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Philosophising with Children--Learning to Live with Uncertainty as a Condition of Human Life and a Challenge for Teaching and Learning
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Kerstin Michalik – Teachers and Teaching: Theory and Practice, 2023
Uncertainty is a key feature of philosophising with children. It is central to the theory and methodology of philosophical inquiry and the educational assumptions underlying it. Uncertainty also presents a specific challenge for pupils and teachers undertaking philosophical inquiry in the classroom, because mainstream education is mostly based on…
Descriptors: Philosophy, Children, Ambiguity (Context), Elementary School Students
Educator versus Subject Matter Teacher: The Conflict between Two Sub-Identities in Becoming a Teacher
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Popper-Giveon, Ariela; Shayshon, Bruria – Teachers and Teaching: Theory and Practice, 2017
Research literature often addresses the problems entailed in the integration of beginning teachers within the education system. Most studies emphasize the conflicts these teachers experience, especially between the personal and professional aspects of their profession. We conducted qualitative research among participants and graduates of the…
Descriptors: Foreign Countries, Beginning Teachers, Preservice Teachers, Professional Identity
Writing Together, Learning Together: Teacher Development through Community Service Learning
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He, Ye; Prater, Kathryn – Teachers and Teaching: Theory and Practice, 2014
In this study, community service learning is incorporated into a graduate-level English-as-a-Second-Language (ESL) teacher preparation course. Focusing on a writing project participants completed with English Learners (ELs) as part of the service-learning project, we explored the impact of the project on: (1) teachers' understanding of ESL…
Descriptors: Service Learning, English Teacher Education, English (Second Language), Second Language Instruction
Characteristics of Teachers as Change Agents
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van der Heijden, H. R. M. A.; Geldens, J. J. M.; Beijaard, D.; Popeijus, H. L. – Teachers and Teaching: Theory and Practice, 2015
Teachers play a key role in realizing successful changes in education. Among them are real "change agents" at both classroom and school level. To obtain insights into what characterizes these teachers, an exploratory study has been conducted by interviewing external experts, principals, and teachers (n = 20). An analysis of data resulted…
Descriptors: Teacher Role, Teacher Characteristics, Change Agents, Educational Change
"I Knew that She Was Watching Me": The Professional Benefits of Mentoring
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Simpson, Tracy; Hastings, Wendy; Hill, Bob – Teachers and Teaching: Theory and Practice, 2007
This paper reports the findings of a qualitative case study of the benefits for teachers undertaking the role of mentor/supervisor in pre-service teacher education programmes. The research has a particular focus on school-based teacher educators working in rural and/or isolated communities and uncovers the role of reflection associated with…
Descriptors: Foreign Countries, Reflective Teaching, Mentors, Preservice Teacher Education
Presence in Teaching
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Rodgers, Carol R.; Raider-Roth, Miriam B. – Teachers and Teaching: Theory and Practice, 2006
This article articulates a theory of "presence" in teaching and seeks to establish a theoretical foundation for presence that can serve as a platform for further research. It seeks to address the current educational climate that sees teaching as a check list of behaviors, dispositions, measures, and standards, and to articulate the essential but…
Descriptors: Student Teachers, Democracy, Pedagogical Content Knowledge, Teacher Characteristics