Teachers and Teaching: Global Practices, Challenges, and Prospects


Lori A. Caudle (Editor)
College of Education and Allied Professions, Department of Human Services, Birth-Kindergarten Program, Cullowhee, NC , US

Series: Education in a Competitive and Globalizing World
BISAC: EDU029000

This book chronicles global issues, related practices, and future prospects in teaching and teacher education. The chapters include comprehensive discussions of literature, research, and visions for education that are applicable around the world. This book evidences how each challenge leads to opportunities for positive change. Several of the chapters highlight characteristics of high-quality, ongoing professional development that is based on the day-to-day experiences of pre-/in-service teachers. This method to teacher education has been shown to contribute to the development of new knowledge and practice in meaningful and sustainable ways. This book also discusses school improvement, and specifically the need to revamp typical approaches to support an integrated model of education, thus improving the overall well-being of students and teachers. In an era of high stakes and accountability, how teachers handle the excessive demands of teaching and remain grounded in their practice is influenced by their beliefs, sense of competence, and individual use of coping strategies. Further, the environments of schools and educational centers substantially impact teachers’ well-being. Some of the chapters in this book explore these concepts in profound ways. With increased globalization, identifying research-based strategies designed for foreign language teaching, and how students learn best is also warranted. Several chapters in this book describe considerations that must be made when approaching foreign language teaching and learning. As evidenced in the contributions to this book, educators and administrators should carefully consider the implications of worldwide research when contemplating educational reform, whether it be at the individual classroom or district-wide level. Overall, this book demonstrates how strong connections between theory and practice support a practical, educated, and concerted approach to challenges that emerge in teaching and learning contexts.

Table of Contents

Table of Contents


Chapter 1. Is In-Service Teacher Training Useful? Applying the Transfer of Learning Factors Model in Mexican Schools
(Carla Quesada-Pallarès, PhD, Anna Ciraso-Calí, Edith Mariana Rebollar-Sánchez, PhD, and Miren Fernández-de-Álava, PhD, University of Vic, Central University of Catalonia, Catalonia, Spain)

Chapter 2. Examining Personalized Professional Development and Its Influence on Teacher Knowledge, Teaching Practices, and Reading Comprehension Instruction in the Upper Elementary Grades
(Sarah Clark, PhD, Brigham Young University, Provo, Utah, US)

Chapter 3. Teachers’ Views on the New Teaching, Learning, and Assessment Methodologies
(Tebogo Mogashoa, EdD, University of South Africa, Pretoria, South Africa)

Chapter 4. Field Experience in the Mirror of Partnership: Insights from a Personal-Professional Journey
(Bilha Bashan, PhD, Talpiot College of Education, Holon, Israel)

Chapter 5. Partnerships to Support Student Teacher Learning during Practicum
(Lyn McDonald, EdD, University of Auckland, Auckland, New Zealand)

Chapter 6. Practices and Challenges in an Undergraduate Teachers’ Course: Modeling-Based Learning and Peer Assessment in Science
(Pantelitsa Karnaou, Olia E. Tsivitanidou, PhD, Michalis Livitziis, Christiana. Th. Nicolaou, PhD, and Costas P. Constantinou, PhD, University of Cyprus, Nicosia, Cyprus, and others)

Chapter 7. An Analysis of the Development of a School-Based Curriculum
(Yuan-Chuan Cheng PhD and Yin-Che Chen, PhD, National Tsing Hua University, Hsinchu, Taiwan)

Chapter 8. Positive Education: Theory, Practice, and Challenges
(Rose Pennington, Alexander Seeshing Yeung, PhD, Anthony Dillon, PhD, and Toni Noble, PhD, Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, Australia)

Chapter 9. Implementation of the Beghetto-Kaufman-Baer Approach to Creativity and the Four-C Developmental Trajectory in Common Core Foreign Language Classrooms
(Mohammad Ali Salmani Nodoushan, PhD, Iranian Institute for Encyclopedia Research, Tehran, Iran)

Chapter 10. The Ways Non-Native Foreign Language Teachers Enhance Creative Language Learning
(Krzysztof Polok, PhD, University of Zilina, Zilina, Slovakia)

Chapter 11. Teaching Listening: Meta-Synthesis of Research in Theoretical Conceptions and Practices from 2000 to 2017
(Chiew Hong, PhD, Nanyang Technological University, Singapore)

Chapter 12. Learners with Sensory Integration Disorders in English Foreign Language Lessons
(Izabela Bieńkowska, University of Bielsko-Biala, Bielsko-Biala, Poland)

Chapter 13. Attitudes Towards Communicative Language Teaching and Perceptions of Its Implementation Difficulties: Which One Determines Language Teachers’ Teaching Style?
(Mehrak Rahimi, PhD, and Farhad Naderi, English Department, Shahid Rajaee Teacher Training University, Tehran, Iran, and others)

Chapter 14. Professional Identity Development of Teachers: Does a Safe Environment Help or Hinder?
(Sarah Turner, PhD, and James Moran, Centre for the Academic Practice, Loughborough University
England, UK)

Chapter 15. Supporting Teachers’ Sense of Competence: Effects of Perceived Challenges and Coping Strategies
(Manuela Keller-Schneider, PhD, Alexander Seeshing Yeung, PhD, and Hua Flora Zhong, PhD, Zurich University of Teacher Education, Zurich, Switzerland, and others)


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