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The being of a teacher: teacher pedagogical well-being and teacher self-care Teach. Teach. (IF 2.345) Pub Date : 2021-04-12 Timothy R. N. Murphy, Mary Masterson, Patricia Mannix-McNamara, Paddy Tally, Elaine McLaughlin
ABSTRACT This article adopts a phenomenological-oriented approach to explore the perceptions of a small cohort of teachers about teacher pedagogical well-being (TPWB), the experience of which is intimately connected with a teacher’s sense of self-care. Existing Finnish research on this topic informed the design of semi-structured interviews across two schools. The findings were analysed initially with
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Emotions, identity, and commitment among early leavers in the United States of America Teach. Teach. (IF 2.345) Pub Date : 2021-03-19 Aubrey Scheopner Torres
ABSTRACT High teacher attrition rates hinder schools in their ability to provide quality instruction. While studies have identified factors related to attrition (e.g., salary, administrative support) and the emotions of teaching, research is needed that explores the impact of emotions on teachers’ career decisions. This study examines the emotional experiences of leaving teaching early (within the
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Understanding teachers’ professional learning needs: what does it mean to teachers and how can it be supported? Teach. Teach. (IF 2.345) Pub Date : 2021-03-17 Rebecca Cooper, Angela Fitzgerald, John Loughran, Michael Phillips, Kathy Smith
ABSTRACT Professional learning is a significant focus of discussion in most schools but it is not all that common for these conversations to be informed by teachers’ needs and expectations. Instead, they tend to be driven by external factors, such as accreditation, mandated professional development requirements and policies. Based on an in-depth study of a large number of teachers at one school, this
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Veteran teachers and digital technologies: myths, beliefs and professional development Teach. Teach. (IF 2.345) Pub Date : 2021-03-17 Angélica Monteiro, Ana Mouraz, Leanete Thomas Dotta
ABSTRACT According to the Teaching and Learning International Survey (2019), the average age for a teacher, across OECD countries, is 44 years old, and the teacher workforce has aged in a number of countries, over the past 5 to 10 years. Given the demands expected from the contemporary teaching profession, the study of possible implications of ageing on the use of digital technologies in education
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Change advocacy as coping strategy: how beginning teachers cope with emotionally challenging situations Teach. Teach. (IF 2.345) Pub Date : 2021-03-17 Henrik Lindqvist, Robert Thornberg, Maria Weurlander, Annika Wernerson
ABSTRACT Change advocacy: how beginning teachers cope with emotionally challenging situations Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges
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The preparation of novice teacher educators for critical, justice-oriented teacher education: A longitudinal exploration of formal study in the pedagogy of teacher education Teach. Teach. (IF 2.345) Pub Date : 2021-03-17 Hilary Gehlbach Conklin
ABSTRACT There continues to be limited focus on the preparation of teacher educators, particularly for teacher education aimed at challenging educational inequities. This case study explores the impact of a curricular approach to preparing novice teacher educators in the pedagogy of teacher education. Drawing on surveys, interviews, documents, and observations of practice, the study traces what novice
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Supporting elementary school children to engage in collaborative argumentation: developing a kaleidoscope framework of inquiry dialogue Teach. Teach. (IF 2.345) Pub Date : 2021-03-17 Joanne Lunn Brownlee, Mary Ryan
ABSTRACT While the early years of children’s education have long been acknowledged as crucial in supporting learning and development, there has been less focus on argumentation literacy as a way to promote active learning. This conceptual paper explores a new cross-disciplinary teaching framework, called the kaleidoscope framework of inquiry dialogue, which explicates the role of elementary school
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Science teachers and pre-service science teachers’ science teaching competence belief scores in the resource room in terms of certain variables Teach. Teach. (IF 2.345) Pub Date : 2021-01-03 Cemal Tosun, Sakine Öztürk
ABSTRACT The present study aimed to develop science teaching competence belief scale (STCBS). Secondly, the study also investigated whether science teachers (STs) and pre-service science teachers’ (PSTs) competence beliefs regarding science teaching in the resource room differed with respect to certain variables. Another purpose was to determine the predictive effect of gender, education level, legislation
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Elementary teachers’ cognitive processes and metacognitive strategies during self-directed online learning Teach. Teach. (IF 2.345) Pub Date : 2021-01-03 Pamela Beach, Gail Henderson, Jen McConnel
ABSTRACT This study involves an in-depth examination of Canadian elementary teachers’ cognitive processes and metacognitive strategies they used during a self-directed online learning experience. The virtual revisit think aloud, a methodology that combines a retrospective procedure with screen recording technology, was used to capture verbalisations from 13 elementary teachers as they used an online
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The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership Teach. Teach. (IF 2.345) Pub Date : 2021-01-27 Amanda Gutierrez, Alex Kostogriz
ABSTRACT This article explores the influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership model. It draws upon dialogue from professional conversations which included multiple stakeholders in the partnership. The results illustrate the complex process of becoming for pre-service teachers as they navigate voices across time and space. They provide
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Parent–teacher relationships in school micropolitics: beginning teachers’ stories Teach. Teach. (IF 2.345) Pub Date : 2020-12-23 Minna Uitto, Katri Jokikokko, Erkki T. Lassila, Geert Kelchtermans, Eila Estola
ABSTRACT The article discusses parent–teacher relationships in school micropolitics based on beginning teachers’ stories. We employ a narrative approach and investigate how micropolitical conditions and strategies are portrayed in beginning teachers’ stories of parent–teacher relationships. The research material consists of narrative interviews with seven Finnish primary school teachers in the first
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Teachers’ emotions and emotional authenticity: do they matter to students’ emotional responses in the classroom? Teach. Teach. (IF 2.345) Pub Date : 2020-12-10 Melanie M. Keller, Eva S. Becker
ABSTRACT Teachers frequently employ surface-acting strategies to regulate emotions and to be more effective. This can be detrimental for teachers’ health but the effects of such inauthentic emotion expressions on students are largely unexplored. In two exploratory studies we investigated the impact of teachers’ emotions and emotional authenticity (expressing truly felt emotions) on students’ emotions
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Underneath the veneer of techno-positivity – exploring teachers’ perspectives on technology use in Further Education and Training Teach. Teach. (IF 2.345) Pub Date : 2020-12-26 Brendan Ryan, Oliver McGarr, Orla McCormack
ABSTRACT This qualitative study explores the views of nine teachers working in the Further Education and Training in Ireland regarding the use of technology. Drawing on in-depth interviews, thematic analysis exposed a techno-positive perspective and a hierarchy of technologies with newer technologies being valued more. A sort of ‘intangible’ quality is ascribed to technology, which we labelled ‘techno-magic’
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The contribution of teacher structure, involvement, and autonomy support on student engagement in low-income elementary schools Teach. Teach. (IF 2.345) Pub Date : 2020-12-26 Isabelle Archambault, Sophie Pascal, Kristel Tardif-Grenier, Véronique Dupéré, Michel Janosz, Sophie Parent, Linda. S Pagani
ABSTRACT Providing high-quality teaching practices is central to promote student engagement in school. High quality teaching is even more important in schools located in low socioeconomic neighborhoods, where a larger proportion of children present more important academic difficulties and lower classroom behavioural, affective, and cognitive engagement. The Self-System Model of Motivational Development
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Using critical incidents to investigate teacher preparation: A narrative inquiry Teach. Teach. (IF 2.345) Pub Date : 2020-12-23 Megan Adams, Sanjuana Rodriguez
(2020). Using critical incidents to investigate teacher preparation: A narrative inquiry. Teachers and Teaching: Vol. 26, No. 5-6, pp. 460-474.
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Teachers’ experiences of enacting curriculum policy at the micro level using Bernstein’s theory of the pedagogic device Teach. Teach. (IF 2.345) Pub Date : 2020-12-22 Amanda McCloat, Martin Caraher
ABSTRACT This study examines the experiences of teachers in the Republic of Ireland, as agents of the pedagogic device, in enacting curriculum policy at the micro level of the classroom. It explores their enactment of policy at a time of significant curriculum reform of junior secondary school education. Drawing upon the findings of in-depth interviews with teachers, this study integrates Bernstein’s
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Augmenting the effect of professional development on effective instruction through professional communities Teach. Teach. (IF 2.345) Pub Date : 2020-11-01 Selçuk Dogan, Alyson Adams
ABSTRACT This study addresses gaps in the research about the effect of professional development (PD) quality on effective instruction by taking a broad perspective when defining professional learning of teachers and by providing a theory-based explanation for effective instruction. Using a large-scale data set, Teaching and Learning International Survey (TALIS) 2013, the interrelationships between
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Examining the unique roles of adaptability and buoyancy in teachers’ work-related outcomes Teach. Teach. (IF 2.345) Pub Date : 2020-10-22 Rebecca Collie, Frédéric Guay, Andrew J. Martin, Kate Caldecott-Davis, Helena Granziera
ABSTRACT We examined two personal resources—adaptability and buoyancy—that are increasingly recognised as important for teachers’ positive work-related outcomes. We sought to extend knowledge about the unique roles of these two personal resources by examining them simultaneously as predictors of teachers’ work-related outcomes. We also examined how two contextual factors (perceived autonomy-support
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Developing inter-collegial friendships to sustain professional wellbeing in the academy Teach. Teach. (IF 2.345) Pub Date : 2020-10-12 Dawn Garbett, Lynn Thomas
ABSTRACT In this self-study, we explore the benefits associated with developing inter-collegial friendships for sustaining our wellbeing in the academy. We have used anticipatory reflection to imagine what our idealised working situation might look like and then taken measured steps towards supporting one another to achieve our goals. Our research focus - to question how collaborative, professional
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Teacher education policy to improve teacher quality: Substantive reform or just another hurdle? Teach. Teach. (IF 2.345) Pub Date : 2020-10-12 Melissa Barnes, Russell Cross
ABSTRACT Mounting criticism suggests that the recent introduction of a ‘gatekeeping’ test to improve the quality of teachers in Australia—the Literacy and Numeracy Test for Initial Teacher Education (LANTITE)—has had limited success in achieving its aim. Shaped by a discourse of inputs on how teacher quality might be achieved (‘quality in, quality out’), LANTITE was to address the apparent decline
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Decomposing the observation-based coaching process: the role of coaches in supporting teacher learning Teach. Teach. (IF 2.345) Pub Date : 2020-09-27 Yanjuan Hu, Klaas van Veen
ABSTRACT Coaching is increasingly emphasised as a promising feature of professional development, yet concrete understanding of this complex process is lacking. This study investigates an observation-based coaching process by interviewing coaches and teachers from a three-year longitudinal PD programme. Findings indicate that coaches often supplemented their pedagogy by establishing coaching culture
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Sedimented professional identities: early childhood education pre-service teachers Teach. Teach. (IF 2.345) Pub Date : 2020-09-27 Anne Keary, Robyn Babaeff, Sharryn Clarke, Kathryn Garnier
ABSTRACT A shifting notion in the field of early childhood education (ECE) is what it is to be a ‘professional’. This paper examines third-year early childhood undergraduate pre-service teachers (PSTs) developing understandings of notions of ‘professionalism’ as expressed through identity texts. PSTs develop knowledge of standards, frameworks and policies that impact on their professional work and
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Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten. Teach. Teach. (IF 2.345) Pub Date : 2020-09-14 Karen Vermeir, Geert Kelchtermans
ABSTRACT Much research on educational innovations treats them as purposeful endeavours, initiated with a clear goal for improvement of practice and eventually evaluating the fidelity of their implementation as well as effectiveness. However, innovative practices in schools can have many sources and their implementation often takes a surprising and unanticipated course. In this article, we present a
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When performativity meets agency: how early career teachers struggle to reconcile competing agendas to become ‘quality’ teachers Teach. Teach. (IF 2.345) Pub Date : 2020-08-18 Anna Sullivan, Bruce Johnson, Michele Simons, Neil Tippett
ABSTRACT Early career teachers are increasingly required to be ‘classroom ready’ upon graduation and to demonstrate capabilities that match their more experienced colleagues. They are also joining a profession that is characterised by increased scrutiny and accountability driven by standards that seek to identify the hallmarks of good teaching. This agenda, constructed around a discourse of ‘quality’
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Emotion regulation and need satisfaction shape a motivating teaching style Teach. Teach. (IF 2.345) Pub Date : 2020-06-16 Angelica Moè, Idit Katz
ABSTRACT Teachers whose basic psychological needs for competence, autonomy and relatedness are satisfied tend to use a motivating teaching style characterised by the provision of autonomy support and structure, whereas teachers whose needs are frustrated tend to use controlling or chaotic styles which are considered de-motivating. Given the importance of an autonomy supportive and motivating teaching
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Guided reflection procedure as a method to facilitate student teachers’ perception of their teaching to support the construction of practical knowledge Teach. Teach. (IF 2.345) Pub Date : 2020-05-06 Raili Allas, Äli Leijen, Auli Toom
ABSTRACT This study investigates meaningful events that student teachers identified from video recordings of their teaching practice that were used to improve their knowledge base. Data were collected from 21 student teachers at an Estonian university using a guided reflection procedure. Deductive qualitative content analysis was performed on meaningful events and student teacher reflections. Pearson’s
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Disrupting to Driving: exploring upper primary teachers’ perspectives on student engagement Teach. Teach. (IF 2.345) Pub Date : 2020-04-28 Amy Berry
ABSTRACT While student engagement has been the subject of increasing attention in the field of education, attempts to translate research findings into practice have been hindered by a lack of clarity and consensus around the concept. It is generally agreed that teachers have an important role to play in promoting the engagement of students in classroom learning, however, little is know about how teachers
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Editorial Teach. Teach. (IF 2.345) Pub Date : 2020-04-16 Martin Mills, Qing Gu
(2020). Editorial. Teachers and Teaching: Vol. 26, No. 1, pp. 1-2.
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Teacher emotion regulation strategies in response to classroom misbehavior Teach. Teach. (IF 2.345) Pub Date : 2020-03-29 Mei-Lin Chang, Jamie Taxer
ABSTRACT This research examined how teachers regulate their emotions in the context of student misbehaviour and what the affective consequence of this regulation is for teachers. In Study 1 we descriptively examined which strategies teachers use to regulate their emotions in response to student misbehaviour and found that teachers use a variety of strategies to regulate their emotions. In Study 2,
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Key components of lesson study from the perspective of complexity: a theoretical analysis Teach. Teach. (IF 2.345) Pub Date : 2020-03-26 Gabriel Hervas, José Luis Medina
ABSTRACT Lesson study (LS) is a collaborative practice of inquiry in which teachers design a lesson plan and work to improve it and its execution after observing its instruction. Originating in Japan, LS is recognised in international research as a useful mechanism for teachers’ training and professional development. However, research reveals that misconceptions arise when LS is adopted outside of
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Perceived classroom goal structures as predictors of students’ personal goals Teach. Teach. (IF 2.345) Pub Date : 2020-03-24 M. Fokkens-Bruinsma, E. C. M. Van Rooij, E. T. Canrinus
ABSTRACT This study focused on the question of how to enhance a mastery-goal orientation in the classroom. We started from the perspective of the achievement goal theory, which assumes that the goals that students have (personal goals) relate to the goals that are set in the classroom (classroom goal structures). In classrooms where teachers focus on learning and effort -instead of normative standards
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Teachers’ perceptions of how principals use new teacher evaluation systems Teach. Teach. (IF 2.345) Pub Date : 2020-03-20 David B. Reid
ABSTRACT In 2009, the United States Department of Education (USDOE) incentivised states to create more rigorous teacher evaluation systems that better differentiated teacher performance as well as provided more information on what makes a high-quality teacher. One result of these revised teacher evaluation systems was principals, in most cases the primary evaluator of teacher performance, were tasked
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Using data walls to display assessment results: a review of their affective impacts on teachers and students Teach. Teach. (IF 2.345) Pub Date : 2020-03-20 Lois Harris, Claire Wyatt-Smith, Lenore Adie
ABSTRACT Data walls are a data use practice increasingly being adopted in western, Anglophone countries to display student academic achievement data. The purpose of data walls is to improve teaching and learning by helping teachers and/or students to identify patterns of growth and achievement, set goals, and plan instructional interventions or self-regulate. This paper presents a systematic review
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Teacher emotional labour, instructional strategies, and students’ academic engagement: a multilevel analysis Teach. Teach. (IF 2.345) Pub Date : 2020-03-20 Irena Burić, Anne C. Frenzel
ABSTRACT The aim of the present study was to explore links between teachers’ emotional labour, class-perceived instructional strategies and their students’ self-reported academic engagement. Data on emotional labour from N = 95 high-school teachers and their students’ (N = 2,111) perceptions of instructional strategies and self-reported academic engagement were analysed through doubly latent multilevel
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The proof of the pudding is in the eating? Implementation of cooperative learning: differences in teachers’ attitudes and beliefs Teach. Teach. (IF 2.345) Pub Date : 2020-03-19 M. A. Veldman, M. F. Van Kuijk, S. Doolaard, R. J. Bosker
ABSTRACT In the current study differences between primary school teachers classified as high-performing in their implementation of cooperative learning (CL) in their classrooms and teachers who were less successful in implementing cooperative learning were investigated. The levels of implementation of cooperative learning differed significantly between teachers, especially in teaching students the
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Teacher agency and professional practice Teach. Teach. (IF 2.345) Pub Date : 2020-03-18 Tebeje Molla, Andrea Nolan
ABSTRACT Drawing on the capability approach to human development and Bourdieuan reflexive sociology, this paper explores the interplay of teacher agency and professional practice. The paper names five facets of teacher agency. It shows that teachers with a strong sense of agency actively seek learning opportunities—inquisitive agency; think effortfully about their beliefs and practices—deliberative
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Embodied dispositions towards learning: reading students’ embodied practice Teach. Teach. (IF 2.345) Pub Date : 2020-02-26 Masaaki Sato, Michelle Ludecke, Eisuke Saito
ABSTRACT This paper presents a cross-cultural discussion of three episodes where students’ embodied dispositions serve as indicators of, and barriers to, learning. These episodes are drawn from a longitudinal study into school reform in Asia. Framed around a shared understanding of embodiment within practice approaches, and employing a unique method of translation, each author shares their understandings
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Shaping teacher identities and agency for the profession: contextual factors and surrounding communities Teach. Teach. (IF 2.345) Pub Date : 2020-01-22 Auli Toom
(2019). Shaping teacher identities and agency for the profession: contextual factors and surrounding communities. Teachers and Teaching: Vol. 25, No. 8, pp. 915-917.
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Extension and remodelling of teachers’ perceived professional space Teach. Teach. (IF 2.345) Pub Date : 2019-12-12 Øyvind Wiik Halvorsen, Liv Eide, Marit Ulvik
ABSTRACT This article examines the sociocultural shaping of teacher agency by focusing on how various conditions mediate teachers’ perceived professional space. Agency is understood from a sociocultural perspective as the mediated capacity to act, which is achieved and exercised in a professional space, and, consequently, shaped by the perceptions of this space. Based on thematic and interpretative
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Implementing differentiated instruction: a mixed-methods exploration of teacher beliefs and practices Teach. Teach. (IF 2.345) Pub Date : 2019-12-12 Jessica Whitley, Suzanne Gooderham, Cheryll Duquette, Shari Orders, J. Bradley Cousins
ABSTRACT Differentiated Instruction (DI) continues to be a framework adopted within K-12 settings as it supports planning for the needs of diverse groups of students. However the research base exploring the implementation of DI is limited. The current study explores the relationships between individual and contextual variables on teachers’ use of DI practices drawing upon data from a survey (N = 4875)
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Editorial: Reciprocity, partnerships and learning Teach. Teach. (IF 2.345) Pub Date : 2019-12-03 Cheryl J. Craig, John Chi-Kin Lee
(2019). Editorial: Reciprocity, partnerships and learning. Teachers and Teaching: Vol. 25, Canada-China Reciprocal Learning between the East and the West, pp. 623-626.
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Being there with children: workplace, teacher body and a caring self Teach. Teach. (IF 2.345) Pub Date : 2019-11-29 Koeun Kim
ABSTRACT Based on an in-depth, qualitative study of toddler teachers in the United States, this article examines relationships between the materiality and the social dimensions of a classroom space as teachers’ workplace that mutually construct everyday work and lends meaning to their professional identities as a caring self. Findings highlight the teachers’ body in the single portable as a specific
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Uncertain identities of non-higher-education-based EFL teacher educators: a third space theory perspective Teach. Teach. (IF 2.345) Pub Date : 2019-11-11 Hong Zhang, Rui Yuan
ABSTRACT Although research on teacher educators’ identities has received increasing attention in recent years, non-higher-education-based teacher educators’ professional identities are still under-researched. Informed by the third space theory perspective, this paper presents a study that investigated 139 non-higher-education-based English as a foreign language (EFL) teacher educators’ identities through
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From professional isolation to effective leadership: preschool teacher-directors’ strategies of shared leadership and pedagogy Teach. Teach. (IF 2.345) Pub Date : 2019-11-11 Merav Aizenberg, Izhar Oplatka
ABSTRACT This study aims to investigate preschool teacher-directors’ sense of professional isolation, and discover the origins of their isolation at work and coping methods. The qualitative paradigm was the research method. The sample comprised 25 preschool teacher-directors in public municipal preschools, and the semi-structured interview method was used. The findings of this study extend our understanding
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Beginning teachers’ work satisfaction, self-efficacy and willingness to stay in the profession: a question of job demands-resources balance? Teach. Teach. (IF 2.345) Pub Date : 2019-11-05 Lisa Björk, Johanna Stengård, Mia Söderberg, Eva Andersson, Gunilla Wastensson
ABSTRACT As many other countries around the world, Sweden is currently facing an urgent need for new teachers. Creating sound work environments that can retain beginning teachers in the profession—as well as attract new ones—is one way to address the problem. In order to accomplish this task, research must be able to reflect the complex nature of work environments. In the present study, a cluster analysis
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Policy, teacher education and the quality of teachers and teaching Teach. Teach. (IF 2.345) Pub Date : 2019-10-14 Christopher Day
(2019). Policy, teacher education and the quality of teachers and teaching. Teachers and Teaching: Vol. 25, Policy, teacher education and the quality of teachers and teaching, pp. 501-506.
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Changing policy contexts and teachers´ work-life narratives: the case of Estonian vocational teachers Teach. Teach. (IF 2.345) Pub Date : 2019-09-30 Ivor F. Goodson, Meril Ümarik
ABSTRACT In recent decades, the work of teachers worldwide has undergone deep change. We have seen that teachers have encountered recent challenges differently and adapted to educational changes to a different extent depending on their personal disposition, but also school leadership and workplace support. This study focuses on the example of Estonian vocational teachers that serves as an interesting
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Reciprocal Learning, Pedagogy and High-Performing Education Systems: Learnings from and for Singapore Teach. Teach. (IF 2.345) Pub Date : 2019-09-29 Zongyi Deng
ABSTRACT Employing Connelly and Xu’s (this issue) conceptualisation of reciprocal learning, the article explores the potential for reciprocal learning about pedagogy provided by a body of PISA-inspired literature on high-performing education systems. I argue that the opportunities for reciprocal learning provided by that body of literature is rather limited and problematic because of its uncritical
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Reciprocal learning in teacher education between Canada and China Teach. Teach. (IF 2.345) Pub Date : 2019-09-12 Shijing Xu
ABSTRACT The Preservice Teacher Education Reciprocal Learning Programme has been developed on a vision of bridging the East and West dichotomy by harmonising Eastern learning with Western knowledge. This programme is one of the two foundations for Xu and Connelly’s 7-year Canada-China Reciprocal Learning Partnership in teacher education and school education in 2013-2020. The Programme, ‘provide[s]
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Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice Teach. Teach. (IF 2.345) Pub Date : 2019-08-21 Auli Toom, Mikko Tiilikainen, Lauri Heikonen, Äli Leijen, Juanjo Mena, Jukka Husu
ABSTRACT This study investigated student teachers’ (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two. Student teacher’s action-oriented knowledge is understood as core capability for the practice of teaching, and learning of action-oriented knowledge needs to be facilitated during teacher education. Action-oriented
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The Universities and initial teacher education; challenging the discourse of derision. The case of Wales Teach. Teach. (IF 2.345) Pub Date : 2019-08-18 John Furlong
ABSTRACT For nearly 40 years the quality and value of the contribution of universities to initial teacher education has been brought into question. This is particularly so in England where the ongoing ‘discourse of derision’ has resulted in universities no longer being seen as necessary partners in the process. More recently, similar challenges have taken place in other countries such as USA and Australia
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Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies Teach. Teach. (IF 2.345) Pub Date : 2019-08-08 Christopher Blundell, Kar-Tin Lee, Shaun Nykvist
ABSTRACT Deeply integrating digital technologies in pedagogy and learning is associated with changes in classroom roles, relationships and actions that can challenge established teacher routines. This paper presents the findings of an eight-month case study of teachers transforming pedagogy to enact their design for personalised digital learning. Participating teachers reported that established classroom
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Missing voices and possible dialogues: problems and possibilities for teacher education Teach. Teach. (IF 2.345) Pub Date : 2019-07-27 Lynn Webster Paine
ABSTRACT Teacher education exists today in a context of rapid globalization, which affects the systems in which future teachers will work, the governance of teachers’ work, the students teachers will be teaching, as well as the policies, programs, curricula and students in teacher education itself. Several ideas recently have gained traction internationally and are shaping the working landscape of
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Teacher collaboration: 30 years of research on its nature, forms, limitations and effects Teach. Teach. (IF 2.345) Pub Date : 2019-07-11 Andy Hargreaves
ABSTRACT This article reprises and reflects on 30 years of the author’s work on teacher collaboration. The distinctive nature of this work has not been in making a case for teacher collaboration in terms of its benefits for students, teachers, or educational change. These arguments are widely available elsewhere. Rather it has examined ways of collaborating that are available to teachers, how formal
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Teachers’ work, change and learning: roles, contexts and engagement Teach. Teach. (IF 2.345) Pub Date : 2019-06-28 John Chi-Kin Lee
(2019). Teachers’ work, change and learning: roles, contexts and engagement. Teachers and Teaching: Vol. 25, No. 4, pp. 399-403.
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Pedagogical reasoning: the foundation of the professional knowledge of teaching Teach. Teach. (IF 2.345) Pub Date : 2019-06-19 John Loughran
ABSTRACT Much of the debate about that which comprises teachers’ professional knowledge has been important in the academic literature but does not necessarily reflect the reality of how they think as they construct the knowledge that underpins their practice. Typically, teachers are not encouraged to spend time talking about teaching in ways that are theoretically robust, or to unpack their teaching
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Barriers to the implementation of specialized reading instruction in secondary co-taught classrooms: an exploratory study Teach. Teach. (IF 2.345) Pub Date : 2019-06-11 Margaret E. King-Sears, Abraham Stefanidis, Anne Brawand
ABSTRACT This exploratory research underscores Bandura’s social learning theory on collective agency to investigate co-teaching partners’ collaboration regarding reading instruction for students with disabilities. Students whose Individualized Education Programs stipulate reading are dependent on special educators to deliver such instruction. In the current research, we investigate barriers to implementation
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‘Struggles as engagement’ in teacher change: a longitudinal case study of a reading teacher’s changing practices Teach. Teach. (IF 2.345) Pub Date : 2019-06-05 Clarence Ng, Alysse Leicht
ABSTRACT Teacher change involves the transformation of beliefs, knowledge and practices. While research has highlighted significant facilitative conditions as well as barriers to these changes, insufficient attention has been devoted to examining influences derived from existing practices perpetuated by institutional factors and teachers’ personal histories and experiences. This paper reports on an
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Evaluating teacher performance in language learning classes: the gap between students and department administrators Teach. Teach. (IF 2.345) Pub Date : 2019-06-03 Wei Wei, Sammy King Fai Hui
ABSTRACT Using data from multiple evaluation instruments to evaluate university teachers’ teaching quality has been popular in practice; however, the inconsistency of these evaluation results has not received sufficient attention. This study intended to fill the gap by investigating the main reasons for the discrepancy in teaching performance that resulted from student evaluation surveys and classroom
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Still keen and committed: piloting an instrument for identifying positive veteran teachers Teach. Teach. (IF 2.345) Pub Date : 2019-05-28 Geoffrey Lowe, Christina Gray, Peter Prout, Sarah Jefferson, Therese Shaw
ABSTRACT Since the mid-1980s, the working lives of teachers has become an enduring research topic. Much research has focused on early-career teachers and is often reported from deficit positions, i.e. why they leave the profession. However, career trajectory studies have described a small cohort of veteran teachers who remain positive and committed to teaching. This article reports on the creation
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