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Conner, Jerusha O. – Teachers and Teaching: Theory and Practice, 2022
As interest in student voice has grown over the past two decades, questions have emerged about how teachers conceive of and engage with student voice, the extent to which they do so, and how these practices vary across different school and district policy contexts. This study explores these questions, using survey data collected from U.S. teachers…
Descriptors: Teaching Experience, Student Attitudes, Teacher Attitudes, Teacher Student Relationship
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Rui Yuan – Teachers and Teaching: Theory and Practice, 2023
Despite a plethora of studies on how to teach critical thinking (CT) in different subject classrooms, there is limited research on how teachers foster their CT and learn to teach CT through pre-service teacher education. Such a gap gives impetus to the present study, which seeks to examine to what extent and how a group of student teachers are…
Descriptors: Critical Thinking, Teaching Methods, Preservice Teacher Education, Student Teachers
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Ilana Finefter-Rosenbluh; Amanda Berry – Teachers and Teaching: Theory and Practice, 2024
Student voice initiatives such as Student Perception Surveys (SPS) are increasingly promoted by education authorities to assess teaching for learning improvement. Nevertheless, considerable ambiguity surrounds teacher and student consultation and involvement during the implementation of and response to SPS, suggesting students' scepticism in the…
Descriptors: Student Surveys, Student Attitudes, Secondary School Teachers, Teacher Researchers
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Wan, Sally Wai-Yan – Teachers and Teaching: Theory and Practice, 2016
Catering for learner diversity is one of the key areas in the recent educational reform in Hong Kong. Pre-service teacher education acts as a fundamental way to equip pre-service teachers ready for accommodating diverse learning needs and to build up pre-service teachers' self-efficacy. The purpose of the study is to examine prospective teachers'…
Descriptors: Preservice Teachers, Classroom Techniques, Questionnaires, Focus Groups
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Dreon, Oliver; McDonald, Scott – Teachers and Teaching: Theory and Practice, 2012
This phenomenological study demonstrates the influence that affective factors have on beginning teachers' ability to enact inquiry science pedagogy. Through narratives shared in interviews and weblog postings, two beginning science teachers' emotional engagement with their teaching practices, especially that of implementing inquiry-based…
Descriptors: Self Efficacy, Science Teachers, Beginning Teachers, Science Instruction