored the nature and development of explicit modelling by two teacher educators in the context of a preservice education program in an Australian University and illustrated how through their collaborative self-study, the teacher educator/authors have begun to conceptualise a pedagogy of teacher education that is based on learning from the experience of being explicit.

TL;DR: In this paper, a cognitive social-psychological theoretical framework on emotions is presented to understand how teachers' identity can be affected in a context of reforms, and the emphasis of this approach is on the cognitive-affective processes of individual teachers, enabling us to gain a detailed understanding of what teachers have at stake or what their personal, moral and social concerns are.

TL;DR: This article explored reasons behind graduates' decisions to pursue teaching as a career, in a 1-year pre-service teacher education program at an Australian university, located in Melbourne (N = 74 ).

TL;DR: The authors suggests that part of the task of the teacher educator is functioning simultaneously as both researcher and practitioner, and that there are sharply diverging viewpoints about the worth of this kind of research.

TL;DR: In this article, a case study is constructed of a secondary school teacher's struggle to move beyond her identity as a teacher to assume a mentor's identity in her year-long work with two English-teaching interns.

TL;DR: This paper examined data from 748 teachers and 5521 students to identify how teachers' use of various disciplinary strategies, and the extent to which these relate to student misbehavior, differ in three national settings.

TL;DR: This article examined teachers' emotions in the process of making sense of educational reforms and found that as teachers made sense of reforms at the school level, they attached little emotion to them; whereas, making sense the reforms vis-a-vis their own classroom practice appeared to be a more emotional process for teachers.

TL;DR: In this article, the quality requirements that are needed for teacher educators were identified and the tasks teacher educators have to do and the competencies they should possess (a professional profile), according to their colleagues, were identified.

TL;DR: A review of the research into content area teachers' attitudes and beliefs about the teaching of reading within their subject area(s) is presented in this paper, where the authors take a closer look at the reasons that motivate pre-and in-service teachers in grades 6-12 to either teach or not teach reading.

TL;DR: Teacher researchers in a Professional Development School context identify two important shifts in traditional school cultures in order for teacher inquiry to thrive as a means for teacher development: a shift to community and uncertainty as mentioned in this paper.

TL;DR: This article examined the differences between the expertise of teacher educators and novice teachers and found that even though there is much overlap in the expertise, there are also distinct differences of importance to the current discussion on standards and education for teacher educators.

TL;DR: This article examined how the interaction between student and teacher characteristics affects teachers' predictions of students' academic and social success, and found that teachers with high efficacy make less negative predictions about students, and seem to adjust their predictions when student characteristics change, while low efficacy teachers seem to be paying attention to a single characteristic when making their predictions.

TL;DR: In this paper, the authors present two detailed cases that portray educative mentoring and illustrate how new teachers' personal history and professional school culture influence what they can learn even from serious mentoring.

TL;DR: In this article, emotional reactions to reform and change are explored as they relate to the participants' professional and personal identity, when confronted with the ambiguity and uncertainty of change, these emotional reactions influenced their risk taking, learning and development, and identity formation.

TL;DR: This article found that pre-service teachers conceive of teaching primarily as a task involving affective, interpersonal relationships rather than a profession requiring a skilled and knowledgeable practitioner, and found that students in a beginning education course felt that good and poor teachers had similar characteristics.

TL;DR: This article investigated how the working assessment theories and practices of preservice teachers change in the enactment of those theories in a mentored learning environment and found that most teacher candidates grew to accept alternative assessments as valuable evidence sources indicating student learning, but they recorded concerns that fell into five overlapping categories: designing goals; rubrics, grading and fairness; grading and motivation; validity of assessments; and time required to plan this way.