Teachers and Teaching Theory and Practice (Teachers Teach Theor Pract )

Publisher: International Study Association on Teacher Thinking


Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers' work and other research of professional interest. It represents the latest phase in the development of the International Study Association on Teachers and Teaching (ISATT), a worldwide association of researchers, teacher educators and teachers. The journal includes work which focuses on: teachersí beliefs, thoughts, conceptions, practical theories teachersí biographies, life histories, 'voice', personal practical knowledge teachersí intentions, thought processes and cognitions * teachersí understanding of subject matter teachersí thinking as a part of professional action teachersí thinking and action as influenced by contextual factors in their structural, cultural and social environments.

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  • Website
    Teachers and Teaching: Theory and Practice website
  • Other titles
    Teachers and teaching (Online)
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    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publications in this journal

  • Teachers and Teaching Theory and Practice 12/2015; 21(6).
  • Teachers and Teaching Theory and Practice 01/2015;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Abstract: This paper examines collaborative researcher-practitioner knowledge work around assessment data in culturally diverse, low-socioeconomic school communities in Queensland, Australia. Specifically, the paper draws on interview accounts about the work of a cohort of school-based researchers (SBRs) who acted as mediators bridging knowledge flows between a local university and a cluster of schools. We draw on Bernstein’s (2000) concept of recontextualisation to explore the processes of knowledge mediation in dialogues around student assessment data to design instructional innovations. We argue that critical policy studies need to explore the complex ways in which neoliberal education policies are enacted in local sites. Moreover, we suggest that an analysis of collaborative knowledge work designed to improve student learning outcomes in low-socioeconomic school communities necessitates attention to the principles regulating knowledge flows across boundaries. In addition, it necessitates attention to the ways in which mediators navigate dilemmatic spaces, anxieties and affects/feelings in order to generate innovative learning designs in the current global context of high-stakes national testing and accountability regimes.
    Teachers and Teaching Theory and Practice 09/2014;
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    ABSTRACT: This paper presents a study focusing differences in Israeli Jewish and Arab chemistry teachers` beliefs regarding teaching and learning of chemistry in the upper secondary schools. Israel is a country experiencing the problems of diverse cultural orientation of its inhabitants but applying the same educational system to its diverse cultural sectors. Education includes the same curriculum in chemistry for both the Israeli Jewish and Arab cultural sectors as well as final examinations (matriculation) set centrally by the Ministry of Education. Thus, this study can serve as a striking case for other countries facing similar cultural diversity. The study is based on two different instruments that are both qualitative and quantitative in nature. The qualitative data stem from chemistry teachers` drawings of themselves as teachers in a typical classroom situation accompanied by four open questions. The data analysis follows three qualitative scales: Beliefs about classroom organization, beliefs about teaching objectives, and epistemological beliefs. A quantitative study gives insight into teachers` beliefs about what characterizes good education. The main goal of the present paper is to determine whether both groups of chemistry teachers with different socio-cultural background in Israel hold different views about education in general and chemistry education in particular. The findings provide evidence that in Israeli chemistry classrooms the beliefs of Arabic teachers differ from those of the Jewish teachers although both groups live in the same country and operate the same educational system.
    Teachers and Teaching Theory and Practice 07/2014;
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    ABSTRACT: 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 sector employment, the rhetoric of professionalism stands in contrast to the employment experiences of many recently qualified teachers. This article draws on interviews with 20 early career teachers in Scotland who achieved full registration from 2006. Work histories drawn from this small-scale study challenge the implicit assumptions of staged models of teacher development and draw attention to the increasing fragmentation and casualisation of experience in the teacher labour market. http://www.tandfonline.com/eprint/eIyYA6FQDfI3F3wbHrwW/full
    Teachers and Teaching Theory and Practice 02/2014;
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    ABSTRACT: This study investigates the socialization and professional experiences of primary school physical education teachers (PSPETs) in the Asian context of Hong Kong. A qualitative research design is adopted. The researcher used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Eleven PSPETs participated in this study. Data were analysed through open, axial and selective coding. The concepts of organizational sensitivity, sources of satisfaction, dealing with influential persons or critical incidents, status of the profession, educational reform as a trend, and versatile roles are revealed in the theory of ‘Diversified Professionalism’. The substantive theory thus contributes to an increased appreciation of the PSPETs’ work and to the literature on physical education teachers’ professionalization and professionalism.
    Teachers and Teaching Theory and Practice 02/2014;
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    ABSTRACT: This study examines collaboration between English for Speakers of Other Languages (ESOL) teachers and content-area elementary school teachers, and makes the case for conceptualising teacher collaboration as an opportunity for shared teacher learning. Using a sociocultural theoretical lens, this study examines how three pairs of elementary teachers and ESOL specialists used and constructed tools for collaboration, which mediated and made visible teachers’ learning processes. Employing interpretive enquiry and cross-case analysis, we examined data from classroom observations, teacher co-planning sessions and interviews with teachers. Findings demonstrated that collaborating teachers used tools to articulate and reconceptualise teaching goals, co-construct knowledge and ultimately transform teaching practices to meet the needs of culturally and linguistically diverse students. This study has implications for teacher education and ongoing professional development, by shedding light on the potential affordances of collaborative tools for teacher learning. Findings suggest that teacher education could harness these opportunities for learning by incorporating collaboration between ESOL specialists and content-area teachers as an integral part of preparing more qualified teachers to work with culturally and linguistically diverse students. For eprints see here http://www.tandfonline.com/eprint/XqTbnavExVEdBZWt3rxf/full
    Teachers and Teaching Theory and Practice 01/2014;
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    ABSTRACT: This study employs positioning theory to explore the experiences of adjunct foreign English language teachers (AFELT) in the Japanese university sector. The research is located in the broad internationalisation discourse and considers AFELT positions as ‘foreign’ teachers at a time when the Japanese university sector is aiming to increase internationalisation. The data were drawn from focus groups and interviews with 43 AFELT who between them were teaching across 66 universities in Kansai. Three subject positions emerged from their reflections on their experience: commodification, disempowerment and desideration. The usefulness of positioning theory to interrogate higher education internationalisation discourse is discussed.
    Teachers and Teaching Theory and Practice 12/2013; 19(6):717-735.
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    ABSTRACT: The study of emotions within educational contexts congregates various perspectives, strategies and levels, and requires multidisciplinary approaches to clarify the impact of the emotional dimension of teachers in the classroom. This study aims at understanding through a multidisciplinary approach how teachers manage their emotions within the pedagogical objectives and in which classroom settings they experience emotions regarded as positive or negative. A detailed analysis of the answers of eight Portuguese teachers to an open-ended interview revealed that positive emotions were experienced in classroom contexts whereas negative emotions refer to meso and macro contexts. However, the description and understanding of emotions is centred in two basic categories: happiness and sadness. According to this data, the lack of discrimination of the teachers’ emotional states points to the need of training in this area, namely in what concerns the ability to discriminate and recognise emotions and situations that trigger them.
    Teachers and Teaching Theory and Practice 06/2013; 18(3):275-292.
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    ABSTRACT: As a means of exploring what ‘learning through experience’ in teacher education might look like, situated self-narration is both conceptualized and performed here as the discursive practice through which already familiar and remembered experience may re-presented and re-organized from a forward-looking vantage point. Drawing on poststructuralist views of language and subjectivity and framed by a ‘pedagogy of possibility’, situated self-narration involves three main discursive strategies: interruption, interrogation and interpretation. By way of illustration, I use memory to interrupt my relationship to the dominant narrative of ‘English Teacher as avid reader’ and interrogate my everyday experiences of being a girl as mediated by popular culture, in both cases, drawing on a poststructuralist understanding of identity as an evolving constellation of discursive practices and foregrounding the distinctive qualities of one’s experiences as a possible source of agency. I consider the pedagogical possibilities of such identity work in the context of English teacher education, specifically in terms of teaching theory through the back door. I engage what it means to say that the way we ‘word the world’ matters through my own interpreted experience as an evolving yet situated subjectivity; a consciousness-that-teaches.
    Teachers and Teaching Theory and Practice 03/2013; 19(4):382-397.
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    ABSTRACT: The purpose of this study is to theoretically discuss a specific aspect of teachers’ responsibilities: their responsibility for pupils’ or children’s well-being. We ask two interrelated questions: firstly, how might (Swedish) teachers’ sense of responsibilities for their pupils’ well-being be understood in relation to ethical theory? Secondly, what does this insight bring to the discussion of teachers’ professional responsibility within the global discourse of educational policy that increasingly stresses accountability and efficiency in an ‘age of measurement?’ Education can be described as an intervention in a pupil’s life, motivated by the idea that it will somehow improve it. When one implements this intervention, from a legal/political perspective, it boils down to a series of responsibilities assigned to teachers, as expressed in current policy documents. However, an exploration of empirical examples in a Swedish context of teachers’ sense of responsibility for their pupils’ or children’s well-being, expressed in everyday situations, indicates that the matter is complex. In order to find tools with which to better understand such expressions, we turn to the field of ethics. A thorough inquiry into the various reasoning regarding responsibility reveals that responsibility as socially defined and given is not sufficient to capture the intimacy and relational uncertainties of the teachers’ stories, which is why we turn to the writings of Lévinas and his ethics of responsibility. His ethical language helps to capture relational processes that cannot be predefined and that are based on an infinite sense of responsibility for the other person. We continue by discussing and problematising the increasing demands for measurability and accountability in the field of teachers’ professionalism. Here, we illuminate risks involved with the movement towards the fixed and calculable, since it overlooks the intricate ways in which teachers’ given and felt responsibilities are woven together.
    Teachers and Teaching Theory and Practice 01/2013; 19(4):419-432.
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    ABSTRACT: In this inductive and explorative study, we describe newly qualified teachers’ (NQTs) experiences of their relationships within the school community during their first years at work. In a context such as Finland, with a high academic teacher education but yet no formal system for supporting new teachers, relationships especially with colleagues and principals are of great importance in providing informal support. The study comprises data from an open-ended questionnaire survey and altogether 10 focus group meetings. The sample is purposive and includes NQTs (n = 88) within primary schools. A qualitative content analysis identified three main relationships which illuminate tensions of paradoxes: (1) Caring about – nurturance or exclusion, (2) Reciprocity – expansive or restrictive and (3) Caring for – joy or exhaustion. In addition to the importance of introduction and support in the beginning stages of entering the work place, the results of this study demonstrate the even greater significance of a good social atmosphere with genuine concern and caring amongst the members of the school community.
    Teachers and Teaching Theory and Practice 01/2013;
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    ABSTRACT: In this conceptual article, we argue that there is a need for a more elaborated theoretical perspective when discussing dilemmas in teachers’ work. Thus, we introduce the conceptual frame of dilemmatic space in educational settings and argue that introducing and analytically using the conceptual frame in an educational context offers a potential to elucidate and deepen the understanding of the complexity of teachers’ everyday work practices. Traditional ways of looking at dilemmas infer that they are related to specific situations in which people react to conflicting values, obligations or commitments and where there is often no right way to act. However, the idea of a dilemmatic space offers a more complex understanding of dilemmas and their positioning and relations. Instead of being regarded as specific events or situations, dilemmas are considered as ever-present in people’s living space, as in a dilemmatic space. As space is seen as a relational category wherein one object is related to another or others, the spatial dimensions of dilemmatic space highlight the dynamics of dilemmas and dilemmatic spaces. These dynamics are important to recognise, for instance, in relation to the changeable boundaries of the space or issues that conjure up the dilemmas at an individual and social level. These changing conditions of values, decisions, responsibilities and authority change the rules for relations, negotiations and positioning, and thereby the boundaries of the dilemmatic space and the dilemmas themselves. In this article, the theoretical base for the idea of dilemmatic space is elaborated on and connected to conditions for teachers’ work. Some conclusions are that new concepts force us to challenge pre-conceptions and involve us in new kinds of sense-making processes. As such, the conceptual frame of dilemmatic space offers a broad theoretical framework with which to conceptualise dilemmas and the complexity of educational contexts.
    Teachers and Teaching Theory and Practice 01/2013; 19(1):4-17.
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    ABSTRACT: Many teacher education programs include different forms of teachers doing research. Be it in the form of action research or general inquiries about their practice, it has been argued that when teachers do research on their own prac- tice, they are able to take a more reflective stance towards their work which is necessary to bring about educational change. However, it is hard to find tools that can be used to provide clear feedback in developing such research. In this paper, we present the results of using a heuristic tool called ‘heuristic diagram’ (HD), previously designed by the authors and based on Gowin’s heuristic Vee, to formatively assess in-service teachers’ research skills. Two different groups of science and mathematics in-service teachers in a Research Methods Course com- pleted four different HD about their research project throughout the semester. We performed a general analysis based on a scoring rubric of these HD in order to show how teachers’ research skills were developed throughout the course. Teachers also evaluated their experience of using the HD through a semantic differential analysis and answered an open questionnaire about the advantages and difficulties of using such tool. Overall, the HD seems to be useful to forma- tively assess research skills because it allows teachers to make their theoretical framework explicit, relate it to the research question and to the methods used to answer it in an integrated and short way. Keywords: In-service teacher education; teacher researchers; research skills
    Teachers and Teaching Theory and Practice 11/2012; 19(2):135-149.
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    ABSTRACT: 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 current study was to investigate the relationships between Australian early years teachers’ epistemic beliefs and their beliefs about children’s moral learning. Three hundred and seventy-nine teachers completed a survey about their personal epistemic beliefs and their beliefs about children’s moral learning. Results indicated that teachers with more sophisticated epistemic beliefs viewed children as capable of taking responsibility for their own moral learning. Conversely, teachers who held more naïve or simplistic personal epistemic beliefs agreed that children need to learn morals through learning the rules for behaviour. Results are discussed in terms of the implications for moral pedagogy in the classroom and teacher professional development. It is suggested that in conjunction with explicitly reflecting on epistemic beliefs, professional development may need to assist teachers to ascertain how their beliefs might relate to their moral pedagogies in order to make any adjustments.
    Teachers and Teaching Theory and Practice 04/2012; 18(2):263-275.

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