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Berry, Amy – Teachers and Teaching: Theory and Practice, 2020
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…
Descriptors: Learner Engagement, Elementary School Teachers, Teacher Attitudes, Teacher Student Relationship
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Chan, Cecilia K. Y.; Luo, Jiahui – Teachers and Teaching: Theory and Practice, 2020
In recent years, reflective writings have been increasingly incorporated into the higher education curriculum to enhance students' deep learning and to help assess their experiential learning outcomes. However, as reflective practices gain momentum worldwide, an under-researched question arises regarding whether teachers know how to assess…
Descriptors: Assessment Literacy, Beginning Teachers, College Faculty, Foreign Countries
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Allas, Raili; Leijen, Äli; Toom, Auli – Teachers and Teaching: Theory and Practice, 2020
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…
Descriptors: Reflection, Student Teachers, Student Attitudes, Theory Practice Relationship
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Yuan, Rui; Yang, Min – Teachers and Teaching: Theory and Practice, 2020
This qualitative multi-case study explores a group of university-based language teacher educators' boundary crossing experiences in Hong Kong. Informed by a conceptual framework on boundary crossing and drawing on data from in-depth interviews and field observations, the findings reveal the opportunities and challenges embedded in teacher…
Descriptors: Teacher Attitudes, Case Studies, Language Teachers, Teacher Educators
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Murphy, Timothy R. N.; Masterson, Mary; Mannix-McNamara, Patricia; Tally, Paddy; McLaughlin, Elaine – Teachers and Teaching: Theory and Practice, 2020
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…
Descriptors: Well Being, Wellness, Stress Management, Foreign Countries
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Huang, Xianhan; Lin, Chin-Hsi; Chi Kin Lee, John – Teachers and Teaching: Theory and Practice, 2020
Teacher self-efficacy is a key predictor of teacher attrition, but studies have primarily examined teacher self-efficacy via classroom teaching and overlooked other roles that teachers play in school. Accordingly, this study explores the relationships between, on the one hand, primary and secondary teachers' job satisfaction and occupational…
Descriptors: Self Efficacy, Job Satisfaction, Industrial Psychology, Teaching (Occupation)
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Monteiro, Angélica; Mouraz, Ana; Thomas Dotta, Leanete – Teachers and Teaching: Theory and Practice, 2020
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…
Descriptors: Experienced Teachers, Beliefs, Misconceptions, Professional Development
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Skaalvik, Einar M.; Skaalvik, Sidsel – Teachers and Teaching: Theory and Practice, 2020
The purpose of this longitudinal study was to analyse relations between teachers' perceptions of job demands and job resources in the school environment and dimensions of burnout, depressed mood, job satisfaction and motivation to leave the teaching profession (quit). The participants were 262 Norwegian high school teachers. The teachers'…
Descriptors: Teacher Burnout, Teacher Attitudes, Faculty Workload, Depression (Psychology)
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Torres, Aubrey Scheopner – Teachers and Teaching: Theory and Practice, 2020
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…
Descriptors: Psychological Patterns, Emotional Experience, Professional Identity, Faculty Mobility
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Lunn Brownlee, Joanne; Ryan, Mary – Teachers and Teaching: Theory and Practice, 2020
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,…
Descriptors: Elementary School Students, Student Development, Persuasive Discourse, Inquiry
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Archambault, Isabelle; Pascal, Sophie; Tardif-Grenier, Kristel; Dupéré, Véronique; Janosz, Michel; Parent, Sophie; Pagani, Linda. S. – Teachers and Teaching: Theory and Practice, 2020
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.…
Descriptors: Classroom Techniques, Classroom Environment, Class Activities, Teacher Participation
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Tosun, Cemal; Öztürk, Sakine – Teachers and Teaching: Theory and Practice, 2020
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…
Descriptors: Foreign Countries, Rating Scales, Measures (Individuals), Test Validity
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Beach, Pamela; Henderson, Gail; McConnel, Jen – Teachers and Teaching: Theory and Practice, 2020
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…
Descriptors: Elementary School Teachers, Metacognition, Electronic Learning, Professional Development
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Molla, Tebeje; Nolan, Andrea – Teachers and Teaching: Theory and Practice, 2020
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…
Descriptors: Teaching Methods, Professional Autonomy, Teacher Attitudes, Faculty Development
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Sato, Masaaki; Ludecke, Michelle; Saito, Eisuke – Teachers and Teaching: Theory and Practice, 2020
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…
Descriptors: Cross Cultural Studies, Foreign Countries, Learning Motivation, Barriers
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