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This qualitative study investigates teachers' emotion regulation strategies in coping with discipline issues in primary and secondary schools. Semi-structured interviews were conducted with 24 Israeli teachers, 12 from each level of education. Findings indicate that teachers at both levels of education used several similar strategies to regulate their emotions in coping with issues of discipline, but situation modification and reappraisal of the emotional stimulus were the most frequently reported strategies by primary school teachers. Masking, self-talk, and rumination were most frequently reported by secondary school teachers. The theoretical and practical implications of the findings are discussed. • 24 teachers, 12 from each level of education, participated in a qualitative study on emotion regulation strategies in discipline issues. • Both levels of education employed similar strategies, but variations in specific techniques were noted. • The study found that primary school teachers commonly used situation modification and reappraisal to regulate emotions. • Secondary school teachers frequently used suppression of expression, self-talk, and rumination to cope with discipline challenges. • The study discussed the theoretical and practical implications of the findings. [ABSTRACT FROM AUTHOR]

The study investigated male primary school trainee teachers’ barriers and motivations for their profession. Six male trainee primary school teachers were interviewed and data were analysed thematically. Three themes arose relating to potential barriers; physical contact; experiencing negative outsider perceptions; and working within a female orientated environment. Three themes demonstrated that barriers could be overcome if participants perceived the profession as a constructive career; had positive experiences of working in a supportive environment; and were seen as effective role models. Primary teacher training courses should not only aim to reduce barriers but also highlight the positive aspects that enhance motivation. [ABSTRACT FROM AUTHOR]

This paper examined the relationship between 41 primary teachers' self-efficacy and inclusive education practices across New South Wales, Australia. Thematic analysis was employed to examine and probe the qualitative data. Findings reveal that while teachers with high and low efficacy had similar conceptual understanding about inclusive education, their teaching practices differed. Informing teachers about what inclusive education is may only have limited impact on teachers' actual inclusive education practices. More support in how teachers can apply the concept of inclusive education to practice may be needed so that their beliefs in their capabilities to teach inclusively are fostered and bolstered. • Low and high efficacy teachers held similar philosophical understanding about inclusive education. • High efficacy teachers' practices focus on student success, accessibility and building confidence. • Low efficacy teachers' practices focus on behaviour management, regularly viewing the differences among students. [ABSTRACT FROM AUTHOR]

Abstract: This study describes and analyses the conceptions of primary teachers and secondary teachers of Physics–Chemistry, Biology–Geology and Geography–History with respect to the concept of heritage and its teaching and learning, taking the model of teacher-researcher as the theoretical referent. The data collection instrument used was a questionnaire, designed on the basis of categories that in turn were used for the analysis of the resulting data. The results show a high degree of homogeneity in pedagogic content knowledge, in contrast to the heterogeneity of the conceptions with respect to purely content knowledge. [Copyright &y& Elsevier]

In this study we explored the relationship between teacher enjoyment of teaching mathematics, their attitudes towards student struggle, and the amount of time teachers spent teaching mathematics. Ninety-eight primary educators were surveyed regarding their attitudes and behaviors towards mathematics instruction. Hierarchical regression analyses revealed that teacher enjoyment of teaching mathematics explained variance in both teacher attitudes towards student struggle and instructional time spent on mathematics, even after relevant educator characteristics were accounted for. Findings suggest that teacher enjoyment of teaching mathematics in the early primary years has important implications for both the quality and quantity of mathematics instruction students receive. • Enjoyment of teaching mathematics was strongly related to teacher attitudes towards student struggle (r = 0.52). • Enjoyment of teaching mathematics was related to instructional time spent on mathematics (r = 0.25). • A reliable measure of teacher attitudes towards student struggle in mathematics was developed (α = 0.74). [ABSTRACT FROM AUTHOR]