In this essay I intentionally employ Nietzsche's genealogical method as a means to critique the complex concept of 'good' teaching, and at the same time reconstitute 'good' teaching in a form that is radically different from contemporary accounts. In order to do this, I start out by undertaking a genealogical analysis to both reveal the…

While recognising the nature and significance of the theoretical bases and dimensions of the range of theoretical orientations that inform the literature on global and international education, the central aim of this paper is to describe in a more concrete way "critical global education (CGE)", an approach to global education that seeks…

Implicit theories about the malleability of skills/abilities have been shown to predict learners' willingness to participate in learning opportunities. The authors examined whether college professors' implicit theories about the malleability of teaching skills predicted their willingness to engage in professional development (PD) related to…

This article presents our plans and initial work to explore how mathematics teacher education programs can prepare teachers for diverse middle grades classrooms. It describes the start-up of a five-year National Science Foundation project to design, develop, and test technology-enriched teacher preparation strategies to address equity in algebra…

Influenced by work on teacher beliefs, personal epistemology, teachers' knowledge, implicit theories, and motivation, we conducted a two-part investigation exploring preservice and practicing teachers' beliefs about teaching knowledge and teaching ability. Study I qualitatively examined 53 preservice and 57 practicing teachers' beliefs about…

This study assessed two global (general and collective) and seven domain-specific sets of teacher self-efficacy beliefs among 273 Chinese prospective and in-service teachers in Hong Kong. While teachers generally reported having the highest confidence in teaching highly able learners and the least confidence in classroom management, there were…

The purpose of this study was to develop and field-test the Technology Skills, Beliefs, and Barriers scale and to determine its validity and reliability for use with preservice teachers. Data were collected from 176 preservice teachers enrolled in a field-based teacher education program located at a major Southwestern university in the United…

The study was designed to compare the scaffolding skills of Korean teachers identified as developmentally appropriate practice (DAP) or inappropriate practice (DIP) in their beliefs before and after an in-service training experience. Based on DAP beliefs of 242 kindergarten teachers, 30 DAP and 30 DIP teachers were selected. Thirty (15 DAP, 15…

This qualitative two-year study traces the changes in beliefs and actions of four preservice teachers through the final two years of their university education program. Dialectical Theory of Socialization and Cognitive Dissonance Theory provide the theoretical framework. The findings show that three main factors affect the transfer of learning…

Peer coaching as an approach to faculty development is introduced. A 1.5-year formative assessment of one family physician's teaching practices and beliefs describes the process as a mechanism for improving clinical teaching skills. (SLD)