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Annette Hessen Bjerke; Constantinos Xenofontos – Teachers and Teaching: Theory and Practice, 2024
This article reports on a cross-sectional study tracing possible changes in primary teachers' self-efficacy in teaching mathematics across various points in their professional careers, involving both novice and experienced pre-service teachers (PSTs) and in-service teachers (ISTs). In the relevant literature, self-efficacy appears to be…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Education, Self Efficacy
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A. Cohen-Zamir; D. Vedder-Weiss – Teachers and Teaching: Theory and Practice, 2024
Previous studies have paid little attention to teachers` self or collegial considerations when making decisions about their students, precisely their tendency to avoid being blamed for students` failure. When a teacher is blamed for a student's difficulties, her/his public image ('face') is threatened, and s/he and her/his colleagues can be…
Descriptors: Foreign Countries, Secondary School Teachers, Teacher Collaboration, Decision Making
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Jo Lampert; Amy McPherson; Bruce Burnett – Teachers and Teaching: Theory and Practice, 2024
In this paper, we investigate the working lives of three Australian teachers in the hardest-to-staff schools as they tell their stories of how teacher attrition has impacted them and others. Drawing on Zavelevsky & Shapira-Lishchinsky's ecological framework (2020) we analyse their work-stories to better understand issues impacting the teaching…
Descriptors: Foreign Countries, Faculty Mobility, Teacher Persistence, Teacher Employment
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Glenys Mann; Linda Gilmore; Ainsley Robertson; Lynsey Kennedy-Wood; Lara Maia-Pike – Teachers and Teaching: Theory and Practice, 2024
Productive teacher-parent partnerships are important to successful student outcomes and rely on positive teacher-parent communication, particularly when students have disability. Through semi-structured focus group and individual interviews, 17 parents of students with disability provided first-hand accounts of teacher communication that…
Descriptors: Foreign Countries, Students with Disabilities, Parent Attitudes, Parent Teacher Cooperation
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Keonya C. Booker – Teachers and Teaching: Theory and Practice, 2024
School belonging is characterised by the constructive relationships shared between teachers and students in the learning environment. When students feel bonded to their teachers, they demonstrate greater school satisfaction, are highly engaged, and are more likely to persist. In this investigation, the nature of school belonging was examined using…
Descriptors: Secondary School Teachers, Secondary School Students, Group Membership, Interpersonal Relationship
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Dennis Francis – Teachers and Teaching: Theory and Practice, 2024
This paper explores how transphobia is understood and responded to in South African schools. Drawing on qualitative data gathered from in-depth interviews with teachers, school managers, and TGD school-attending youth, the findings show that while there are minimal efforts to respond to and dismantle transphobia, school managers and teachers…
Descriptors: LGBTQ People, Sexual Identity, Youth, Foreign Countries
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Jennifer J. Chen – Teachers and Teaching: Theory and Practice, 2024
This study sought to explore the potential silver linings that early childhood teachers in the United States might find amidst the teaching-related challenges and stress arising from the unconventional teaching necessitated by COVID-19. The participants consisted of 15 early childhood teachers teaching in preschool-3rd grade during the 2020-2021…
Descriptors: COVID-19, Pandemics, Early Childhood Teachers, Teacher Attitudes
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Marianne Sandvik Tveitnes; Mette Hvalby – Teachers and Teaching: Theory and Practice, 2024
There is global agreement that schools should be inclusive, however both experienced and inexperienced teachers find this challenging. In this study we explore how experienced teachers working as local mentors for newly qualified teachers (NQTs) address the challenges they face in an inclusive school. The study is designed as a qualitative study…
Descriptors: Mentors, Foreign Countries, Inclusion, Beginning Teachers
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Maddamsetti, Jihea – Teachers and Teaching: Theory and Practice, 2023
In order to create equitable and inclusive educational experiences, preservice teachers need to learn how to exercise their critical thinking to make critical pedagogy a part of their practice. However, preservice teachers often encounter dilemmatic tensions when they attempt to experiment with and enact critical pedagogical thinking during their…
Descriptors: Practicums, Pedagogical Content Knowledge, Teacher Education Programs, Critical Thinking
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Heras, Esteban; Calle, Ana María; León, Verónica; Pichasaca, Cristian – Teachers and Teaching: Theory and Practice, 2023
The aim of this study was to explore indigenous teachers' and indigenous and mestizo student teachers' beliefs about social justice and English language learning in the Ecuadorian context. Based on data collected through interviews and one focus group session, it was found that many indigenous believe English might be a convenient tool for…
Descriptors: Social Justice, English (Second Language), College Faculty, Beliefs
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Carter, Richard Allen, Jr.; Zhang, Ling; Hunt, Tiffany L.; Bloom, Lisa; Wilder, Tahnee L.; Yang, Sohyun; Parsons, Christine – Teachers and Teaching: Theory and Practice, 2023
Teacher education standards are designed to guide the preparation of pre-service teachers to acquire knowledge and develop skills required for delivering high-quality educational experiences to all learners. Analysing how critical thinking (CT) is positioned in educator preparation standards is an initial step towards understanding the…
Descriptors: Standards, Critical Thinking, Teaching Methods, Teacher Education Programs
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Camarero-Figuerola, Marta; Renta-Davids, Ana Inés; Tierno-García, Juana-María; Gilabert-Medina, Sandra – Teachers and Teaching: Theory and Practice, 2023
Recent approaches to initial teacher education programmes consider non-academic qualities when selecting prospective teachers. The motivation to become a teacher is crucial in the admission to, progression in, and graduation from initial teacher education programmes. Previous research has highlighted the association between motivational factors…
Descriptors: Teacher Motivation, Learning Strategies, Academic Achievement, Preservice Teachers
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Jerrim, John; Sims, Sam; Oliver, Mary – Teachers and Teaching: Theory and Practice, 2023
Bandura's influential theory has been used to argue that teachers with high self-efficacy will be more effective at increasing pupil achievement--and a voluminous empirical literature has repeatedly documented associations consistent with this claim. However, few studies have considered whether these correlations reflect an underlying causal…
Descriptors: Teacher Effectiveness, Academic Achievement, International Assessment, Achievement Tests
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Wahlström, Ninni – Teachers and Teaching: Theory and Practice, 2023
The purpose of this study is to explore the implications of a standards-based curriculum for what constitutes knowledge in different teaching contexts. The research question is as follows: How is the logic of uniformity within curriculum standards recontextualised into actual teaching in different school environments, here focusing on the concepts…
Descriptors: Academic Standards, Curriculum Development, Accountability, Integrated Curriculum
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Kilbane, James F.; Clayton, Christine D. – Teachers and Teaching: Theory and Practice, 2023
In this study of 211 teacher work samples derived from a professional development programme, teachers' conceptualisations of student inquiry were revealed by examining the nature of perceived outcomes and the role of critical thinking that animated teachers' student inquiries collected over nine years. Using a schema adapted from the literature,…
Descriptors: Faculty Development, Teacher Attitudes, Inquiry, Critical Thinking
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