This study looks at language teachers' and language researchers' expectations and evaluations of two kinds of journal articles, either researcher-oriented or teacher-oriented. The results show that teachers and academics use different ways of validating information in journal articles and use the information contained in them in distinctly…

This article distills what teachers at six diverse, urban schools came to know as a consequence of engaging in school portfolio development from a teacher knowledge perspective. Grounded in a narrative method and form, the work highlights the asking of hard questions, the concept of powerful learning, the idea of high quality professional…

This narrative of the experience of a native English speaking (NES) cooperating teacher working with a nonnative English speaking (NNES) student teacher in an MA Teaching English as a Second Language practicum begins with a discussion of teacher identity, then outlines the significance of caring in teacher-student relations Noddings (Caring: A…

The study focuses on teachers' perceived certainty, a concept which is understood as being made up of didactic, practical and relational certainty, and its relationship with teacher collaboration, role ambiguity and job satisfaction. Analyses draw on data from 1,153 Norwegian elementary and junior high school teachers. Results indicate that there…

Analysis of a questionnaire completed by initial teacher education (ITE) students at the University of Glasgow shows a clear divergence between their personal and professional ideals. The students define their own ideals predominantly in terms of situations, like being married, having children or being happy. Their professional ideals, which…

The importance of care for learners is recognised as fundamental of teaching: it is argued that teaching equally requires a care for "knowledge." Within a realist theory, to care for knowledge, moreover, must involve taking into account its relationship to the real world. The implications of this ontological consideration are worked out with…

Substantial research on classroom management informs teacher education. But knowledge about student socialization and disciplinary intervention is based on a consensus of experts, rather than on empirical evidence. The author outlines the knowledge base and suggests principles to guide teacher education in these areas. (JL)

As teaching has come to be defined as a skill which embodies both science and art, research on it has also changed. This article discusses this theoretical development, assesses the extent to which different teaching processes and outcomes have been enhanced, and hypothesizes about future developments. (JL)

The possible sources of preservice teachers' unrealistic job expectations (that they will encounter few difficulties) were studied. By applying ideas developed in a study of "unrealistic optimism," a framework for such an analysis is given and the findings of an initial study of 118 students are reported. (JL)

Forty-five elementary school teachers participated in a study to determine aspects of how teachers evaluate students. Three aspects in particular were studied: references used to assign grades; procedures to combine evaluations of a student; and the process to determine promotion. Results are reported. (JL)

Results of a study of six novice teachers' self-reported knowledge aquisition suggests that coursework and field experience offer distinct opportunities for learning about teaching. The study is reported and discussed. The novice teachers' comments are excerpted throughout the article. (JL)

A study of 120 teachers who participated in a staff development program explores the relationship between perceptions shared by effective teachers and teacher attitudes toward implementing new instructional practices. Implications for instructional improvement efforts are discussed. (JL)

Educational reform movements--changes in state policies about teacher quality and recruitment and the professionalization of teaching--and their impact on the teacher labor market of the coming century are discussed. Four studies of teachers, teacher persistence, recruitment, and school district hiring practices are discussed. (JL)