Student-teachers’ emotionally challenging classroom events: a typology of their responses

Direct interaction with students operates as the main source of teachers’ job satisfaction as well as a cause of feelings of distress. Teaching student-teacher appropriate coping strategies might make direct interaction with students a source of greater job satisfaction. A typology has been developed of student-teachers’ responses to stressful classroom events in secondary education with four types of coping: “Varying”, “Being annoyed”, “Problem-solving” and “Avoiding” varying along two underlying dimensions: avoidance-approach and calmness-agitation. The coping types particularly differed in the way student-teachers approached, tolerated, avoided or ignored the classroom event, how agitated they were and the length of the coping response. Implications for teacher education are discussed to support student-teachers with more approach-coping strategies instead of avoidance-coping strategies. Teaching and Teacher Learning (ICLON

Students' learning outcomes in Massive Open Online Courses (MOOCs): Some suggestions for course design

Teaching and Teacher Learning (ICLON

A taxonomy for Massive Open Online Courses

Teaching and Teacher Learning (ICLON

Classroom action research on formative assessment in a context-based chemistry course

Teaching and Teacher Learning (ICLON

Scaffolding what, why and how?: A critical thematic review study of descriptions, goals, and means of language scaffolding in Bilingual education contexts

In bilingual education ‘scaffolding’ is used to describe support that allows learners to engage with content in a language they only partially know. Much remains unclear about the ways scaffolding is conceptualized in bilingual education research. This critical thematic review uses Van de Pol et al.’s (2010) distinction between scaffolding goals and means, as well as their characteristics of scaffolding to synthesize the various forms that scaffolding of language takes in the teaching practice of subject teachers teaching in bilingual secondary education contexts. Six characteristics of scaffolding were identified. Although ‘contingency’ has the status of necessary condition in recent literature on scaffolding in broader educational research contexts, this is not the case in bilingual education research. The review identified six means and four goals of scaffolding and suggests that there is a hierarchy of language scaffolding goals where focusing on disciplinary literacy presupposes a focus on content and language.NWO023.013.002Teaching and Teacher Learning (ICLON

Cultural distance in the workplace: Differences in work-related attitudes between Vietnamese employees and Western employers

Teaching and Teacher Learning (ICLON

Gender and gender role differences in student-teachers' commitment to teaching

Teaching and Teacher Learning (ICLON

A typology of educational democratic values: perspectives from teachers and students in Vietnamese secondary schools

Educational democratic (ED) values and their manifestation in school are related to the school context and the socio-political-cultural setting. In-depth interviews were conducted with nine participants, including two principals, four teachers, and three students in two secondary schools in Da Nang city, Central Vietnam. The participants indicated sixteen ED values, either instrumental (e.g., friendliness, autonomy) or terminal (e.g., fairness, equality). These ED values can be recognized in both formal and informal school spaces. The findings shed light on the Vietnamese stakeholders’ views on ED values, their manifestation, and their contribution to the democratic school, which could be a premise for further exploring stakeholders’ democratic commitment in the Vietnamese educational context.Teaching and Teacher Learning (ICLON