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Tavakoli, Mansoor; Baniasad-Azad, Somayeh – Teachers and Teaching: Theory and Practice, 2017
This study investigated Iranian high school teachers' conceptions of effective teaching and examined the relationship of those conceptions to their teaching practices. The authors tried to achieve the purpose through questionnaires, observation, and interview. These teachers identified "being student-focused" and "being…
Descriptors: Mixed Methods Research, Teacher Attitudes, Instructional Effectiveness, Best Practices
Nguyen, Thi Quynh Trang – Teachers and Teaching: Theory and Practice, 2017
Gaining and saving face are very important in Vietnam as a mechanism of social control, including the professional behaviour of teachers. Interviews with 15 lecturers (aged 24-37) at a teacher training college in a Central Coast province of Vietnam illustrated the relationship between their concepts of face and their beliefs about good teaching.…
Descriptors: Foreign Countries, Interviews, College Faculty, Teacher Education Programs
van Uden, J. M.; Ritzen, H.; Pieters, J. M. – Teachers and Teaching: Theory and Practice, 2016
Interest in student engagement has increased over the past decade, which has resulted in increased knowledge about this concept and about the aspects that facilitate engagement. However, as yet, only a few studies have focused on engagement from the perspective of the teacher. In this study, we capture the experiences of teachers who were…
Descriptors: Learner Engagement, Vocational Education, Professional Development, Teacher Student Relationship
Farouk, Shaalan – Teachers and Teaching: Theory and Practice, 2014
As teachers are at the heart of education, a substantial number of studies have researched the perception that mainstream school teachers have of themselves in relation to their work. This investigation extends this field of inquiry by examining how teachers' self-understanding is altered when they transfer from mainstream to special school…
Descriptors: Foreign Countries, Self Concept, Teacher Attitudes, Females
Noack, Margaret; Mulholland, Judith; Warren, Elizabeth – Teachers and Teaching: Theory and Practice, 2013
This paper reports on case studies of three teachers managing an education reform focussed on assessment, during a busy period of curriculum change in an Australia state Participants attended multiple professional development opportunities including a number of state-wide, systemically-facilitated assessment workshops. The most significant finding…
Descriptors: Foreign Countries, Educational Change, Curriculum Development, Faculty Development
Woods, Amelia Mays; Rhoades, Jesse – Teachers and Teaching: Theory and Practice, 2013
The National Board of Professional Teaching Standards offers a voluntary advanced certification for K-12 teachers. The majority of teachers who pursue this professional development program live in the USA, although there are National Board Certified teachers across the globe. This study examined National Board Certified Physical Education…
Descriptors: Teacher Certification, Rating Scales, Faculty Development, Self Efficacy
Epstein, Shira Eve – Teachers and Teaching: Theory and Practice, 2013
In this research, I analyze the roles of teachers and youth workers from a community-based organization in the context of two high school social action projects. Both the teachers and the youth workers assumed distinct roles while working together during the civic project enactments. The teachers were largely positioned as responsible for…
Descriptors: Teacher Role, Social Work, Caseworkers, Social Action
van Kan, Carlos A.; Ponte, Petra; Verloop, Nico – Teachers and Teaching: Theory and Practice, 2013
An important dimension of teachers' professional judgments is connected to their educational values and ideals. Teachers' professional judgments are not only informed by instrumental considerations but also affected by what they consider to be educationally worthwhile, that is, what teachers consider to be in their pupils' best interest. This…
Descriptors: Teacher Attitudes, Elementary School Teachers, Secondary School Teachers, Values
Farouk, Shaalan – Teachers and Teaching: Theory and Practice, 2012
Based on interviews and adopting and phenomenological approach this article explores primary school teachers' experiences of guilt. Teachers described feeling guilty when they held themselves responsible for having let down or upset their pupils and on occasion their colleagues. Some teachers also recalled experiencing guilt when some of their…
Descriptors: Teachers, Phenomenology, Anxiety, Elementary School Teachers