Section archive - Trends in Teacher Education

This study probes teachers' attitudes toward parental involvement in schools as a function of four types of school governance as suggested by Bauch and Goldring. Participants of the study included headteachers, chairpersons of parents' committees, and teachers of 11 primary schools in a medium-sized town in Israel.A discriminant analysis found different profiles of teachers' attitudes toward parental involvement: resistant and negative attitudes characterized schools where parents were empowered.

The major aim of this study is to expose attitudes, ideas, beliefs, feelings, and insights that veteran theatre teachers may have experienced in referring to their work, to their life career, and to their own selves. Analyzing the musings of experienced theatre teachers is a way to discover that there are identifiable parameters involved in the formulation of an experienced teacher's identity. Studying the identity of veteran theatre teachers is assigned, in this respect, to the role they play in the 'game' of teaching.

This article attempts to identify the distinctive qualities of successful veteran teachers, referred to as “expert teachers”, which separates them not only from novice teachers but more importantly from experienced non-expert teachers. Based on earlier case studies, this article maintains that the critical differences between expert and non-expert teachers are manifested in three dimensions: their ability to integrate aspects of teacher knowledge in relation to the teaching act; their response to their contexts of work, and their ability to engage in reflection and conscious deliberation. The data drawn on in this article consist of case studies, spanning 18 months, of four ESL teachers in Hong Kong.

The schools' inspection regime in England has shifted in recent decades from a focus on external assessment of practice to a scrutiny of external data and schools' self-evaluation.It was culminated in a normative system based on self-surveillance by school senior managers. This model of inspection is now being extended to providers of initial teacher education. A qualitative analysis of this template demonstrates its attempt to normalize and manage the development of initial teacher education programs.