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Cathrine Pedersen; Toril Aagaard; Stephan Daus; Ilka Nagel; Synnøve Hedemann Amdam; Karl Solbue Vika; Fredrik Mørk Røkenes; Johan Kristian Andreasen – Teachers and Teaching: Theory and Practice, 2024
The present study investigates the variety among teacher educators (TEds) related to the use of digital resources in teaching as well as the strategies they use to develop digital competence. A person-centred approach was applied to identify meaningful patterns among TEds having different levels of self-reported digital expertise, at five teacher…
Descriptors: Teacher Educators, Profiles, Faculty Development, Technological Literacy
Zhang, Hong; He, Yuheng – Teachers and Teaching: Theory and Practice, 2023
This qualitative study seeks to explore how two university English-as-a-foreign-language (EFL) teachers learned to teach critical thinking (CT) through lesson study in China. Informed by relevant literature on CT and teachers' learning to teach CT, and drawing on data from interviews, classroom observation, artefacts and research journals for one…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Language Teachers
Postholm, May Britt – Teachers and Teaching: Theory and Practice, 2019
This article focuses on teacher educators' role and how it was enacted and experienced by teachers and leaders in a school-based development project. The arena for the teachers' professional development was the school, and teacher educators at one teacher-education institution and three schools took part in the research. Teacher educators,…
Descriptors: Teacher Educators, Teacher Role, Faculty Development, Teacher Attitudes
Intansari Meilani, Rini; Kurniawati, Dewi; Nurfaidah, Sitti – Teachers and Teaching: Theory and Practice, 2022
Believing teachers as agents who actively make meaning about their professional identities, we depict the construction of our identity as three mid-career female English language teachers. Anchored by collaborative autoethnography (CAE) and arts-based educational research (ABER) approaches, we explored and reflected on our lived critical…
Descriptors: College Faculty, Teacher Attitudes, Professional Identity, Ethnography
Yuan, Rui; Yang, Min – Teachers and Teaching: Theory and Practice, 2020
This qualitative multi-case study explores a group of university-based language teacher educators' boundary crossing experiences in Hong Kong. Informed by a conceptual framework on boundary crossing and drawing on data from in-depth interviews and field observations, the findings reveal the opportunities and challenges embedded in teacher…
Descriptors: Teacher Attitudes, Case Studies, Language Teachers, Teacher Educators
Zhang, Hong; Yuan, Rui – Teachers and Teaching: Theory and Practice, 2019
Although research on teacher educators' identities has received increasing attention in recent years, non-higher-education-based teacher educators' professional identities are still under-researched. Informed by the third space theory perspective, this paper presents a study that investigated 139 non-higher-education-based English as a foreign…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Korthagen, Fred – Teachers and Teaching: Theory and Practice, 2017
Based on recent findings about teacher learning, a critical analysis of traditional and new approaches to professional development is presented. To a large degree, teacher learning takes place unconsciously and involves cognitive, emotional and motivational dimensions. Moreover, teacher learning takes place at various levels. Although these…
Descriptors: Faculty Development, Training Methods, Misconceptions, Educational Practices
Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H. – Teachers and Teaching: Theory and Practice, 2016
The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers' professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers' engagement with the practical and conceptual…
Descriptors: Foreign Countries, Teacher Education, Teacher Effectiveness, Mixed Methods Research
Yuan, Rui; Burns, Anne – Teachers and Teaching: Theory and Practice, 2017
This study explores how two language teachers constructed and reconstructed their professional identities through their action research (AR) facilitated by university researchers in China. Informed by the theory of 'community of practice', the findings of the study show that AR exerted a transformative impact on the teachers' identity development.…
Descriptors: Action Research, Power Structure, Foreign Countries, Professional Identity
Liou, Yi-Hwa; Daly, Alan J.; Canrinus, Esther T.; Forbes, Cheryl A.; Moolenaar, Nienke M.; Cornelissen, Frank; Van Lare, Michelle; Hsiao, Joyce – Teachers and Teaching: Theory and Practice, 2017
This exploratory study foregrounds the important, but often understudied social side of pre-service teacher development and its relation to teaching performance in one university-based teacher preparation program in the US. We examine the extent to which pre-service elementary teachers' social relationships and perceptions of peer trust and…
Descriptors: Trust (Psychology), Preservice Teachers, Teacher Education Programs, Teacher Effectiveness
Geerdink, Gerda; Boei, Fer; Willemse, Martijn; Kools, Quinta; Van Vlokhoven, Haske – Teachers and Teaching: Theory and Practice, 2016
Most teacher educators who work at institutes for higher vocational education have faced a new role since the European Community aimed to upgrade the general quality of education. Research tasks have been added as a new important core business for institutes that used to be mainly focused on education. Teacher educators therefore have to become…
Descriptors: Foreign Countries, Teacher Educators, Faculty Development, Research Skills
Hulme, Moira; Menter, Ian – Teachers and Teaching: Theory and Practice, 2014
International concern to raise educational standards and improve teacher quality has directed attention to the need to sustain career-long professional learning. Teacher induction and early professional learning (during years 2-6) have been associated with patterns of attrition and improved pupil outcomes. As the economic crisis impacts on public…
Descriptors: Foreign Countries, Beginning Teachers, Employment Experience, Professional Identity
Fox, Rebecca K.; White, C. Stephen; Kidd, Julie K. – Teachers and Teaching: Theory and Practice, 2011
Meeting the challenge of program accountability is a goal for teacher education programs across the USA. In this context, achieving effective assessment practices that provide concrete evidence of program participants' knowledge and skills has become both an increasingly significant issue and a challenge to teacher education programs seeking to…
Descriptors: Portfolios (Background Materials), Teacher Education Programs, Inservice Teacher Education, Masters Programs
Tinoca, Luis; Oliveira, Isolina – Teachers and Teaching: Theory and Practice, 2013
This case study looked at how an assessment strategy designed for an online learning environment can support teachers' professional development. More specifically, we intended to evaluate how a particular online assessment design can help the participating in-service teachers to recognize the added value of formative assessment, and promote their…
Descriptors: Foreign Countries, Case Studies, Teacher Evaluation, Formative Evaluation
Dekker-Groen, Agaath M.; van der Schaaf, Marieke F.; Stokking, Karel M. – Teachers and Teaching: Theory and Practice, 2013
This study aimed to evaluate a training programme for Dutch teachers in six institutes for nursing education to support students' reflection skills. The research question was: what are the feasibility, quality and effects of the programme? The training programme focused on four competences of teachers regarding instructing, guiding, giving…
Descriptors: Teacher Competencies, Reflection, Skill Development, Nursing Education
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