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Showing 1 to 15 of 254 results Save | Export
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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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Veldman, M. A.; Van Kuijk, M. F.; Doolaard, S.; Bosker, R. J. – Teachers and Teaching: Theory and Practice, 2020
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…
Descriptors: Cooperative Learning, Teaching Methods, Teacher Attitudes, Student Behavior
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Reid, David B. – Teachers and Teaching: Theory and Practice, 2020
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…
Descriptors: Public School Teachers, Elementary School Teachers, Teacher Attitudes, Principals
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Harris, Lois; Wyatt-Smith, Claire; Adie, Lenore – Teachers and Teaching: Theory and Practice, 2020
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…
Descriptors: Academic Achievement, Data Use, Teaching Methods, Goal Orientation
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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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Ye, Juyan; Zhao, Di – Teachers and Teaching: Theory and Practice, 2019
The purpose of this study was to investigate how three Chinese teachers developed their teacher identities in a reform context. Drawing upon data from a larger social historical study, the work-life narratives of the three teachers at different stages of their careers were used as case studies to showcase three types of teacher identity…
Descriptors: Foreign Countries, Self Concept, Professional Identity, Case Studies
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Boldrini, Elena; Sappa, Viviana; Aprea, Carmela – Teachers and Teaching: Theory and Practice, 2019
Based on an ecological view of teacher resilience, the paper investigates perceived difficulties and resources among vocational education and training (VET) teachers as a first step for investigating teachers' resilience. Given the substantial shortage of theoretical and empirical studies on this population, more research on resilience among VET…
Descriptors: Vocational Education Teachers, Vocational Education, Barriers, Teacher Persistence
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Liao, Wei; Liu, Yan; Zhao, Ping; Li, Qiong – Teachers and Teaching: Theory and Practice, 2019
The Teacher Rotation Policy (TRP) is a recent teacher policy developed in the context of China. TRP seeks to close China's teacher quality disparities through rotating 'high-quality' urban schoolteachers to teach in hard-to-staff rural schools for a period of time. This qualitative case study examined how five policy actors carried out TRP in one…
Descriptors: Foreign Countries, Educational Policy, Educational Quality, Teacher Competencies
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Zhang, Hong; Yuan, Rui – Teachers and Teaching: Theory and Practice, 2019
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…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
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Qiao, Xuefeng; Lai, Manhong – Teachers and Teaching: Theory and Practice, 2019
This article examines the development of pre-service teachers' job-related perceptions of teaching in rural areas in the Free Teacher Education (FTE) programme in mainland China. Drawing on in-depth interviews with 22 teacher educators and 11 pre-service teachers, this study found that pre-service teachers' perceptions were constructed through…
Descriptors: Preservice Teachers, Rural Areas, Student Attitudes, Teacher Education Programs
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Ke, Zheng; Yin, Hongbiao; Huang, Shenghua – Teachers and Teaching: Theory and Practice, 2019
Although Chinese teachers commonly participate in school-based professional development activities, there is a remarkable scarcity of large-scale quantitative research into the effectiveness of teacher professional development in China, which is characterised as an institutionalised practice. Based on a conceptual framework applying recent…
Descriptors: Educational Environment, Secondary School Teachers, Faculty Development, Teacher Attitudes
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Zheng, Xin; Zhang, Jia; Wang, Wenlan – Teachers and Teaching: Theory and Practice, 2019
Teacher professional learning is shaped by multiple contexts in a complex way. Previous studies mainly focused on teacher learning in school-based contexts, and rarely explored how teachers learn across schools and in other situations. Adopting the framework of boundary crossing learning, this study examined the processes of teachers' professional…
Descriptors: Foreign Countries, Faculty Development, Teacher Competencies, Geographic Location
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Lo, Leslie N.K. – Teachers and Teaching: Theory and Practice, 2019
This article offers a critical review of the impact of policy-induced changes on school teachers in the Chinese Mainland where educational reform has been an ongoing project for four decades. It addresses three aspects of the current state of teaching and the teaching profession: the contextual factors that have influenced their development; the…
Descriptors: Foreign Countries, Educational Policy, Educational Change, Professionalism
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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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Lowe, Geoffrey; Gray, Christina; Prout, Peter; Jefferson, Sarah; Shaw, Therese – Teachers and Teaching: Theory and Practice, 2019
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…
Descriptors: Experienced Teachers, Identification, Teacher Persistence, Teacher Surveys
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