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Showing 1 to 15 of 21 results Save | Export
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Hamilton, Miriam; O' Dwyer, Anne; Leavy, Aisling; Hourigan, Mairéad; Carroll, Claire; Corry, Edward – Teachers and Teaching: Theory and Practice, 2021
This paper explores the experiences and professional learning of a group of in-service primary school teachers, participating in a STEM education programme in Ireland. Four primary teachers from the same case school engaged in a two-year project to explore STEM teaching and learning. This STEM project was structured as a multi-tiered partnership…
Descriptors: Elementary School Teachers, Teacher Attitudes, STEM Education, College School Cooperation
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Cooper, Rebecca; Fitzgerald, Angela; Loughran, John; Phillips, Michael; Smith, Kathy – Teachers and Teaching: Theory and Practice, 2020
Professional learning is a significant focus of discussion in most schools but it is not all that common for these conversations to be informed by teachers' needs and expectations. Instead, they tend to be driven by external factors, such as accreditation, mandated professional development requirements and policies. Based on an in-depth study of a…
Descriptors: Professional Development, Inservice Teacher Education, Educational Needs, Secondary School Teachers
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Avidov-Ungar, Orit – Teachers and Teaching: Theory and Practice, 2016
This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers' perceptions about their professional development. The qualitative analysis identified two dimensions that…
Descriptors: Foreign Countries, Professional Development, Teacher Attitudes, Semi Structured Interviews
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van Uden, J. M.; Ritzen, H.; Pieters, J. M. – Teachers and Teaching: Theory and Practice, 2016
Interest in student engagement has increased over the past decade, which has resulted in increased knowledge about this concept and about the aspects that facilitate engagement. However, as yet, only a few studies have focused on engagement from the perspective of the teacher. In this study, we capture the experiences of teachers who were…
Descriptors: Learner Engagement, Vocational Education, Professional Development, Teacher Student Relationship
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Hsieh, Betina – Teachers and Teaching: Theory and Practice, 2015
Previous work on new teacher professional identity has focused on identity as a process of negotiation between individual and contextual factors. These negotiations are often filled with a struggle between personal agency and structures that prevent the enactment of an ideal professional self. This study introduces and discusses three teacher…
Descriptors: Professional Identity, Teacher Role, Beginning Teachers, Preservice Teacher Education
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Peercy, Megan Madigan; Martin-Beltrán, Melinda; Silverman, Rebecca D.; Daniel, Shannon – Teachers and Teaching: Theory and Practice, 2015
Previously, research about teacher expertise has adhered to relatively fixed notions of teacher expertise. However, in this study, we share data from teacher study group (TSG) meetings, which demonstrate a dynamic understanding of teacher expertise. In these meetings, teachers discursively positioned themselves, their colleagues, and the research…
Descriptors: Curriculum Design, Curriculum Implementation, Expertise, Pedagogical Content Knowledge
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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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Fenwick, Ashley – Teachers and Teaching: Theory and Practice, 2011
This study considers two discourses of current relevance to national and international educators--early professional learning (EPL) and curriculum change. Induction arrangements for early career teachers (ECTs), EPL and informal learning have received considerable attention in the past few years. Changes to induction inevitably have knock-on…
Descriptors: Curriculum Development, Interviews, Educational Change, Foreign Countries
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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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Cabaroglu, Nese; Tillema, Harm H. – Teachers and Teaching: Theory and Practice, 2011
To disclose the inner process of teacher educators' dealing with their different roles and their coping with conflicting demands, the study of dilemmas encountered in practice may offer a promising perspective. Building on previous research on teaching dilemmas, this study uses a comparative approach to disclose teacher educators' views on…
Descriptors: Foreign Countries, Teacher Educators, Teaching Methods, Coping
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Evans, Lorraine – Teachers and Teaching: Theory and Practice, 2010
Teacher preparation is a mechanism of occupational socialization, a process by which novice workers learn the norms and values of the occupation. Traditional education programs housed in schools of education support the ideology of a professional teacher with norms that include a strong pedagogical knowledge base and a gradual induction to the…
Descriptors: Socialization, Norms, Beginning Teachers, Pedagogical Content Knowledge
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Fox, Alison; Wilson, Elaine – Teachers and Teaching: Theory and Practice, 2009
This study, drawing on the voice of beginning teachers, seeks to illuminate their experiences of building professional relationships as they become part of the teaching profession. A networking perspective was taken to expose and explore the use of others during the first three years of a teacher's workplace experience. Three case studies, set…
Descriptors: Foreign Countries, Interviews, Teaching (Occupation), Beginning Teachers
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Tsui, Amy B. M. – Teachers and Teaching: Theory and Practice, 2009
This paper attempts to identify the distinctive qualities of successful veteran teachers, referred to as "expert teachers", which separates them not only from novice teachers but more importantly from experienced non-expert teachers. Based on earlier case studies, this paper maintains that the critical differences between expert and…
Descriptors: Teacher Characteristics, Case Studies, Expertise, Knowledge Base for Teaching
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Smith, Robin G. – Teachers and Teaching: Theory and Practice, 2007
This article explores how beginning teachers develop their professional identities and knowledge. It analyses the stories of four student-teachers as they progressed through their pre-service programme and in their first year as primary teachers. During the three-year programme a range of instruments and a series of interviews were used to collect…
Descriptors: Beginning Teachers, Knowledge Base for Teaching, Preservice Teacher Education, Primary Education
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Rizvi, Meher; Elliott, Bob – Teachers and Teaching: Theory and Practice, 2007
This paper presents a conceptual framework for fostering teacher professionalism in Government primary schools in Karachi, Pakistan. The framework identifies various stages for enhancing and sustaining teacher professionalism. These stages have been derived from in-depth multiple case studies of four Government primary schools in Karachi where…
Descriptors: Educational Change, Foreign Countries, Public Schools, Elementary School Teachers
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