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Postholm, May Britt – Teachers and Teaching: Theory and Practice, 2005
The background of the work presented in this article is that for quite some time project work has been a method of working that is more theoretically described than it is put into practice. The aim of this text is to show how a teacher can function as a facilitator or a guide for the students within project-directed teaching and how this setting…
Descriptors: Foreign Countries, Student Projects, Theory Practice Relationship, Teacher Role
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Leeman, Yvonne; Ledoux, Guuske – Teachers and Teaching: Theory and Practice, 2005
Opinions differ on the desirability of paying attention to intercultural education in schools and on the opportunities to do this. Theoretical agreement and conceptual clarity on the concept are hard to find. The theoretical debate on intercultural education is far removed from daily practice in the classroom. Ideally, experience-related ideas and…
Descriptors: Multicultural Education, Foreign Countries, Questionnaires, Teacher Surveys
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Cossentino, Jacqueline – Teachers and Teaching: Theory and Practice, 2004
This article examines one US high school teacher's attempt to become a coach by enacting what I call "a pedagogy of negation". For this teacher, the challenge of becoming a coach is nested within a wider agenda of social and personal transformation. That agenda is symbolized first in words as she constructs "a language of coaching" to inform her…
Descriptors: High Schools, Self Concept, Secondary School Teachers, Educational Change
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Conca, Lydia M.; Schechter, Carlota P.; Castle, Sharon – Teachers and Teaching: Theory and Practice, 2004
Elementary teachers engaged in weekly conversations about their students' writing. Conversations were guided by a protocol that began with an assessment of students' writing samples and then moved to the generation of instructional ideas. The conversations were analyzed for what the teachers talked about and the extent to which they generated…
Descriptors: Speech Communication, Familiarity, Instructional Effectiveness, Alignment (Education)
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Roth, Wolff-Michael; Tobin, Kenneth – Teachers and Teaching: Theory and Practice, 2004
We evolved coteaching and cogenerative dialoguing to respond to the need of teachers inexperienced in one or another aspect of teaching to learn to teach at the elbow of another. As our praxis of coteaching and cogenerative dialoguing unfolded, we developed a theoretical framework. In this article, we present some core theoretical ideas that go…
Descriptors: Curriculum Research, Educational Theories, Learning Theories, Team Teaching
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Howes, Elaine V.; Jones, Kathleen M.; Rosenthal, Bill – Teachers and Teaching: Theory and Practice, 2004
The inspiration for this paper was a retreat in which education students and professors spent a weekend at a forest preserve, conducting biodiversity studies. Our writing describes the power of our retreat as a scientific, social and pedagogical learning experience. The three authors present our written reflections individually, prefaced by a…
Descriptors: Teacher Education, Biodiversity, Science Teachers, Learning Experience
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Golombek, Paula R.; Johnson, Karen E. – Teachers and Teaching: Theory and Practice, 2004
In the practice of teacher education, most would agree that critical reflection in and on the process of learning to teach and the activities of teaching play a central role in teachers' professional development. Using Vygotskian sociocultural theory, we examine how narrative inquiry functions as a culturally developed tool that mediates teachers'…
Descriptors: Teacher Education Programs, Learning Processes, Personal Narratives, Professional Development
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Bullough, Robert V., Jr.; Young, Janet; Draper, Roni Jo – Teachers and Teaching: Theory and Practice, 2004
The authors draw on data from weekly e-mail responses to a questionnaire completed by beginning teachers placed in one-year, paid, internships. Interns were assigned mentors who responded every several weeks, also via e-mail, to a questionnaire about the interns and their development. Data from 23 interns were analyzed. Seven themes were…
Descriptors: Beginning Teachers, Internship Programs, Questionnaires, Beginning Teacher Induction
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Sikes, Pat; Everington, Judith – Teachers and Teaching: Theory and Practice, 2004
In terms of the attention that they have attracted from researchers, and in comparison with teachers of other subjects, religious education specialists would seem to be a neglected and marginalized group. This paper looks at some of the reasons why this might be and also describes a study that is using a life history approach to explore what it is…
Descriptors: Religious Education, Teachers, Biographies, Reputation
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Latta, Margaret Macintyre – Teachers and Teaching: Theory and Practice, 2004
This paper draws on data collected in a one-year research project focusing on elucidating theory/practice relations in learning to teach. As a teacher educator I grapple with the nature and role of teaching methodology. The notion of method, with its implied order and certainty, is confronted alongside prospective teachers throughout their…
Descriptors: Preservice Teacher Education, Teaching Methods, Theory Practice Relationship, Methods Courses
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Long, Deborah Thurlow; Stuart, Carolyn – Teachers and Teaching: Theory and Practice, 2004
An integrated mathematics and science methods course was designed to focus on the knowledge, skills, and beliefs of teacher candidates. Teacher candidates were involved in experiences that would prompt them to consider the influence of their experiences on their beliefs, the influence of their beliefs on their instructional decisions and the…
Descriptors: Student Teachers, Methods Courses, Teaching Methods, Teacher Attitudes
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Romano, Molly E. – Teachers and Teaching: Theory and Practice, 2004
This study recounts a practicing teacher's attempt to describe reflections during the course of teaching at the primary level. A self-study was conducted to address teacher thinking during "bumpy moments" in teaching, offering an insight into how we might capture the details of teachers' unseen reflections. Through an analysis of the many "bumpy…
Descriptors: Metacognition, Reflective Teaching, Classroom Environment, Decision Making Skills
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Gore, Jennifer M.; Gitlin, Andrew D. – Teachers and Teaching: Theory and Practice, 2004
In this paper, we explore the divide between academics and teachers over the production and use of knowledge. Teachers' views (pre-service and inservice teachers from both Australia and the United States) on educational research are utilized to better understand and [re]vision this divide. These teachers overwhelmingly dismissed academic research…
Descriptors: Educational Research, Foreign Countries, Teacher Attitudes, Theory Practice Relationship
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Doecke, Brenton – Teachers and Teaching: Theory and Practice, 2004
This paper draws on research that has recently been conducted in Australia on the possibility of formulating professional standards for teachers of English in primary and secondary schools. English teachers around the country have played a vital role in the project, writing stories in an effort to capture "accomplished" English teaching,…
Descriptors: Story Telling, Foreign Countries, English Teachers, English Instruction
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Howe, Edward R. – Teachers and Teaching: Theory and Practice, 2004
Canadian and Japanese secondary teachers' conceptions of critical thinking were compared and contrasted. Significant cross-cultural differences were found. While Canadian teachers tended to relate critical thinking to the cognitive domain, Japanese teachers emphasized the affective domain. The quantitative data, effectively reduced through factor…
Descriptors: Cultural Differences, Factor Analysis, Critical Thinking, Teaching Experience
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