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Showing 136 to 150 of 242 results Save | Export
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Kern, Anne L.; Roehrig, Gillian; Wattam, Donald K. – Teachers and Teaching: Theory and Practice, 2012
Teaching is a highly personal endeavor shaped by "funds of knowledge" and beliefs about teaching, learning, and students. This case study examines how one Asian immigrant teacher's personal expectations and beliefs influenced his expectations of students and the teaching and instructional strategies he employed. His expectations of students'…
Descriptors: Educational Strategies, Classroom Techniques, Ethnography, Global Approach
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Hong, Ji Y. – Teachers and Teaching: Theory and Practice, 2012
With the increasing concern about the high attrition rate among beginning teachers, it is essential that we come to a better understanding of why teachers leave the profession. This study explored differences between leavers and stayers in terms of the process of their resilience responses. Major psychological factors such as value, self-efficacy,…
Descriptors: Classroom Techniques, Self Efficacy, Semi Structured Interviews, Career Change
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de Bruijn, Elly – Teachers and Teaching: Theory and Practice, 2012
The orientation of vocational education towards competence-based education has led to fundamental changes in the work of vocational education teachers. This article pictures teaching in innovative, competence-based vocational education in the Netherlands. In a multiple case study, the teaching practices of 10 teachers from five vocational schools…
Descriptors: Vocational Education, Teaching Methods, Teacher Student Relationship, Learning Processes
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Tam, Angela Choi Fung – Teachers and Teaching: Theory and Practice, 2012
Immediately after the handover of Hong Kong to China, the teaching of Chinese in Putonghua was promulgated by the Hong Kong SAR government as a long-term goal. However, no clear definition and guidance regarding Putonghua instruction has been provided to teachers to facilitate the smooth implementation of this change. A review of the literature…
Descriptors: Teacher Effectiveness, Foreign Countries, Code Switching (Language), Teacher Attitudes
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Walker, S.; Brownlee, J.; Whiteford, C.; Cobb-Moore, C.; Johansson, E.; Ailwood, J.; Boulton-Lewis, G. – Teachers and Teaching: Theory and Practice, 2012
There is strong political and social interest in values education both internationally and across Australia. Investment in young children is recognised as important for the development of moral values for a cohesive society; however, little is known about early years teachers' beliefs about moral values teaching and learning. The aim of the…
Descriptors: Foreign Countries, Moral Values, Professional Development, Values Education
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Peters, Judith; Pearce, Jane – Teachers and Teaching: Theory and Practice, 2012
Given the current climate of high levels of teacher attrition, it is critically important that we understand what keeps early career teachers in the profession. This paper reports early findings from a project addressing the question: "What conditions are conducive to promoting teacher resilience and retention in the first two years of…
Descriptors: Teacher Persistence, Foreign Countries, Faculty Mobility, Teacher Attitudes
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Lavian, Rivka Hillel – Teachers and Teaching: Theory and Practice, 2012
This article reports on a quantitative research study designed to examine the impact of organizational climate on burnout among homeroom and special education teachers working in Israeli state (non-religious) schools. The research literature identifies various causes for teacher burnout, offering evidence that special education teachers experience…
Descriptors: Structural Equation Models, Teacher Burnout, Program Effectiveness, Statistical Analysis
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van Velzen, Joke H. – Teachers and Teaching: Theory and Practice, 2012
Teacher educators' knowledge about metacognitive knowledge and developing expertise can provide for insights about teaching these "difficult" constructs. In this explorative study, six teacher educators' remarks regarding metacognitive knowledge and developing expertise were examined. The teacher educators filled in closed-ended and…
Descriptors: Expertise, Metacognition, Teaching Experience, Teacher Educators
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Doppenberg, Jannet J.; Bakx, Anouke W. E. A.; den Brok, Perry J. – Teachers and Teaching: Theory and Practice, 2012
During the last two decades there has been a growing awareness of the potentially strong role teacher collaboration can play in relation to teacher and team learning. Teachers collaborate with their colleagues in different formal and informal settings. Because most studies have focused on teacher learning in one collaborative setting or are…
Descriptors: Learning Activities, Teacher Collaboration, Semi Structured Interviews, Elementary School Teachers
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Main, Katherine – Teachers and Teaching: Theory and Practice, 2012
The introduction of middle schooling in Australia has brought about changes to the working conditions of many teachers including finding themselves in teacher teams. The formation of such teams has been identified as critical to Australian middle school reform with teacher teams underpinning several of the fundamental components of a middle school…
Descriptors: School Restructuring, Middle Schools, Educational Philosophy, Interviews
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Taboada, Ana; Buehl, Michelle M. – Teachers and Teaching: Theory and Practice, 2012
Given the increasing number of immigrant students in the USA initially schooled in Mexico, Central America, and South America, and the dearth of investigations examining the beliefs of teachers from Mexico, Central America, or South America, an exploration of Latin American teachers' conceptions may inform policy-makers and researchers about…
Descriptors: Reading Comprehension, Investigations, Foreign Countries, Reading Motivation
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Magos, Kostas – Teachers and Teaching: Theory and Practice, 2012
Although action-research is a well-known research methodology in the field of education, in the case of Greece there are few actions-researches carried out by early childhood teachers. The absence of action-research in early childhood education settings is related to the way many early childhood teachers shape their professional role as well as…
Descriptors: Educational Research, Early Childhood Education, Research Methodology, Young Children
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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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Mockler, Nicole – Teachers and Teaching: Theory and Practice, 2011
Drawing on previous research that focused upon the formation and mediation of teacher professional identity, this paper develops a model for conceptualising teacher professional identity. Increasingly, technical-rational understandings of teachers' work and "role" are privileged in policy and public discourse over more nuanced and holistic…
Descriptors: Teaching (Occupation), Professional Development, Teacher Attitudes, Professional Identity
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Kucsera, John V.; Roberts, Rochelle; Walls, Stephen; Walker, Josh; Svinicki, Marilla – Teachers and Teaching: Theory and Practice, 2011
Goal orientation theory has been widely investigated and found to affect many motivation and behavior variables in relation to student learning and work performance. However, unlike the motivational construct of self-efficacy, researchers have yet to investigate whether this theory can be applied to the field of teaching and contribute to the…
Descriptors: Student Attitudes, Self Efficacy, Goal Orientation, Measures (Individuals)
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