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Showing 1 to 15 of 19 results Save | Export
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Bai, Barry; Song, Huan; Zhang, Qian – Journal of Education for Teaching: International Research and Pedagogy, 2019
Opportunities for high quality teachers' continuing professional development (CPD) are considered scarce in Asian countries such as China, Vietnam, and Cambodia. In addition, there seem to be few sustainable outcomes of teachers' CPD. The present study aimed to address English teachers' dissatisfaction with their own CPD in China. With some…
Descriptors: Teacher Educators, Teaching Styles, Foreign Countries, Professional Continuing Education
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Hetherington, Lindsay; Wegerif, Rupert – Journal of Education for Teaching: International Research and Pedagogy, 2018
Dialogic pedagogy is being promoted in science teacher education but the literature on dialogic pedagogy tends to focus on explicit voices, and so runs the risk of overlooking the important role that material objects often play in science education. In this paper we use the findings of a teacher survey and classroom case study to argue that there…
Descriptors: Science Education, Teacher Education, Case Studies, Science Teachers
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Palos, Ramona; Gunaru, Simona Alexandra – Journal of Education for Teaching: International Research and Pedagogy, 2017
Previous research highlights that personal factors are more important than contextual factors in explaining teachers' behaviours in relation to learning participation. The present study explores the relationship between two personal factors (dispositional resistance to change and teachers' attitude towards continuing education) and the moderating…
Descriptors: Foreign Countries, Correlation, Resistance to Change, Teacher Attitudes
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da Graça Nicoletti Mizukami, Maria; Maria de Medeiros Rodrigues Reali, Aline; Maria Simões Tancredi, Regina – Journal of Education for Teaching: International Research and Pedagogy, 2015
This paper is related to an investigation carried out by researchers from a Brazilian public institution (Federal University of São Carlos) and experienced elementary school teachers. It adopts a research and intervention methodology developed in an online continuing teacher education programme, whose aims were the development of mentoring…
Descriptors: Foreign Countries, College School Cooperation, College Faculty, Elementary School Teachers
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de Vries, Siebrich; Jansen, Ellen P. W. A.; Helms-Lorenz, Michelle; van de Grift, Wim J. C. M. – Journal of Education for Teaching: International Research and Pedagogy, 2014
Career-long teacher learning is essential to the teaching profession because it is strongly connected with teacher quality and practices. Student teachers in the first stage of their career-long learning continuum, however, vary in the extent to which they participate in learning activities. This study explores the relationship between beliefs…
Descriptors: Student Teacher Attitudes, Structural Equation Models, Learning Activities, Student Teachers
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Lee, Kar-Tin; Chalmers, Christina; Chandra, Vinesh; Yeh, Andy; Nason, Rod – Journal of Education for Teaching: International Research and Pedagogy, 2014
This paper reports on a Professional Learning Programme undertaken by primary school teachers in China that aimed to facilitate the development of "adaptive expertise" in using technology to facilitate innovative science teaching and learning such as that envisaged by the Chinese Ministry of Education's (2010--2020) education reforms.…
Descriptors: Foreign Countries, Elementary School Teachers, Faculty Development, Science Instruction
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Wong, Jocelyn L. N. – Journal of Education for Teaching: International Research and Pedagogy, 2014
Publications by teachers reporting results or case studies of school-based teacher inquiry activities benchmark their professional development by indicating they have a "stance of inquiry". Such papers also disseminate valuable knowledge to the education community for sharing. Essay or case writing has always been a part of school-based…
Descriptors: Foreign Countries, Faculty Development, Writing for Publication, Teacher Researchers
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Burden, Kevin; Younie, Sarah; Leask, Marilyn – Journal of Education for Teaching: International Research and Pedagogy, 2013
The Mapping Educational Specialist Knowhow (MESH) Initiative is part of a research project applying knowledge management principles which are well known in other sectors, public and private, to the education sector. The goal is to develop and test out the new ways of working, now possible with digital technologies, which can address long standing…
Descriptors: Knowledge Management, Knowledge Base for Teaching, Educational Research, Evidence
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Wong, Ruth – Journal of Education for Teaching: International Research and Pedagogy, 2013
This article examines whether there are changes in students' teaching practices as a result of their experiencing an overseas professional development course (PDC); the process of any such changes; and whether any changes found are sustainable in the long term. Three forms of data gathering are used, lesson observation, in-depth interviews, and…
Descriptors: Attitude Change, Teacher Attitudes, Teaching Methods, Faculty Development
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Orr, Kevin – Journal of Education for Teaching: International Research and Pedagogy, 2012
This article examines what both in-service and pre-service trainee teachers learn from their early experience of teaching in further education (FE) colleges in England. Despite differences between in-service and pre-service trainees, that early experience is often characterised by isolation and lack of control over practice for both groups.…
Descriptors: Teacher Education, Adult Education, Coping, Foreign Countries
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Chapman, Lauren; Masters, Jessica; Pedulla, Joseph – Journal of Education for Teaching: International Research and Pedagogy, 2010
Technology use in schools has great potential to improve student learning outcomes. However, it is imperative that teachers possess a set of technical skills required to implement high-quality technologies in the classroom. Research conducted during the late 1990s and the early 2000s had pointed to the existence of a digital divide that existed in…
Descriptors: Educational Technology, Professional Development, Special Needs Students, Access to Computers
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Patrick, Fiona; Elliot, Dely; Hulme, Moira; McPhee, Alastair – Journal of Education for Teaching: International Research and Pedagogy, 2010
This paper discusses factors that enhance induction experiences for beginning teachers. It reports the findings from case studies that explore the impact of new entrants to the teaching profession in Scotland. The data suggest that the most supportive induction processes mix both formal and informal elements, but that the informal elements such as…
Descriptors: Collegiality, Beginning Teachers, Professional Development, Beginning Teacher Induction
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Smith, Kim; Hodson, Elaine – Journal of Education for Teaching: International Research and Pedagogy, 2010
Drawing on a series of semi-structured interviews, this small case study examines the perceptions of a group of trainees on the employment-based graduate teacher programme (GTP) towards the close of their initial teacher education. Building on earlier work on the experience of secondary GTP trainees that had revealed trainees' ambivalence to…
Descriptors: Preservice Teacher Education, Theory Practice Relationship, Preservice Teachers, Student Attitudes
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Harrison, Jennifer; McKeon, Frankie – Journal of Education for Teaching: International Research and Pedagogy, 2010
This article highlights the blurring of boundaries as beginning teacher educators cope with the varying demands of teaching and research activities in higher education institutions (HEIs) in England. It suggests that the different forms of research and scholarly activities be made more transparent in order to support early professional learning in…
Descriptors: Higher Education, Foreign Countries, Beginning Teachers, Teacher Educators
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Brown, Gavin T. L.; Lake, Robert; Matters, Gabrielle – Journal of Education for Teaching: International Research and Pedagogy, 2009
Teachers' thinking about four conceptions of teaching (i.e., apprenticeship-developmental, nurturing, social reform, and transmission) were captured using the "Teaching Perspectives Inventory" (TPI). New Zealand and Queensland have very similar teaching-related policies and practices but differences around assessment policies and…
Descriptors: Foreign Countries, Teacher Attitudes, Educational Policy, Policy Analysis
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