This mixed-methods research study explores the potential relationship between the teacher self-efficacy and pedagogical conceptual change. The study context was a drama-based instruction professional development model that specifically sought to facilitate pedagogical conceptual change. Significant differences were present between elementary and…

This study systematically tracked a group of 37 pre-service teachers' evolving beliefs about and perceptions of themselves and their experiences from the initial data collection prior to any experiential base in schools through the varied phases of their professional placements involving steadily increasing levels of professional responsibility.…

Videotape and participant observation were used to document an American high school teacher workgroup's experience with collaborative teacher inquiry and to monitor changes in practice through two cycles of instructional planning, classroom implementation, and reflective analysis. Detectable changes in practice were observed, including a…

The literature on teacher uncertainty suggests that it is a significant and perhaps inherent feature of teaching. Yet there is disagreement about the effects of these uncertainties on teachers as well as about the ways that teachers should regard them. Recognition of uncertainties can be viewed alternatively as a liability or an asset to effective…

Most reading methods courses taught in the United States do little to change student teachers' actual classroom instruction because new pedagogies are not practiced in a structured, supportive, closely supervised manner. This lack of practice results in failure to develop strong feelings of self-efficacy during university courses. Because literacy…

This paper examines the role of resilience in teacher effectiveness. The concept of resilience is located in the discourse of teaching as emotional practice and is found to be a multidimensional, socially constructed concept that is relative, dynamic and developmental in nature. The paper draws upon findings from a four year research project which…

This study aims at identifying indicators of schoolteachers' professional development by learning teachers' perceptual and thinking capabilities of classroom events as reflected in their comments. The analysis of comments produced by novice and expert teachers on videotaped lesson activities, based mainly on the grounded theory strategy, revealed…