Educational research of the 1990s and beyond has challenged earlier conceptions concerned with the capacity of teachers, and formal education generally, to make a difference in the lives of students. Highly interventionist studies (cf. Newmann, 1996; Darling-Hammond, 1997) were conducted in the USA that tested, against virtually every category of disadvantage, whether a particular approach to t...

In this paper we describe the main lines of a teacher preparation model aiming to promote a culture of sharing and re-use of educational resources. Our methodology is based on the analysis of conceptions of trainee teachers as concerns the production and reuse of educational modules and on the use of a collaborative environment, especially designed to support the construction and development of...

Teachers’ conceptions of giftedness influence which students they identify as gifted and how they behave towards these students. Research findings are mixed, showing an overall positive, negative, or ambivalent view that considers gifted students as intellectually strong, but socio-emotionally inferior. Such misconceptions might lead teachers to focus on their students’ perceived socio-emotiona...

Written feedback can facilitate students’ learning in several ways. However, the teachers’ practices of written feedback may be affected by various factors. This study aimed to explore the nurse teachers’ accounts of their perceptions and practices of providing written feedback. A descriptive exploratory design was employed in the study. A purposive sample of 12 teachers from nursing institutio...

In view of the paucity of evidence on teachers’ conceptions of teaching English an International Language (EIL), the present study used panel discussions to investigate the beliefs of 10 native and 10 non-native English-speaking teachers about their roles in teaching English in the EIL contexts and the perceptions of EIL. The findings revealed that some aspects of teachers’ beliefs about their ...