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Mazzoli Smith, Laura; Campbell, Robert James – Teachers and Teaching: Theory and Practice, 2016
The education of students identified as "gifted" has had a highly problematic history, having been judged as conceptually confused, socially and ethnically discriminatory, and educationally exclusive. Despite this, it is argued that contemporary research and scholarship critiquing the concepts of giftedness and gifted education…
Descriptors: Gifted, Teacher Education, Equal Education, Inclusion
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Gu, Qing – Teachers and Teaching: Theory and Practice, 2014
At a time when the contemporary landscape of teaching is populated with successive and persisting government policy reforms that have increased teachers' external accountabilities, work complexity, and emotional workload, understanding why and how many teachers are able to sustain their capacity to be resilient and continue to work for improvement…
Descriptors: Teacher Effectiveness, Resilience (Psychology), Teacher Attitudes, Elementary School Teachers
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Day, Christopher – Teachers and Teaching: Theory and Practice, 2014
The work of leaders in schools takes place in shifting and sometimes conflicting reform contexts which tend to increase and intensify their professional work and personal lives as they seek to influence a range of stakeholder groups and individuals in processes of school improvement. Such diverse and sometimes competing demands of policy, local…
Descriptors: Foreign Countries, Principals, Resilience (Psychology), Instructional Leadership
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Peiser, Gillian; Jones, Marion – Teachers and Teaching: Theory and Practice, 2014
This paper reports on a study that investigated teachers' perceptions about the significance of intercultural understanding (IU) in the modern foreign languages (MFL) curriculum. The research was conducted in the wake of a National Curriculum revision in 2007 in England that for the first time listed "IU" as one of the four key concepts…
Descriptors: Foreign Countries, Cultural Awareness, Intercultural Communication, National Curriculum
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Mackenzie, Suzanne – Teachers and Teaching: Theory and Practice, 2013
Previous research on the rewards found that teachers gain satisfaction in a sense of vocation, "making a difference", and the emotional rewards of "care" and "love", especially in whole-class teaching. The meaning of "making a difference" often remains unexplored however, and this article is an attempt to…
Descriptors: Disabilities, Semi Structured Interviews, Focus Groups, Rewards
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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
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Mutton, Trevor; Hagger, Hazel; Burn, Katharine – Teachers and Teaching: Theory and Practice, 2011
Learning how to plan is recognised as a key skill that beginning teachers have to develop but there has been little research examining "how" they may actually learn to plan. This paper, based on the analysis of 10 post-lesson interviews with 17 secondary school teachers across three years (the PGCE year and the first two years in…
Descriptors: Expertise, Secondary School Teachers, Beginning Teachers, Teacher Educators
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Newman, Elizabeth – Teachers and Teaching: Theory and Practice, 2010
Individuals moving from job to job are argued as a feature of reflexive modernity. This trend is reflected in the increasing number and diversity of "career changers" or "second career teachers" recruited to teaching. Having recruited teachers, retaining them in the profession is recognised as a considerable challenge. In terms…
Descriptors: Grounded Theory, Mentors, Job Satisfaction, Career Change
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McIntyre, Joanna – Teachers and Teaching: Theory and Practice, 2010
Within the UK there are grave concerns about retention and attrition rates within the teaching profession, particularly in challenging schools. These are compounded by worries about the gap that will be left as long-serving teachers reach retirement age. This article is about the working lives of long-serving teachers in three high-poverty urban…
Descriptors: Urban Schools, Teaching (Occupation), Teacher Retirement, Foreign Countries
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Burns, Eila; Bell, Sheena – Teachers and Teaching: Theory and Practice, 2010
This paper sheds light onto a poorly presented group of professionals--teachers with dyslexia in Finnish and English further and higher educational settings. The purpose of this qualitative study was, firstly, to discover what teachers with dyslexia could tell us about the manifestation of dyslexia and the challenges they face in the practice of…
Descriptors: Educational Research, Dyslexia, Empathy, Teaching Experience
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McCulloch, Gary – Teachers and Teaching: Theory and Practice, 2009
The dominant cultural image of veteran teachers is conveyed in the fictional life story of Mr Chipping of Brookfield School as conveyed in James Hilton's short novel "Goodbye, Mr Chips." This reflects emerging ideals and practices of teacher professionalism in England from the 1920s onwards in terms of its emphasis on autonomy and…
Descriptors: Middle Class, Cultural Traits, Social Change, Moral Values
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Schonmann, Shifra – Teachers and Teaching: Theory and Practice, 2009
This paper is the result of an explorative study, based on the in-depth meta-analysis of a corpus of contemporary pieces of research in which there was found clear references to veteran theatre teachers talking about their work. Following that, extracts from interviews of experienced theatre teachers were analyzed. The major aim of this study is…
Descriptors: Self Concept, Educational History, Foreign Countries, Experienced Teachers
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Day, Christopher; Gu, Qing – Teachers and Teaching: Theory and Practice, 2009
Whilst much research on teachers' lives has focussed on their early years in the profession, much less attention has been paid to those in their later years, so called "veteran" teachers. Yet, many of these are likely to hold positions of responsibility in the school, receive greater remuneration and have experienced the impact of more…
Descriptors: Educational Policy, National Surveys, Foreign Countries, Experienced Teachers
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Day, Christopher; Stobart, Gordon; Sammons, Pam; Kington, Alison – Teachers and Teaching: Theory and Practice, 2006
The VITAE project is a four-year (2001-2005) research study, commissioned by the Department for Education and Skills, conducted with 300 teachers in 100 schools in seven local education authorities in England. The project aimed to identify factors that may affect their work and lives over time and how these factors may, in turn, impact on their…
Descriptors: Instructional Effectiveness, Educational Improvement, Educational Change, Foreign Countries
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Leat, David; Lofthouse, Rachel; Taverner, Sally – Teachers and Teaching: Theory and Practice, 2006
This article describes the phases that teachers went through in their engagement with innovative teaching strategies as part of a school-based research consortium linked to a university department of education in England. The teachers recorded their experiences and responses in diaries which gave access to their dominant feelings and concerns…
Descriptors: Curriculum Development, Diaries, Foreign Countries, Social Capital