Teaching and Teacher Education

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Making sense of teaching

Miriam Ben-Peretz

Teaching and Teacher Education > 1995 > 11 > 1 > 103-106

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Using the case method in teacher education: the role of discussion and experience in teachers' thinking about cases

Barbara Barry Levin

Teaching and Teacher Education > 1995 > 11 > 1 > 63-79

The question of whether discussion is a crucial variable in teachers' learning from cases has not been tested empirically. This study investigated what teachers understood from just reading and writing about a case, compared to what they thought when also discussing it. The quality, form, and content of the thinking of 8 student teachers, 8 beginning teachers, and 8 experienced teachers was examined...

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The place of cognition in explanations of teaching: a dialog of interpretive and cognitive approaches

Martin J. Packer, Philip H. Winne

Teaching and Teacher Education > 1995 > 11 > 1 > 1-21

This debate contrasts interpretive and cognitive approaches to explaining teachers' thoughts and actions, exploring epistemological and ontological assumptions that broadly underlie research on teaching. Fundamental to the discussion is whether cognition should be construed as individual mental processing of privately held information structures or as a social event in which thinking is situated,...

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Effects of metacognitive instruction on low achievers in mathematics problems

Maria Cardelle-Elawar

Teaching and Teacher Education > 1995 > 11 > 1 > 81-95

This study investigates the effects of metacognitive instruction in mathematics on low-achieving third to eighth grade students. The study was conducted in 18 classes in two elementary schools from the same district with a majority of Hispanic population. Students were randomly assigned to the 18 classes. Twelve of these classes were randomly assigned to the experimental group. One class per grade...

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Reflection in teacher education: towards definition and implementation

Neville Hatton, David Smith

Teaching and Teacher Education > 1995 > 11 > 1 > 33-49

Reflection is claimed as a goal in many teacher preparation programs, but its definition and how it might be fostered in student teachers are problematic issues. In this article, a report is provided of a review of literature on reflection, in particular focusing on strategies which assist its development in preservice programs. Next there is outlined a research project where types of reflection...

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Initial teacher trainees and their views of teaching and learning

Rod Bramald, Frank Hardman, David Leat

Teaching and Teacher Education > 1995 > 11 > 1 > 23-31

One hundred and sixty-two student secondary teachers were followed through a postgraduate certificate in education course at a university department of education in England to identify, using a variety of methods, changes in their thinking about the teaching and learning process and initial training course. While it was found that student teachers' knowledge of teaching gained from earlier experience...

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The influence of student teachers' tutors and mentors upon their classroom practice: an exploratory study

David McNamara

Teaching and Teacher Education > 1995 > 11 > 1 > 51-61

The paper reports an exploratory investigation, undertaken in English primary schools, which examined how student teachers' classroom practice was influenced by the advice and support which was provided for them by their teacher training tutors and their school teacher mentors. Mentors had a considerable influence upon determining the content of the curriculum taught by students (driven by the demands...

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Emerging research on learning and teaching history

Jere Brophy

Teaching and Teacher Education > 1995 > 11 > 1 > 97-102

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Learning how the game is played : an ethnically encapsulated beginning teacher's struggle to prepare black youth for a white world

James R. Birrell

Teaching and Teacher Education > 1995 > 11 > 2 > 137-147

The purpose of this study was to examine how one ethically encapsulated first-year teacher responded to black youths' ethnic behavior in school. The data were collected as the participant taught in three classrooms in a culturally diverse school district in the desert southwest, U.S.A. Data analysis revealed that beginning teachers who are underprepared for oppositional ethnic behaviors can act in...

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The role of teacher ideology in the teaching of culturally valued texts

Asher Shkedi, Gabriel Horenczyk

Teaching and Teacher Education > 1995 > 11 > 2 > 107-117

This study focused on the teaching of culturally valued texts, and was based on the assumption that teachers' views of these texts and their content, and the conflicts engendered by these views, play a significant role in their educational deliberation. Ethnographic-qualitative interviews were conducted with 52 teachers of Bible in Jewish schools. We describe three ideological approaches towards...

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Conceptualizing narrative authority: implications for teacher education

Margaret R. Olson

Teaching and Teacher Education > 1995 > 11 > 2 > 119-135

In this paper I explore an alternative to the dominant authority of positivism in teacher education research and curricula through the conceptualization of narrative authority. Narrative authority is rooted in the personal practical knowledge of teacher education students, university teachers and classroom teachers as they interact within the contexts of teacher education. I begin by describing...

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Professional development schools: prospects for institutionalization - An essay-review of professional development schools: schools for developing a profession

John A. Ross

Teaching and Teacher Education > 1995 > 11 > 2 > 195-201

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Preservice teachers' attitudes about and awareness of multicultural teaching and learning

Nancy H. Barry, Judith V. Lechner

Teaching and Teacher Education > 1995 > 11 > 2 > 149-161

This study examined preservice teachers' (N = 73) attitudes about and awareness of aspects of multicultural teaching and learning. Subjects provided background information and responded to 43 statements about multicultural education. Results indicate that most respondents are aware of many issues related to multicultural education and anticipate having culturally diverse students in their classrooms...

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Forms and functions of storytelling by teachers

Anat Kainan

Teaching and Teacher Education > 1995 > 11 > 2 > 163-172

This paper deals with forms and functions of storytelling by teachers in an Israeli comprehensive school staffroom. The main function of these stories is to present to the teachers themselves the teachers' views on teaching, and especially some features of the image of the ideal teacher. The ideal teacher believes in the important value of control. He or she should be able to establish control...

article

Somebody to count on : mentor/intern relationships in a beginning teacher internship program

Sandra K. Abell, Deborah R. Dillon, Carol J. Hopkins, William D. McInerney, more

Teaching and Teacher Education > 1995 > 11 > 2 > 173-188

The purpose of this qualitative interview study was to illuminate mentor and intern participants' relationships in one state-mandated beginning teacher internship program. We analyzed interview data from 29 mentors and interns using within- and cross-case analysis and generated categories and properties with supporting interview excerpts to show how mentors and interns interpreted and adapted their...

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On noble motives and pedagogical kitsch - An essay-review of freedom to learn

Roland Reichenbach, Fritz Oser, C. Rogers, H. J. Freiberg

Teaching and Teacher Education > 1995 > 11 > 2 > 189-193

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The reflective journal: a window to preservice teachers' practical knowledge

Dawn Francis

Teaching and Teacher Education > 1995 > 11 > 3 > 229-241

Following the work of Schon (1983) reflection' as a way in which teachers construct the meanings and knowledge that guide their actions in the classroom has become something of a buzz word in education. I believe that reflection is more intellectually challenging than is generally recognised and that too little assistance is provided to teachers to help them observe, think through, reconstruct,...

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Dilemmas and a paradox--secondary mathematics teachers' knowledge of their teaching in multilingual classrooms

J. Adler

Teaching and Teacher Education > 1995 > 11 > 3 > 263-274

This paper reports on the first stage of a research project that investigates the dynamics of multilingualism and the teaching and learning of mathematics in junior secondary classrooms in South Africa. The paper situates the project theoretically and methodologically and then focusses on an initial set of in-depth interviews with six teachers in three different classroom contexts. The analysis...

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Postmodernity and teachers' work and culture

Jennifer Nias

Teaching and Teacher Education > 1995 > 11 > 3 > 307-312

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Career plans and work perceptions of preservice teachers

Betty J. Young

Teaching and Teacher Education > 1995 > 11 > 3 > 281-292

This article examines the reasons for entry, work perceptions, and the future career plans of 272 preservice teachers who entered a highly selective graduate teacher education program in 1987 and 1988. The profile of their job expectations was compared with that of a sample of experienced teachers. The study concludes that these talented students are entering the profession mainly for altruistic...

INFONA - science communication portal

Teaching and Teacher Education

Making sense of teaching

Using the case method in teacher education: the role of discussion and experience in teachers' thinking about cases

The place of cognition in explanations of teaching: a dialog of interpretive and cognitive approaches

Effects of metacognitive instruction on low achievers in mathematics problems

Reflection in teacher education: towards definition and implementation

Initial teacher trainees and their views of teaching and learning

The influence of student teachers' tutors and mentors upon their classroom practice: an exploratory study

Emerging research on learning and teaching history

Learning how the game is played : an ethnically encapsulated beginning teacher's struggle to prepare black youth for a white world

The role of teacher ideology in the teaching of culturally valued texts

Conceptualizing narrative authority: implications for teacher education

Professional development schools: prospects for institutionalization - An essay-review of professional development schools: schools for developing a profession

Preservice teachers' attitudes about and awareness of multicultural teaching and learning

Forms and functions of storytelling by teachers

Somebody to count on : mentor/intern relationships in a beginning teacher internship program

On noble motives and pedagogical kitsch - An essay-review of freedom to learn

The reflective journal: a window to preservice teachers' practical knowledge

Dilemmas and a paradox--secondary mathematics teachers' knowledge of their teaching in multilingual classrooms

Postmodernity and teachers' work and culture

Career plans and work perceptions of preservice teachers

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