Thu, 21 Aug 2008 15:49:23 BST CiteULike: Teacher Development http://www.citeulike.org/journal/routledg-rtde CiteULike.org en-gb Copyright © 2004-2008 citeulike.org http://www.citeulike.org/article/3112108 <i>Teacher Development, Vol. 12, No. 3. (August 2008), pp. 165-177.</i> Practitioner research regarding independent learning in sixth-form education within eight Bedfordshire schools Mistrano Al doi:10.1080/13664530802259198 Teacher Development, Vol. 12, No. 3. (August 2008), pp. 165-177. 2008-08-12T15:23:39-00:00 2008 Teacher Development 1366-4530 12 3 165 177 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/3023175 <i>Teacher Development, Vol. 12, No. 3. (2008), pp. 179-191.</i><br /><br />Current educational reform movements emphasize preparing teachers for pedagogical problem solving in the classroom. This study examines the impact of problem-based learning on prospective teachers problem-solving abilities. Two classes of prospective teachers were included in this study. The experimental class used problem-based learning while the control group used a more traditional approach. The dependent measure was the participants analyses of a problem. The participants in problem-based learning were significantly better than the controls in constructing the central problem, elaborating the problem, relating their solutions to the problem, and using multiple resources. The results are promising because they give prospective teachers a powerful approach that fosters certain aspects of pedagogical problem solving. The implications of these results for prospective teachers are discussed. Problem-Based Learning: a framework for prospective teachers pedagogical problem solving Christina De Simone doi:10.1080/13664530802259206 Teacher Development, Vol. 12, No. 3. (2008), pp. 179-191. 2008-07-20T20:55:43-00:00 2008 Teacher Development 12 3 179 191 Routledge http://www.citeulike.org/article/3112107 <i>Teacher Development, Vol. 12, No. 3. (August 2008), pp. 193-209.</i> Science teacher development through collaborative action research Fazio Xavier Melville Wayne doi:10.1080/13664530802259222 Teacher Development, Vol. 12, No. 3. (August 2008), pp. 193-209. 2008-08-12T15:23:39-00:00 2008 Teacher Development 1366-4530 12 3 193 209 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/3023178 <i>Teacher Development, Vol. 12, No. 3. (2008), pp. 211-221.</i><br /><br />How might four teachers working together in a book group utilize their learning to better ensure students academic success? In what ways might this collectives learning emerge as the group worked together? Questions such as these prompted the author to investigate the professional learning that occurred during book club sessions with one group of teachers enrolled in a graduate course. Her intention in presenting this case study of four elementary teachers and the complex learning associated with the book club process is two-fold: to describe how the teachers participated in peer-led book clubs and made use of the book club experience as a practice field in which they rehearsed instruction they would conduct with students; and to conclude this discussion by focusing on how book clubs are potential communities of practice that exemplify complex professional learning. Occasioning possibilities, not certainties: professional learning and peer-led book clubs Mary Reilly doi:10.1080/13664530802259230 Teacher Development, Vol. 12, No. 3. (2008), pp. 211-221. 2008-07-20T20:57:57-00:00 2008 Teacher Development 12 3 211 221 Routledge http://www.citeulike.org/article/3112106 <i>Teacher Development, Vol. 12, No. 3. (August 2008), pp. 223-236.</i> The dilemma of field experience assessment: enhancing professional development or fulfilling a gate-keeping function? Cheng May May-Hung Tang Sylvia Yee-Fan doi:10.1080/13664530802259289 Teacher Development, Vol. 12, No. 3. (August 2008), pp. 223-236. 2008-08-12T15:23:39-00:00 2008 Teacher Development 1366-4530 12 3 223 236 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/3112105 <i>Teacher Development, Vol. 12, No. 3. (August 2008), pp. 237-246.</i> The professional foreign language teacher in Estonia: students' and principals' perceptions Oder Tuuli doi:10.1080/13664530802259297 Teacher Development, Vol. 12, No. 3. (August 2008), pp. 237-246. 2008-08-12T15:23:39-00:00 2008 Teacher Development 1366-4530 12 3 237 246 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/3112104 <i>Teacher Development, Vol. 12, No. 3. (August 2008), pp. 247-259.</i> Through the eyes of the teachers: revisiting in-service training practices in Cyprus Karagiorgi Yiasemina Symeou Loizos doi:10.1080/13664530802259305 Teacher Development, Vol. 12, No. 3. (August 2008), pp. 247-259. 2008-08-12T15:23:39-00:00 2008 Teacher Development 1366-4530 12 3 247 259 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/3112103 <i>Teacher Development, Vol. 12, No. 3. (August 2008), pp. 261-270.</i> Asking those who know: a collaborative approach to continuing professional development Eaton Patricia Carbone R Elaine doi:10.1080/13664530802259388 Teacher Development, Vol. 12, No. 3. (August 2008), pp. 261-270. 2008-08-12T15:23:39-00:00 2008 Teacher Development 1366-4530 12 3 261 270 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/3112102 <i>Teacher Development, Vol. 12, No. 3. (August 2008), pp. 271-274.</i> Book reviews Day Christopher Barnes Ann doi:10.1080/13664530802259339 Teacher Development, Vol. 12, No. 3. (August 2008), pp. 271-274. 2008-08-12T15:23:39-00:00 2008 Teacher Development 1366-4530 12 3 271 274 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/2963629 <i>Teacher Development, Vol. 12, No. 2. (May 2008), pp. 101-101.</i> Editorial acknowledgement Brindley Sue doi:10.1080/13664530802061404 Teacher Development, Vol. 12, No. 2. (May 2008), pp. 101-101. 2008-07-04T10:43:53-00:00 2008 Teacher Development 1366-4530 12 2 101 101 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/2963628 <i>Teacher Development, Vol. 12, No. 2. (May 2008), pp. 103-114.</i> The impact of policy upon practice: an Australian study of teachers' professional development Hardy Ian doi:10.1080/13664530802038089 Teacher Development, Vol. 12, No. 2. (May 2008), pp. 103-114. 2008-07-04T10:43:52-00:00 2008 Teacher Development 1366-4530 12 2 103 114 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/2794668 <i>Teacher Development, Vol. 12, No. 2. (2008), pp. 115-124.</i><br /><br />In this article the authors explore the possible origins of nativist myths about teaching expertise in the cultural and organisational context of teaching. They propose that the cultural preference for explanations for human behaviour that are based on personal dispositions conceived of as entities, combined with the opaque nature of teaching expertise, predispose teachers to the belief that ability as a teacher is inborn. They explore the consequences of this belief for professional development, especially development that involves the acceptance of expertise that arises outside the teaching profession. They contrast this with the consequences of a model in which professional expertise is understood as a fluid and unstable process. Born not made: the nativist myth and teachers' thinking Catherine Scott Steve Dinham doi:10.1080/13664530802038105 Teacher Development, Vol. 12, No. 2. (2008), pp. 115-124. 2008-05-13T11:34:20-00:00 2008 Teacher Development 12 2 115 124 Routledge http://www.citeulike.org/article/2963627 <i>Teacher Development, Vol. 12, No. 2. (May 2008), pp. 125-138.</i> Collaborative school innovation project as a pivot for teachers' professional development: the case of Acharnes' Second Chance School in Greece Katsarou Eleni Tsafos Vassilis doi:10.1080/13664530802038139 Teacher Development, Vol. 12, No. 2. (May 2008), pp. 125-138. 2008-07-04T10:43:52-00:00 2008 Teacher Development 1366-4530 12 2 125 138 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/2963626 <i>Teacher Development, Vol. 12, No. 2. (May 2008), pp. 139-150.</i> Levels of engagement in establishing coaching relationships Mcgatha Maggie doi:10.1080/13664530802038147 Teacher Development, Vol. 12, No. 2. (May 2008), pp. 139-150. 2008-07-04T10:43:52-00:00 2008 Teacher Development 1366-4530 12 2 139 150 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/2963625 <i>Teacher Development, Vol. 12, No. 2. (May 2008), pp. 151-164.</i> Addressing the needs of teachers in disadvantaged environments through strategies to enhance self-efficacy Wood Lesley Olivier Tilla doi:10.1080/13664530802038154 Teacher Development, Vol. 12, No. 2. (May 2008), pp. 151-164. 2008-07-04T10:43:52-00:00 2008 Teacher Development 1366-4530 12 2 151 164 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/2075513 <i>Teacher Development, Vol. 11, No. 2. (July 2007), pp. 133-148.</i> Action learning in teacher learning community formation: informative or transformative? Aubusson Peter Steele Frances Dinham Steve Brady Laurie doi:10.1080/13664530701414746 Teacher Development, Vol. 11, No. 2. (July 2007), pp. 133-148. 2007-12-08T00:01:56-00:00 2007 Teacher Development 1366-4530 11 2 133 148 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/2075511 <i>Teacher Development, Vol. 11, No. 2. (July 2007), pp. 149-173.</i> Examining teachers' beliefs about ICT in education: implications of a teacher preparation programme Jimoyiannis Athanassios Komis Vassilis doi:10.1080/13664530701414779 Teacher Development, Vol. 11, No. 2. (July 2007), pp. 149-173. 2007-12-08T00:01:26-00:00 2007 Teacher Development 1366-4530 11 2 149 173 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/2075510 <i>Teacher Development, Vol. 11, No. 2. (July 2007), pp. 175-188.</i> Tracing teacher and student learning in teacher-authored narratives Johnson E Karen doi:10.1080/13664530701442879 Teacher Development, Vol. 11, No. 2. (July 2007), pp. 175-188. 2007-12-08T00:01:15-00:00 2007 Teacher Development 1366-4530 11 2 175 188 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/2075509 <i>Teacher Development, Vol. 11, No. 2. (July 2007), pp. 189-201.</i> Experience gained through engaging student teachers in a developmental reflective process Hussein Jeylan Wolyie doi:10.1080/13664530701414852 Teacher Development, Vol. 11, No. 2. (July 2007), pp. 189-201. 2007-12-08T00:01:15-00:00 2007 Teacher Development 1366-4530 11 2 189 201 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/2075508 <i>Teacher Development, Vol. 11, No. 2. (July 2007), pp. 203-219.</i> Beginning teacher efficacy and the practicum in an EFL context Atay Derin doi:10.1080/13664530701414720 Teacher Development, Vol. 11, No. 2. (July 2007), pp. 203-219. 2007-12-08T00:01:08-00:00 2007 Teacher Development 1366-4530 11 2 203 219 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/2075507 <i>Teacher Development, Vol. 11, No. 2. (July 2007), pp. 221-236.</i> Teacher development against the policy reform grain: an argument for recapturing relationships in teaching and learning Smyth John doi:10.1080/13664530701414837 Teacher Development, Vol. 11, No. 2. (July 2007), pp. 221-236. 2007-12-08T00:01:08-00:00 2007 Teacher Development 1366-4530 11 2 221 236 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/2075506 <i>Teacher Development, Vol. 11, No. 2. (July 2007), pp. 237-243.</i> Means and ends in professional development Golby Michael Viant Rosemary doi:10.1080/13664530701414886 Teacher Development, Vol. 11, No. 2. (July 2007), pp. 237-243. 2007-12-08T00:01:06-00:00 2007 Teacher Development 1366-4530 11 2 237 243 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/805717 <i>Teacher Development, Vol. 10, No. 2. (July 2006), pp. 149-166.</i> Learning to Learn: teacher research in the Zone of Proximal Development Hall Elaine Leat David Wall Kate Higgins Steve Edwards Gail doi:10.1080/13664530600773119 Teacher Development, Vol. 10, No. 2. (July 2006), pp. 149-166. 2006-08-18T22:03:48-00:00 2006 Teacher Development 1366-4530 10 2 149 166 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/805716 <i>Teacher Development, Vol. 10, No. 2. (July 2006), pp. 167-178.</i> Safety net or free fall: the impact of cooperating teachers Duffield Stacey doi:10.1080/13664530600773101 Teacher Development, Vol. 10, No. 2. (July 2006), pp. 167-178. 2006-08-18T22:03:48-00:00 2006 Teacher Development 1366-4530 10 2 167 178 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/805715 <i>Teacher Development, Vol. 10, No. 2. (July 2006), pp. 179-196.</i> The confidence I needed': elementary education majors' perceptions of teaching physical education Humphries Charlotte Ashy Madge doi:10.1080/13664530600773200 Teacher Development, Vol. 10, No. 2. (July 2006), pp. 179-196. 2006-08-18T22:03:48-00:00 2006 Teacher Development 1366-4530 10 2 179 196 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/805714 <i>Teacher Development, Vol. 10, No. 2. (July 2006), pp. 197-206.</i> Incorporating pupil perspectives in initial teacher educationlessons from the Pupil Mentoring Project Youens Bernadette Hall Christine doi:10.1080/13664530600773291 Teacher Development, Vol. 10, No. 2. (July 2006), pp. 197-206. 2006-08-18T22:03:48-00:00 2006 Teacher Development 1366-4530 10 2 197 206 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/805713 <i>Teacher Development, Vol. 10, No. 2. (July 2006), pp. 207-231.</i> New lecturer development programmes: a case study of Scottish higher education institutions Bamber Veronica Walsh Lorraine Juwah Charles Ross David doi:10.1080/13664530600773069 Teacher Development, Vol. 10, No. 2. (July 2006), pp. 207-231. 2006-08-18T22:03:48-00:00 2006 Teacher Development 1366-4530 10 2 207 231 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/805712 <i>Teacher Development, Vol. 10, No. 2. (July 2006), pp. 233-247.</i> Nonnative English language teachers' perspective on culture in English as a Foreign Language classrooms Bayyurt Yasemin doi:10.1080/13664530600773366 Teacher Development, Vol. 10, No. 2. (July 2006), pp. 233-247. 2006-08-18T22:03:48-00:00 2006 Teacher Development 1366-4530 10 2 233 247 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/805711 <i>Teacher Development, Vol. 10, No. 2. (July 2006), pp. 249-270.</i> Starting schoolwhy girls are already ahead of boys Whitehead Joan doi:10.1080/13664530600773341 Teacher Development, Vol. 10, No. 2. (July 2006), pp. 249-270. 2006-08-18T22:03:48-00:00 2006 Teacher Development 1366-4530 10 2 249 270 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/655218 <i>Teacher Development, Vol. 10, No. 1. (March 2006), pp. 5-24.</i> It has always been my dream': exploring preservice teachers' motivations for choosing to teach Manuel Jackie Hughes John doi:10.1080/13664530600587311 Teacher Development, Vol. 10, No. 1. (March 2006), pp. 5-24. 2006-05-18T20:30:15-00:00 2006 Teacher Development 1366-4530 10 1 5 24 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/655217 <i>Teacher Development, Vol. 10, No. 1. (March 2006), pp. 25-42.</i> Initial teacher preparation for special educational needs: policy and practice in the North and South of Ireland Kearns Hugh Shevlin Michael doi:10.1080/13664530600587287 Teacher Development, Vol. 10, No. 1. (March 2006), pp. 25-42. 2006-05-18T20:30:15-00:00 2006 Teacher Development 1366-4530 10 1 25 42 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/655216 <i>Teacher Development, Vol. 10, No. 1. (March 2006), pp. 43-54.</i> Effective teaching: an elusive concept Hayes Denis doi:10.1080/13664530600587196 Teacher Development, Vol. 10, No. 1. (March 2006), pp. 43-54. 2006-05-18T20:30:15-00:00 2006 Teacher Development 1366-4530 10 1 43 54 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/655215 <i>Teacher Development, Vol. 10, No. 1. (March 2006), pp. 55-71.</i> The Staircase of teacher development: a perspective on the process and consequences of the unity and integration of self Berci Margaret doi:10.1080/13664530600587113 Teacher Development, Vol. 10, No. 1. (March 2006), pp. 55-71. 2006-05-18T20:30:15-00:00 2006 Teacher Development 1366-4530 10 1 55 71 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/655214 <i>Teacher Development, Vol. 10, No. 1. (March 2006), pp. 73-86.</i> Changing teaching and learning relationships through collaborative action research: learning to ask different questions Harrington Paula Gillam Katy Andrews Jane Day Christopher doi:10.1080/13664530600587147 Teacher Development, Vol. 10, No. 1. (March 2006), pp. 73-86. 2006-05-18T20:30:15-00:00 2006 Teacher Development 1366-4530 10 1 73 86 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/655213 <i>Teacher Development, Vol. 10, No. 1. (March 2006), pp. 87-103.</i> English language teachers' professional uses of email Kabilan Muhammad Kamarul Embi Mohamed Amin doi:10.1080/13664530600587238 Teacher Development, Vol. 10, No. 1. (March 2006), pp. 87-103. 2006-05-18T20:30:15-00:00 2006 Teacher Development 1366-4530 10 1 87 103 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/655212 <i>Teacher Development, Vol. 10, No. 1. (March 2006), pp. 105-116.</i> Students' perceptions of problembased learning Kumar Muthu Kogut Galyna doi:10.1080/13664530600587295 Teacher Development, Vol. 10, No. 1. (March 2006), pp. 105-116. 2006-05-18T20:30:15-00:00 2006 Teacher Development 1366-4530 10 1 105 116 Routledge, part of the Taylor & Francis Group http://www.citeulike.org/article/655211 <i>Teacher Development, Vol. 10, No. 1. (March 2006), pp. 117-143.</i> Maintaining interaction at the zone of proximal development through reflexive practice and action research Lisle Angela doi:10.1080/13664530600587303 Teacher Development, Vol. 10, No. 1. (March 2006), pp. 117-143. 2006-05-18T20:30:15-00:00 2006 Teacher Development 1366-4530 10 1 117 143 Routledge, part of the Taylor & Francis Group