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Showing 1 to 15 of 70 results Save | Export
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Hervas, Gabriel; Medina, José Luis – Teachers and Teaching: Theory and Practice, 2020
Lesson study (LS) is a collaborative practice of inquiry in which teachers design a lesson plan and work to improve it and its execution after observing its instruction. Originating in Japan, LS is recognised in international research as a useful mechanism for teachers' training and professional development. However, research reveals that…
Descriptors: Communities of Practice, Teacher Collaboration, Cooperative Planning, Faculty Development
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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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Ye, Juyan; Zhu, Xudong; Lo, Leslie N. K. – Teachers and Teaching: Theory and Practice, 2019
This paper adopts an inductive analytical approach to reviewing the major state policies to reform teacher education in China. Based on the perceived impact on teachers and teacher education, 21 policy documents have been selected for this review. Five themes emerge in the analysis, which include: Expansion of teacher education by institutional…
Descriptors: Teacher Education, Educational Change, Educational Policy, Foreign Countries
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Bullough, Robert V. – Teachers and Teaching: Theory and Practice, 2019
Considerable attention over the past several years has been given to empathy as a desirable teacher disposition. Situating empathy in a slice of the research on dispositions, the author identifies and explores several problems surrounding empathy related to expectations, definitions, measurement, inferential accuracy, and the realization of social…
Descriptors: Personality Traits, Empathy, Social Justice, Teacher Education
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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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Paine, Lynn Webster – Teachers and Teaching: Theory and Practice, 2019
Teacher education exists today in a context of rapid globalization, which affects the systems in which future teachers will work, the governance of teachers' work, the students teachers will be teaching, as well as the policies, programs, curricula and students in teacher education itself. Several ideas recently have gained traction…
Descriptors: Teacher Education, Global Approach, Definitions, Teacher Exchange Programs
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Li, Jing; Craig, Cheryl J. – Teachers and Teaching: Theory and Practice, 2019
This research narratively explores a veteran teacher's emotions and identities in varied teacher communities within and outside a rural school in China. Based on interviews, the teacher's one-year reflective narratives and conversational records with members of an online teacher community, this research constructs and reconstructs how varied…
Descriptors: Rural Schools, Teacher Attitudes, Emotional Response, Teacher Persistence
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Barrett-Tatum, Jennifer; Smith, Jason M. – Teachers and Teaching: Theory and Practice, 2018
The Common Core State Standards (CCSS) were adopted in an effort to create a consistent set of standards across schools, districts, and states in order to ensure equality of educational opportunities for all students in the country. Educational reform through standardization implies that across thousands of miles and millions of students,…
Descriptors: Common Core State Standards, Educational Change, Rural Areas, Geographic Regions
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Alvunger, Daniel; Wahlström, Ninni – Teachers and Teaching: Theory and Practice, 2018
In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study's aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of…
Descriptors: Teacher Education, Educational Research, Teacher Surveys, Student Surveys
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Hopman, Juliette A. B.; van Lier, Pol A. C.; van der Ende, Jan; Struiksma, Chris; Wubbels, Theo; Verhulst, Frank C.; Maras, Athanasios; Breeman, Linda D.; Tick, Nouchka T. – Teachers and Teaching: Theory and Practice, 2018
This study tested effects of a program that offers teachers universal classroom management strategies, on teachers' burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age = 38.4 years, SD = 10.8) in 15 special secondary education schools for students with emotional and behavioral problems,…
Descriptors: Teacher Education, Educational Games, Classroom Techniques, Special Education Teachers
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Mooney Simmie, Geraldine; Lang, Manfred – Teachers and Teaching: Theory and Practice, 2018
This study uses boundary crossing in activity theory as one normative framework for opening a deliberative inquiry in new discursive spaces to elicit "gender awareness" in teachers' practices. We illustrate this framework by drawing from data in one European teacher education project. Seven case studies were conducted and data were…
Descriptors: Teacher Education, Gender Issues, Case Studies, Teacher Educators
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Furman, Cara – Teachers and Teaching: Theory and Practice, 2018
Teaching is a complex task that requires that the teacher be skilled at responding effectively and ethically to unexpected situations. Many have linked a teacher's facility in the classroom to Aristotle's concept of phronesis, translated in this paper as practical wisdom. While the relationship between practical wisdom and teaching has gotten…
Descriptors: Teacher Characteristics, Teacher Effectiveness, Knowledge Level, Epistemology
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Gertsen, Rob; Schaap, Harmen; Bakker, Cok – Teachers and Teaching: Theory and Practice, 2017
This article focuses on moral authorship as an element of the professional development of novice teachers in the Netherlands. Moral authorship refers to the ability of teachers to observe, identify, verbalize and reflect on the moral aspects of their work in a proactive and dialogical manner. We elaborate on moral authorship by theoretically…
Descriptors: Moral Values, Beginning Teachers, Faculty Development, Personal Narratives
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Erickson, Lynnette B.; Pinnegar, Stefinee – Teachers and Teaching: Theory and Practice, 2017
Past research has clearly indicated that teachers' metaphors can serve as a framework that moves our understanding of teaching forward by making more explicit the intuitive knowledge teachers hold about themselves, their classrooms, and their practice. Making explicit how metaphors uncover the understandings that guide the practices of in-service…
Descriptors: Professional Identity, Figurative Language, Teacher Role, Teacher Attitudes
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Wan, Sally Wai-Yan – Teachers and Teaching: Theory and Practice, 2017
Differentiated instruction (DI) is nothing new and is believed to be an effective research-based strategy to cater for learner diversity. Differentiation involves finding multiple ways to structure a lesson so that each student is provided with an opportunity to work at a moderately challenging level. Previous studies, however, found that teachers…
Descriptors: Foreign Countries, Individualized Instruction, Readiness, Educational Strategies
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