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Showing 1 to 15 of 27 results Save | Export
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Garner, Joanna K.; Kaplan, Avi – Teachers and Teaching: Theory and Practice, 2019
Scholars have called for new conceptualisations of teachers' learning that capture the complex, contextualised, and dynamic nature of professional growth. In this article, we describe the Dynamic Systems Model of Role Identity (DSMRI) that portrays teacher learning as inseparable from the complex and dynamic processes by which teachers form their…
Descriptors: Professional Identity, Systems Approach, Epistemology, Teacher Attitudes
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Ng, Clarence; Leicht, Alysse – Teachers and Teaching: Theory and Practice, 2019
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…
Descriptors: Longitudinal Studies, Case Studies, Video Technology, Intervention
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Núñez, Juan L.; León, Jaime – Teachers and Teaching: Theory and Practice, 2019
This research has a dual purpose: to translate into Spanish and validate a classroom engagement measure and, over a semester, to analyse the effect of students' perception of autonomy support on the need for autonomy and the effect of autonomy, in turn, on four types of engagement. Data were collected at three time points from 448 undergraduate…
Descriptors: Learner Engagement, Personal Autonomy, Teaching Methods, Learning Processes
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Mausethagen, Sølvi; Prøitz, Tine; Skedsmo, Guri – Teachers and Teaching: Theory and Practice, 2018
In this article, we examine teachers' use of knowledge sources in meetings where they discuss and formulate initiatives and solutions to develop existing teaching practice based on national test results. While practices of data use have been extensively researched, less attention has been given to the content of data use practices. Analyses of…
Descriptors: Foreign Countries, Secondary School Teachers, Meetings, Information Utilization
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Fitchett, Paul G.; McCarthy, Christopher J.; Lambert, Richard G.; Boyle, Lauren – Teachers and Teaching: Theory and Practice, 2018
Previous research has demonstrated associations between teacher stress and occupational burnout, but few studies have attempted to operationalize a central tenet of most stress theories, namely that teachers' appraisals of their classroom demands vis-à-vis their classroom resources is a central driver of vulnerability to stress. The research is…
Descriptors: Beginning Teachers, Stress Variables, Risk Assessment, Work Environment
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Derrington, Mary Lynne; Campbell, John W. – Teachers and Teaching: Theory and Practice, 2018
Principals' implementation of new teacher evaluation policies in a suburban and rural southeastern area of the United States was examined over a five-year period. This study reports findings on two of eleven interview questions examining changes in principals' perceptions over time regarding policy concerns and benefits. Findings indicate while…
Descriptors: Teacher Evaluation, Personnel Policy, Principals, High Stakes Tests
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O'Flaherty, Joanne; Gleeson, Jim – Teachers and Teaching: Theory and Practice, 2017
The moral role of the teacher has long been recognised and this has implications for the selection and education of student teachers. There is growing recognition of the importance of teachers' capacity to make sound moral judgements and of the influence of teachers' levels of moral reasoning on their professional practice. The paper presents the…
Descriptors: Student Teachers, Moral Values, Longitudinal Studies, Undergraduate Students
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Dickerson, Claire; Jarvis, Joy; Levy, Roger; Thomas, Kit – Teachers and Teaching: Theory and Practice, 2017
This article presents Malaysian student teachers' reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support the implementation of the Malaysian primary school mathematics curriculum, which involved changing classroom practice in…
Descriptors: Foreign Countries, Student Teacher Attitudes, Student Teaching, Teaching Methods
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Hatlevik, Ida Katrine Riksaasen – Teachers and Teaching: Theory and Practice, 2017
This longitudinal study examines connections between 110 teachers' perceived professional competence acquired during professional preparation and later perceptions as schoolteachers in Norway. The results indicate that theoretical understanding plays an important role in schoolteachers' professional competence development and that prospective and…
Descriptors: Foreign Countries, Preservice Teachers, Student Teacher Attitudes, Teacher Competencies
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Willis, Jill; Crosswell, Leanne; Morrison, Chad; Gibson, Andrew; Ryan, Mary – Teachers and Teaching: Theory and Practice, 2017
Many early-career teachers (ECTs) begin their teaching careers in rural and remote schools in Australia, and do not stay long, with consequences for their own lives, and for their students, schools and communities. By understanding how first-year ECTs navigate personal (subjective) and contextual (objective) conditions, opportunities to disrupt…
Descriptors: Foreign Countries, Beginning Teachers, Rural Schools, Rural Education
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Cheng, Annie Y. N.; Tang, Sylvia Y. F.; Cheng, May M. H. – Teachers and Teaching: Theory and Practice, 2016
Understanding student teachers' development of conceptions of teaching and learning is critical for teacher educators. Drawing from the findings of a four-year longitudinal study in Hong Kong, this paper examines the trajectories of the student teachers' changing conceptions of teaching and learning approaches throughout their undergraduate…
Descriptors: Student Teachers, Longitudinal Studies, Instruction, Learning Processes
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Coldwell, Mike – Teachers and Teaching: Theory and Practice, 2016
Despite the very large literature on teacher careers from an individual perspective, there is relatively little that links the perspectives of teachers themselves to how schools as organisations approach careers. The aim of this paper is, first, to outline how teachers' orientations towards careers change across three dimensions, and, second, to…
Descriptors: Career Planning, Beginning Teachers, School Culture, Family Work Relationship
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Linnansaari-Rajalin, Terhi; Kivimäki, Mika; Ervasti, Jenni; Pentti, Jaana; Vahtera, Jussi; Virtanen, Marianna – Teachers and Teaching: Theory and Practice, 2015
The extent to which school neighbourhood affects teachers' work commitment is poorly known. In the current study, we investigated whether school neighbourhood socio-economic characteristics predicted teachers' organizational and professional commitment. Primary school teachers (n?=?1042) responded to surveys in 2000-2001 (baseline) and 2004…
Descriptors: Foreign Countries, Neighborhoods, Socioeconomic Status, Socioeconomic Influences
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Cameron, Marie; Lovett, Susan – Teachers and Teaching: Theory and Practice, 2015
The Teachers of Promise study has followed the work histories of 57 primary and secondary teachers who had been identified at the beginning of their third year of teaching as having the potential to make a significant contribution to the profession. Using data from surveys and interviews, this paper reports on what sustained or inhibited their…
Descriptors: Elementary School Teachers, Secondary School Teachers, Teacher Persistence, Coping
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Tam, Angela Choi Fung – Teachers and Teaching: Theory and Practice, 2015
This longitudinal study aimed to examine the role of a professional learning community (PLC) in changing teachers' beliefs and practices. Teachers of a Chinese department in a Hong Kong secondary school were interviewed and observed. The findings indicate that the features of a PLC-facilitating teacher change are development of a coherent…
Descriptors: Foreign Countries, Communities of Practice, Teacher Attitudes, Longitudinal Studies
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