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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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Aizenberg, Merav; Oplatka, Izhar – Teachers and Teaching: Theory and Practice, 2019
This study aims to investigate preschool teacher-directors' sense of professional isolation, and discover the origins of their isolation at work and coping methods. The qualitative paradigm was the research method. The sample comprised 25 preschool teacher-directors in public municipal preschools, and the semi-structured interview method was used.…
Descriptors: Professional Isolation, Leadership Effectiveness, Coping, Public Schools
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Whitley, Jessica; Gooderham, Suzanne; Duquette, Cheryll; Orders, Shari; Cousins, J. Bradley – Teachers and Teaching: Theory and Practice, 2019
Differentiated Instruction (DI) continues to be a framework adopted within K-12 settings as it supports planning for the needs of diverse groups of students. However the research base exploring the implementation of DI is limited. The current study explores the relationships between individual and contextual variables on teachers' use of DI…
Descriptors: Foreign Countries, Secondary School Teachers, Teacher Attitudes, Beliefs
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Halvorsen, Øyvind Wiik; Eide, Liv; Ulvik, Marit – Teachers and Teaching: Theory and Practice, 2019
This article examines the sociocultural shaping of "teacher agency" by focusing on how various conditions "mediate" teachers' perceived professional space. Agency is understood from a "sociocultural" perspective as the mediated capacity to act, which is achieved and exercised "in" a professional space, and,…
Descriptors: Foreign Countries, Secondary School Teachers, Professional Autonomy, Professional Identity
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Alterator, Scott; Deed, Craig; Prain, Vaughan – Teachers and Teaching: Theory and Practice, 2018
Given current extensive expectations of how teachers should excel, any attempt to summarize teacher expertise in action in the second decade of this century may seem at best misguided. However, this has not stopped teacher educators offering diverse metaphoric encapsulations that aim both to distil and prescribe quality teacher practice. In this…
Descriptors: Foreign Countries, Expertise, Teacher Effectiveness, Educational Practices
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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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Cai, Yonghong; Bi, Yan; Wang, Li; Cravens, Xiu Chen; Li, Yanli – Teachers and Teaching: Theory and Practice, 2018
The construct of teachers' pay satisfaction is important to the systemic appraisal of teachers' compensation. The study aims to probe the components of teachers' pay satisfaction and verify this construct in primary and secondary schools in China. In-depth interviews with 24 teachers were conducted to propose a construct model for teachers' pay…
Descriptors: Foreign Countries, Teacher Salaries, Secondary School Teachers, Elementary School Teachers
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Hedges, Helen; Cooper, Maria – Teachers and Teaching: Theory and Practice, 2018
A commitment to long-standing child-centred ideologies and recent emphases on academic outcomes have both perpetuated narrow interpretations of play-based pedagogy in early childhood education. Instead, teachers might proactively and spontaneously deepen children's thinking and understandings related to children's own interests and motivations…
Descriptors: Play, Teaching Methods, Early Childhood Education, Scientific Concepts
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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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Zhang, Hong; Yuan, Rui; Wang, Qiang – Teachers and Teaching: Theory and Practice, 2018
Informed by an ethnographic approach, this study aims to investigate the professional culture of a group of English as a foreign language (EFL) teachers in a high school in China. Relying on data gathered through extended field observation and in-depth interviews, this study seeks to uncover the distinctive characteristics of EFL teacher culture…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Ethnography
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Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H. – Teachers and Teaching: Theory and Practice, 2018
In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers' current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional…
Descriptors: Faculty Development, Professional Continuing Education, Qualitative Research, Semi Structured Interviews
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Alvarez, Ibis M.; Weise, Crista; Vall, Berta; González, Montserrat; Morodo, Andy – Teachers and Teaching: Theory and Practice, 2018
Educational Psychology makes a significant contribution to the development of skills to research the effectivity of teacher practices in class. However, there is little agreement on what educational psychology concepts are most relevant for teacher training. This paper reports on trainee teachers' self-perceived mastery of, and attributed…
Descriptors: Educational Psychology, Elementary School Teachers, Foreign Countries, Expectation
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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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Zhang, Xiaolei; Wong, Jocelyn L. N. – Teachers and Teaching: Theory and Practice, 2018
Studies of professional development have examined the influence of school-based approaches on in-service teacher learning and change but have seldom investigated teachers' job-embedded learning processes. This paper explores the dynamic processes of teacher learning in school-based settings. A qualitative comparative case study based on the…
Descriptors: Foreign Countries, Faculty Development, Communities of Practice, Inservice Teacher Education
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