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Parkhouse, Hillary; Tichnor-Wagner, Ariel; Cain, Jessie Montana; Glazier, Jocelyn – Teaching Education, 2016
As classrooms become increasingly diverse and students need more complex skills for collaboratively addressing transnational issues, we need a better understanding of the factors that contribute to globally competent teaching. Education research has highlighted the benefits of study abroad and overseas teaching, as well as local cross-cultural…
Descriptors: Global Approach, Teacher Competencies, Teacher Effectiveness, Instructional Effectiveness
Dixon, Mary – Teaching Education, 2016
International benchmarking and national testing of students at all levels of schooling have provoked teachers to critically reflect on their place in this endeavour. Many of the curriculum and pedagogical approaches associated with this type of assessment and accountability conflict with long-held beliefs about the role of teachers and the work of…
Descriptors: Foreign Countries, Beliefs, Teacher Role, Teacher Attitudes
Moos, Daniel C.; Pitton, Debra – Teaching Education, 2014
Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related…
Descriptors: Cognitive Processes, Difficulty Level, Questionnaires, Interviews
Martinez, Elizabeth; Ulanoff, Sharon H. – Teaching Education, 2013
This narrative study examines how Latino parents and teachers in the Boyle Heights/East Los Angeles community create and appropriate social capital to increase student achievement. Specifically, the study explores how parents and teachers participate in two community organizations to extend resources that have the potential to positively impact…
Descriptors: Academic Achievement, Social Justice, Social Capital, Social Support Groups
Hallman, Heidi L. – Teaching Education, 2012
The present article discusses the importance of community-based field experiences as a feature of teacher education programs. Through a qualitative case study, prospective teachers' work with homeless youth in an after-school initiative is presented. Framing community-based field experiences in teacher education through "third space" theory, the…
Descriptors: Teacher Education Programs, Homeless People, Field Experience Programs, Qualitative Research
Gillies, Robyn M.; Boyle, Michael – Teaching Education, 2011
Although teachers often report that they subscribe to cooperative learning (CL) to help students attain social and academic goals, research indicates that they often have difficulties implementing and sustaining their commitment. The purpose of this study is to report on the reflections of seven middle-year teachers who had embedded CL in their…
Descriptors: Social Sciences, Cooperative Learning, Teaching Methods, Reflection
Goodnough, Karen; Mulcahy, Dennis – Teaching Education, 2011
This qualitative study focused on the experiences and perceptions of 12 teacher candidates as they completed a six-week rural internship experience. The main objectives of the study were to: (a) describe the learning experiences of teacher candidates as they live and teach in rural communities; (b) examine how teaching and living in rural…
Descriptors: Rural Schools, Rural Areas, Internship Programs, Experiential Learning