Showing papers in "Teaching and Teacher Education in 2006"

TL;DR: In this paper, a longitudinal study of teachers' professional identities in the early years of teaching is presented, which reveals how the interplay between contextual, cultural and biographical factors affects their teaching practices.

TL;DR: In this article, the authors present a framework of seven fundamental principles to guide the development of responsive teacher education programs that make a difference, including the expectations, needs and practices of student teachers.

TL;DR: In this article, a collaborative action research study between one teacher and a teacher educator provides an account of the emotional labour in enacting caring teaching in an inclusive classroom, which has an impact on teacher's commitment, satisfaction, and self-esteem.

TL;DR: In this article, the authors present findings from an empirical study of teacher leadership in the UK, aimed at exploring both the ways in which teacher leadership can influence school and teacher development, and what in-school factors can help or hinder the development of teacher in schools.

TL;DR: The authors analyzed 70 journal entries of 25 preservice elementary teachers to characterize the teachers' written reflections on learners, subject matter knowledge, assessment, and instruction, and showed that reflecting on multiple aspects of teaching may help new teachers integrate their knowledge and begin to develop a more complex view of teaching.

TL;DR: In this paper, a collaborative apprenticeship model featuring reciprocal interactions is proposed to promote professional development, encouraging peer-teachers to serve as modelers and coaches of strategies and ideas aimed at improving instruction.

TL;DR: In this article, the effects of teacher characteristics (gender, teacher education and certification, class management skills and job satisfaction) and teaching styles on indicators of good classroom practice in mathematics classes in secondary education by means of multilevel analysis.

TL;DR: This article investigated the relationship among four components of emotional intelligence (emotional appraisal, positive regulation, empathic sensitivity, and positive utilization) and three components of teacher burnout, and found that emotional exhaustion, influenced by emotional appraisal and positive regulation was causally prior to depersonalization and personal accomplishment.

TL;DR: In this article, a self-study was conducted by a preservice teacher and a teacher educator to examine the complexities of learning to teach, as well as the complexities assisting pre-service teachers on their journey to becoming teachers.

TL;DR: In this article, a small-scale qualitative study was conducted using a semi-structured interview, observation, a retrospective interview, and a phenomenographic approach to the analysis of the data.

TL;DR: In this article, the authors describe the experiences of two US teacher groups and their lesson study work, and illustrate some of the dynamics and promise of teacher change spurred by lesson study, as well as the tension between autonomy and collaboration that often occurs during such a transition.

TL;DR: In this article, the background experiences, academic preparation and perceptions of a small number of cooperating teachers in a secondary Professional Development School site about their experiences in successful practice were profiled, showing that teachers have a depth of understanding of their role in the process and that they undertake the responsibility with clear expectations for the experience.

TL;DR: This article identified three broad factors that motivated a group of teachers to remain in inner city classrooms for more than 12 years: (1) the students, (2) professional and personal satisfaction, and (3) support from administrators, colleagues and the organization of the school.

TL;DR: The conditions that promote best practice in the mentoring of beginning teachers in secondary schools are explored in this article in relation to the experiential model of learning put forward by Kolb.

TL;DR: In this paper, a model of delivery of professional experience courses for pre-service teachers that has been running in the author's institution for 9 years has been described, with the overall purpose of the model being to assist the development of a reflective approach in teachers as they build their professional knowledge in schools and on campus.

TL;DR: In this article, the potential of school-based teacher education for creating a professional community of learners was explored. But the main question was whether there was a stimulating context for student teachers to develop their own professional identity.

TL;DR: The rationale for a multicultural curricular transformation in teacher education programs has been examined in this paper, where the author maintains that contrary to the single-subject approach that obtains in many institutions, pedagogical approaches should be re-conceptualized to embrace diverse perceptions in content, methods and assessment tools across all disciplines.

TL;DR: The Teacher Induction Scheme, introduced in 2002, marked the first major change to new teacher induction in Scotland in 37 years as mentioned in this paper, which argued that the personal qualities of the induction supporter are crucial to developing an effective mentoring relationship.

TL;DR: The authors explored the potential of the inquiry approach in PDS contexts to reform the teacher education practicum, and described five inquiry projects carried out by interns in the program, and presented interns' perceptions on engaging in inquiry during their yearlong internship.

TL;DR: In this article, the authors argue that understanding the identities that teacher educators construct for themselves is central to effecting innovation within a changing policy environment and argue that the promotion of research needs to be based on what teacher educators already perceive to be their particular strengths and roles.

TL;DR: The relationship between goal-orientation, intrinsic/extrinsic motivation for the teaching profession, previous achievement and entrance scores was investigated among teacher applicants and student teachers.

TL;DR: For example, this article examined teachers' perceptions of classroom motivation and achievement among students displaying culture-based classroom behaviors and found that the value teachers assign to academic success should not be understood in the absence of cultural considerations.

TL;DR: The authors examined the views of student teachers, classroom teachers, and university-based personnel who participated in an alternative model of student teacher supervision and traditional triad model and found that the participants viewed it more positively than the traditional triads.

TL;DR: The Alternative Teacher Accreditation Program for Teachers with International Experience (ATAPTIE) is a special Bachelor of Education program funded by the Ontario government in Canada to provide new immigrants with the skills and knowledge needed to re-certify and find jobs in Ontario elementary schools as mentioned in this paper.

TL;DR: In this paper, the authors focus on how teacher storytelling fostered collegiality and learning for a cross-disciplinary group of high school teachers, which helped the teachers create a collaborative learning space, link the personal-private realm of teaching to the public-conceptual realm, reflect on their teaching and see new practical directions, and co-construct a shared understanding of good pedagogy.

TL;DR: This paper explored and compared primary student teachers' attitudes, subject knowledge and pedagogical content knowledge (PCK) in physics in two institutions in England and Finland, using a practical physics activity and questionnaire.

TL;DR: In this paper, a research project was designed which aimed at the development of beginning science teachers' knowledge in this domain, and the Interconnected Model of Teacher Professional Growth (IMGP) was used as the basic framework for the establishment of the relationships between the different data gathered in characterising teachers’ knowledge on models and modelling.

TL;DR: This paper developed a profile of cooperating teachers who agreed to work with student teachers and discussed factors that encourage or dissuade them from taking on their important role, finding that teachers' positive motivations to take practicum students revolve around a solid set of professional commitments to self, students, and the profession.

TL;DR: In this paper, a multi-phase, mixed methodological investigation of teacher interest is presented, where the top three teachers and a stratified random sample of their current students were examined using qualitative research methods.

TL;DR: This paper used focus groups of graduates to illuminate survey results of their feeling well prepared to advocate for equity in classrooms and schools, while offering suggestions for improvement, graduates nonetheless reported two broad categories of program strength: infusion of culture, language, and equity content in coursework.