Journal Contents: International Journal of Teacher Education and Professional Development (IJTEPD)

Volume 3 (2020)
Issue 1
Article 1
Capstone Course: A Qualitative View Into Instructor's Role and Teaching Practices (pages 1-14)
Roofia Galeshi (Radford University, Radford, USA), Jung-ah Choi (Saint Peter's University, Jersey City, USA)
Article 2
Article 3
Pre-Service Teachers' and Instructors' Reflections on Virtually Afforded Feedback During a Distant Teaching Practicum Experience (pages 42-59)
Stella Hadjistassou (University of Cyprus, Nicosia, Cyprus), Maria Iosifina Avgousti (University of Cyprus, Nicosia, Cyprus), Christopher Allen (Linnaeus University, Växjö, Sweden)
Article 4
Levels of Aspiration to Use Digital Tools and Performance in an Educational Technology Course (pages 60-72)
Lukuman Kolapo Bello (University of Ibadan, Ibadan, Nigeria), Lateefat Folake Hamzat (Federal College of Education, Abeokuta, Nigeria)
Article 5
“You Want Me to Lead?”: A Case Study of Pre-Service Teachers in an International Applied Learning Context in Belize (pages 73-87)
Meredith Jones (University of North Carolina at Wilmington, Wilmington, USA), Susan Catapano (University of Nebraska Kearney, Kearney, USA)
Article 6
Close the Achievement Gap With Professional Development (pages 88-101)
Ying Wang (Mississippi Valley State University, Itta Bena, USA), Duane Shuttlesworth (Delta State University, Cleveland, USA)
Article 7
Improving Indian Teachers' Readiness to Adopt New Methodologies: Role of Learner-Centered In-Service Training (pages 102-120)
Nandini Narayanan (Tata Institute of Social Sciences, Mumbai, India)
Article 8
Inclusive Approach to Education for Children With Disabilities: Evidence From BRAC's Practices in Bangladesh (pages 121-139)
Shekh Farid (Bangladesh Bureau of Statistics (BBS), Dhaka, Bangladesh), Mamata Mostari (Islamic University, Kushtia, Bangladesh)
Issue 2
Article 1
Increasing Knowledge of Autism Spectrum Disorders Among Urban Special Educators in Tanzania: Results From Three Teacher Training Workshops (pages 1-18)
Nilofer C. Naqvi (Iona College, USA), Sarah J. E. Wong-Goodrich (Iona College, USA), Amanda Martinage (OMPACO, USA), Sarah L. Gordon (Iona College, USA), Jacqueline A. DeCuffa (Iona College, USA), Martha Collins (OMPACO, USA)
Article 3
Developing Learning Trajectories for Teacher Learning: Learning Trajectories for Teachers (pages 33-46)
Anna Bargagliotti (Loyola Marymount University, USA)
Article 4
STAD Cooperative Pedagogy in Teaching English First Additional Language in KwaZulu-Natal Secondary Schools (pages 47-64)
Samual Amponsah (University of Ghana, Ghana), Micheal M. van Wyk (University of South Africa, South Africa)
Article 5
Teachers' Experience in Schools in New Ethnic Communities: An Exploratory Study (pages 65-78)
Alfred Kuranchie (Catholic University College of Ghana, Ghana)
Article 6
Turning Around Colleges of Education: Lessons From Two Case Studies (pages 79-91)
Charles P. Ruch (Boise State University, USA)
Volume 2 (2019)
Issue 1
Article 1
A Critical Review of EFL Teacher Supervision Models (pages 1-11)
Ismael Louber (University of Exeter, Exeter, UK)
Article 2
Constructing Identities in Online Encounters: A Study on Finnish and Greek Young Students' Digital Storytelling Practices (pages 12-29)
Marianna Vivitsou (Department of Teacher Education, University of Helsinki, Helsinki, Finland)
Article 3
Designing a Unit Assessment Using Constructive Alignment (pages 30-51)
Japhet E. Lawrence (Faculty of Arts and Education, Deakin University, Australia)
Article 4
Open Educational Resources in Teacher Preparation Programs: Teacher Candidates' Perceptions of Open Textbooks (pages 52-65)
Alesha D. Baker (Northeastern State University, Broken Arrow, USA)
Article 5
Teaching Large Classes: Engaging Students Through Active Learning Practice and Interactive Lecture (pages 66-80)
Japhet E. Lawrence (Faculty of Arts and Education, Deakin University, Melbourne, Australia)
Article 6
Issue 2
Article 1
Field-Based Learning for Minority Educators: Developing Situationally Relevant Self-Awareness Practices in the Field Experience (pages 1-23)
Rebecca J. Blankenship (Florida Agricultural and Mechanical University, Tallahassee, USA), Paige F. Paquette (Troy University, Troy, USA), Cheron H. Davis (Florida Agricultural and Mechanical University, Tallahassee, USA)
Article 2
What If We Can't Apply What We Have Learned?: Reflections of an IB Science Teacher Candidate (pages 24-36)
Lucila T. Rudge (University of Montana, Missoula, USA), Althea M. Gyde (University of Montana, Missoula, USA)
Article 3
Preparing Pre-service Early Childhood Candidates for Diverse Classrooms: The Open Doors Program (pages 37-52)
Natalie Young (Northern Illinois University, DeKalb, USA), Gregory James Conderman (Northern Illinois University, DeKalb, USA), Myoungwhon Jung (Northern Illinois University, DeKalb, USA)
Article 4
EFL Instructors' Perceptions Regarding Conducting Action Research (pages 53-67)
Eftima Khalil (Bahcesehir University, Istanbul, Turkey)
Article 5
A Head-Start to Teaching: Exploring the Early Field Experiences in Pre-service EFL Education in Turkey (pages 68-84)
Rabia Hos (University of Rhode Island, South Kingstown, USA), Halil Ibrahim Cinarbas (Middle East Technical University, Ankara, Turkey), Hatice Yagci (Middle East Technical University, Ankara, Turkey)
Article 6
A Phenomenological Study of Pre-Service Teachers' Perceptions of Completing ESOL Field Placements (pages 85-101)
Kelly M. Torres (The Chicago School of Professional Psychology, Chicago, USA), Meagan C. Arrastia-Chisholm (Valdosta State University, Valdosta, USA), Samantha Tackett (Florida State University, Tallahassee, USA)
Article 7
Understanding Teachers' Knowledge and Perceptions on Writing Through a Self-Regulated Strategy Development (SRSD) Professional Development Opportunity (pages 102-121)
Yuko Iwai (University of Wisconsin-La Crosse, La Crosse, USA), Leslie Rogers (University of Wisconsin-La Crosse, La Crosse, USA), Debra McKeown (Texas A&M University, College Station, USA), Mary Brindle (University of New Mexico (former), Albuquerque, USA)
Volume 1 (2018)
Issue 1
Article 1
A Study on Effectiveness of Student Professor Relationship: With Special Reference to Colleges in Bangalore (pages 1-20)
V Chitra (Kristu Jayanti College, Bangalore, India), Ritty Francis (St. Joseph's College, Bangalore, India)
Article 2
A Self-Study of Factors Affecting the Collaboration Between University and School Professionals (pages 21-35)
Lucila T Rudge (University of Montana, Missoula, USA)
Article 3
Article 4
School Ready: Helping Families to Plan, Practice, and Prepare for School (pages 48-57)
Cheryl Ann Slattery (Shippensburg University, Shippensburg, USA)
Article 5
Teaching English Language Learners: A Mainstream Response to Rural Teacher Preparation (pages 58-75)
Kelly Moser (Mississippi State University, Starkville, USA), Daina Zhu (Mississippi State University, Starkville, USA), Ha Nguyen (Mississippi State University, Starkville, USA), Emily Williams (Mississippi State University, Starkville, USA)
Article 6
Examining the Psychometric Properties of the Standards Assessment Inventory (pages 76-88)
William Merchant (University of Northern Colorado, Greeley, USA), Kaita Ciampa (Widener University, Chester, USA), Zora Wolfe (Widener University, Chester, USA)
Issue 2
Special Issue on the Assessment of Diversity in Higher Education
Guest Editorial Preface
S. Vighnarajah (English Language and Communication Department, UCSI University, Kuala Lumpur, Malaysia), Nor Aziah Alias (MARA University of Technology, Shah Alam, Malaysia)
Article 1
Assessment of Diversity Through Student Isolation: Qualitative Investigation of Academic, Social, and Emotional Isolation (pages 1-13)
S. Vighnarajah (English Language and Communication Department, UCSI University, Kuala Lumpur, Malaysia), Lim Shing Yu Jolene (English Language and Communication Department, UCSI University, Kuala Lumpur, Malaysia)
Article 2
Regression Analysis on the Effect of Lecturers' Competencies on Students' Performance (pages 14-28)
Choi Sang Long (Raffles University Iskandar, Johor Bahru, Malaysia), Ng Chiaw Gee (Amity Global Institute, Singapore)
Article 3
Blended Learning Strategies for Engaging Diverse Student Cohorts in Higher Education (pages 29-45)
Josh McCarthy (University of South Australia, Adelaide, Australia)
Article 4
Using Computer-Based Assessment and Feedback: Meeting the Needs of Digital Natives in the Digital Age (pages 46-71)
Akrum Helfaya (Keele Management School, Keele University, Keele, UK & Damanhour University, Damanhur, Egypt), James O'Neill (Keele Management School, Keele University, Keele, UK)
Article 5
Creating and Assessing Faculty Training on Global, Intercultural, and Inclusive Practices (pages 72-86)
Bryan Waite (Utah Valley University, Orem, USA), Janet Colvin (Utah Valley University, Orem, USA)