International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Bullough Jr. Robert V.
Page 1/2
12 items
1
Considerable attention over the past several years has been given to empathy as a desirable teacher disposition.
Situating empathy in a slice of the research on dispositions, the author identifies and explores several problems surrounding empathy related to expectations, definitions, measurement, inferential accuracy, and the realization of social justice.
An argument is made for listening to learn as an alternative to empathy as a teaching disposition and virtue. More
Published: 2019
Updated: Aug. 20, 2020
2
In this personal essay, the author describes developments within teacher education in the USA over a 40-year period. Beginning with his work within teacher education as a graduate student and moving across time, he describes major movements in teacher education. The author concludes that most teacher educators find themselves working under an ever-present and threatening regulatory gaze. Furthermore, in the USA, filling up expensive and rapidly evolving data management systems to document quality is substitute for the pursuit of quality. More
Published: 2014
Updated: Jun. 20, 2016
3
This article provides a rhetorical analysis of Preparing Teachers publication reveals then critiques’ key assumptions that are shaping policies and current reform efforts in teacher education, including changes in U.S. teacher accreditation.
Published: 2014
Updated: May. 04, 2016
4
Mentoring and New Teacher Induction in the United States: A Review and Analysis of Current Practices
This article reviews induction and mentoring programs in the three most populous states, California, New York, and Texas, and one of the smallest, Utah. The author describes the trends in mentoring programs in the United States and discusses the results of these programs. Finally, the article identifies the gaps in the research literature. More
Published: 2012
Updated: Mar. 10, 2014
5
In this paper, the author reviews a set of articles on ethical and moral matters in teaching and teacher education previously published by Teaching and Teacher Education. The author used several research questions to organize this review. In the end, the author concludes his comments from the review regarding these questions. More
Published: 2011
Updated: Sep. 27, 2011
6
The author analyzed a set of 10 transcripts of Teacher Work Sample scoring conversations to identify patterns in scorer interaction. Interactive rules and strategies are identified and implications and cautions offered for the use of work samples, particularly for high-stakes assessment. More
Published: 2010
Updated: May. 25, 2010
7
In this article, the author suggests parables as means for enlivening teacher education and for stretching understanding. The author starts by offering a definition of parables. Then, the author presents an analysis of three examples—The Storm, The Sower, and The Fish and the Turtle—to illustrate some of the rich interpretative possibilities they offer for thinking critically and imaginatively about teaching and learning. Finally, the author considers a few reasons why parables have potential for enhancing teacher education, including as a means for exploring moral commitments and beliefs and for generating theories about teaching and learning. More
Published: 2010
Updated: Apr. 27, 2010
8
In this paper, the authors investigate and critique education and teacher education as disciplines against the backdrop of teaching as a form of human flourishing connected to the virtue of eudaimonia, a kind of happiness.
Published: 2009
Updated: Jul. 20, 2009
9
The goal of this study was to shed light on mentor teachers' perceptions of their roles and responsibilities and to contrast their understandings with a normative view of mentoring (Goldsberry, 1998; Hawkey, 1997). The authors hypothesized that the mentor teachers' perceptions would likely differ from established conceptions of this construct. This difference has significant implications for mentor preparation and university collaboration. More
Published: 2008
Updated: Feb. 02, 2009
10
The authors explore how differences in cognitive complexity were related to role expectations, conceptions of teaching problems, and the use of evidence for justifying beliefs. They draw on data from a US study of nine mentors and mentees, including mentee scores on the Reasoning about Current Issues (RCI) Test, which offers a measure of cognitive complexity. More
Published: 2008
Updated: Jan. 26, 2009