Showing papers in "Teaching and Teacher Education in 2010"

TL;DR: In this paper, the AMOS 7 scale for measuring teacher self-efficacy was used to explore relations between teachers' perception of the school context, teacher selfefficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish.

TL;DR: This paper explored different perceptions of pre-service and beginning teachers' professional identity in relation to their decisions to leave the profession and discussed the implications for improvement of teacher education and retention of beginning teachers.

TL;DR: In this article, a three-level model of learning is used to analyze the friction between teacher behavior in practice and the wish to ground teachers' practices in theory, and this model reconciles the situated learning perspective with traditional cognitive theory, leading to concrete implications for the pedagogy of teacher education.

TL;DR: In this paper, the authors examined one aspect of the outcomes of preservice teachers' reflection: the development of their own self-image as a teacher, examined through a new construct, a teachers' voice.

TL;DR: In this paper, the authors report on the perceptions of 10, middle-year teachers who implemented cooperative learning in a unit of work across two school terms and find that while the teachers had positive experiences with cooperative learning, a number encountered difficulties with implementing it in their classrooms.

TL;DR: In this paper, the authors show that teachers mainly use classroom level data for making instructional decisions at classroom level, and school leaders mainly use school-level data for policy development decisions.

TL;DR: This article used the framework of technological pedagogical content knowledge (TPACK) to analyze findings across projects from the U.S. Department of Education's Preparing Tomorrow's Teachers to Use Technology (PT3) initiative.

TL;DR: This article examined the relation among preschool teachers' self-efficacy, classroom quality (instructional and emotional support), and children's gains in print awareness and vocabulary knowledge over an academic year in the US.

TL;DR: In this article, a sociocultural theoretical framework was used to analyze how the structure and intended focus of collaborative activity can influence how often and how concretely teachers discuss their teaching with colleagues, and which aspects of schooling collaboration will address.

TL;DR: In this article, a qualitative study investigates strategies of resilience exhibited by fifteen novice teachers employed in high-needs areas, such as in urban and rural contexts and in special education, finding that teachers utilised a variety of strategies, including help-seeking, problem-solving, managing difficult relationships, and seeking rejuvenation/renewal.

TL;DR: The authors discusses recent developments in U.S. teacher education that are tied to the global neo-liberal project, focusing on the commodification of teacher education, hyperrationality and increased accountability, and attacks on multicultural education.

TL;DR: An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts to offer 4-6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms as mentioned in this paper.

TL;DR: In this paper, the authors tracked a group of 37 pre-service teachers' evolving beliefs about and perceptions of themselves and their experiences from the initial data collection prior to any experiential base in schools through the varied phases of their professional placements involving steadily increasing levels of professional responsibility.

TL;DR: In this article, the impact of classroom-embedded professional learning (PL) for mathematics teaching in two contrasting districts in Canada, and investigates the relationship between teacher efficacy and student achievement.

TL;DR: This paper conducted a qualitative interview study of the professional identity of 45 student teachers and found that students emphasized failure or success but not what they had or had not learned, while broader social contexts and professional relationships within the teaching community were marginalized.

TL;DR: The authors showed that the ability to satisfice, that is, develop temporary but sufficient solutions, enables teachers to survive the early years of practice, is one of the skills that is developed with experience.

TL;DR: In this paper, a survey study with data from 456 teachers from a Dutch College for Vocational Education and Training showed that occupational self-efficacy and learning goal orientation are positively related to reflection and feedback asking.

TL;DR: The authors examined how good strategies and praxis interplay with positive affect and self-efficacy to determine a teacher's job satisfaction, in the hypothesis that teaching effectively does not in itself guarantee satisfaction.

TL;DR: The Supporting Effective Teaching (SET) project as discussed by the authors examined the relationship between elementary general education teachers' beliefs about disability and ability and their roles in inclusive classrooms, and how these are related to teaching practices.

TL;DR: The authors conducted a case study with 18 prospective teachers in an initial course on learning to teach and found that active learning involving meaningful discussion, planning, and practice, support from a knowledgeable advisor, collaborative deliberation-in-process, and opportunity to trial, analyse and revise were some of the most important aspects for prospective teacher learning through Microteaching Lesson Study.

TL;DR: In this article, a professional development project modeled on the professional development community focused on thinking education in a teachers college has been described, characterized by a safe environment which encouraged risk taking and mutual support, enabling significant change in college courses.

TL;DR: In this paper, the authors compared international social contexts for teacher workplace informal learning from the teachers' perspectives and highlighted key interrelated cultural qualities of schools that support and hinder informal learning; argues for the importance of acknowledging teacher informal learning as a method of career-long professional development.

TL;DR: The authors analyzed the expected and feared possible selves of beginning teachers and revealed four main categories (i.e., interpersonal relationships, classroom management, instruction, and professionalism) of teacher identity development.

TL;DR: In this article, the authors used video tape and participant observation to document an American high school teacher workgroup's experience with collaborative teacher inquiry and monitor changes in practice through two cycles of instructional planning, classroom implementation, and reflective analysis.

TL;DR: This paper explored the relationship between emotion and teacher identity, using a framework of personal experience and published research from a variety of disciplines, arguing that an increased awareness of emotional experience serves not only to increase rapport among educators, but also to counteract the persistent dehumanization of the teaching profession in our current sociopolitical context.

TL;DR: In this paper, the authors investigated the use of electronic journals to support beginning teachers in developing reflection on teaching within peer support networks and found little evidence of the development of a more reflective approach attributable to the maintenance of a blog.

TL;DR: In this article, a qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach because they influence the taught curriculum, teacher development and student learning, and recommended alternatives for teacher, student and curriculum development, curriculum implementation and teacher training.

TL;DR: In this article, a teacher training experience was designed by taking into account the methodological criteria established in line with previous theoretical principles to identify the achievements and difficulties in a specific formative experience in order to assess the suitability of this conceptual-methodological framework for the design of training proposals aiming to develop teachers' competencies for virtual environments in higher education.

TL;DR: In this paper, the authors examine teachers' perceptions of importance of competencies and explore their implications for teacher education, finding that teachers perceived all but the second area of competence as very important, with the fourth scale perceived as the highest importance.

TL;DR: This paper conducted a qualitative study on teachers' negotiation of professional identity through talk with colleagues at an urban, public, Midwestern school in the United States, and found that teachers made and recognised identity bids to accomplish the professional identity of teacher as learner, using a range of discourse strategies, including two genres of reflective talk.