This study aims to understand the patterns of conduct, forms of action, role construction, role performance and institutional nexus of behavior that characterize the social role of academics and students in undergraduate Accounting courses through the adoption of active methods for education. A qualitative, multiple case study was developed…

The global status of English as a lingua franca necessitates effective English language teaching (TEFL) to meet the demands of the global economy and social development. This article explores key principles for effective TEFL, grounded in a sophisticated theoretical framework that integrates cognitive, sociocultural, and constructivist…

To become a better teacher, teachers are encouraged to practice 'a reflective mind' to have an insight of what is going on in the classroom and decipher what works and would not work (Farrell, 2018). Teachers, the English language teachers in particular, are likely to face many challenges not only in the global economy and competitive market of…

Too often, professional development (PD) sessions consist of little more than delivering lists of things teachers should know and should be doing. There is little to no follow up. There are few opportunities to think about how to adapt and apply the learning to fit your own classroom context, or to try it out and compare outcomes with fellow…

This article describes Children's Museum of Pittsburgh's multi-phase approach to developing professional development (PD) for its maker educators. Researchers engaged maker educator staff in research-practice partnerships at each stage of the process, with the intention of supporting maker educators in developing their practice. Grounded in…

Education philosopher Wilfred Carr points to the importance of engagement in the debates on the central issues in education, but not "about" education, rather "for" education. In this essay, we extend this position into the realm of management education by critiquing the disappointing outcomes of traditional approaches to…

Effective music educators often recognize that there is more than one way to teach a musical objective and understand that a specific approach may be more appropriate than another in a given setting. To meet contemporary demands, music educators need to be smart--understanding the nuances of various theories of learning, savvy--understanding their…

Results of research conducted to inform design of a professional development package for teachers involved in a preventative education, 'Keeping Safe', pilot (currently being evaluated via Randomised Control Trial) in Northern Ireland primary schools are presented. SNAP online survey technology was used to gather the views of 318 mainstream and…

This contribution explores the relationship between teaching practices, teaching discourses and teachers' implicit representations and mental models and the way these dimensions change through teacher education (T.E). In order to study these relationships, and based on the assumptions that representations underlie teaching practices and that T.E…

In this engaging book, the authors share stories from their practice and research about several young children with a variety of developmental delays and disabilities and their teachers. They explore the ways that teachers and children respond in real classrooms to real challenges, examining both those opportunities that are capitalized on as well…

This study investigates the claim that effective teacher behaviour is rooted in teacher beliefs about the nature of knowledge, learning and ability. A longitudinal design was used to obtain data on student teachers' epistemic beliefs, instructional preference and teaching competence. Results from statistical analyses show that there were…

Despite tertiary institutions acknowledging that reflective practice is an essential component of undergraduate dance teacher training, there is often a disparity between the tertiary students' reflective skills and the more sophisticated reflective ability needed to navigate the twenty-first-century workforce. This paper charts the evolution of a…

As an educator I am responsible for my professional development and the professional development of all educators with whom I have scholarly encounters. These encounters involve making a difference in the professional lives of other members of society, for example, in an educational setting with a view to transforming such a society, and…

Culturally responsive pedagogy, as defined by one of the most prominent authors in the field, Geneva Gay (2002), is "using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively". Culturally responsive pedagogy can be thought of, then, as teaching practices that…

Using the example of student-generated midterm exams produced during a university classroom exercise, this narrative account examines student-centered pedagogy from both the university faculty and student perspectives. The central question revolved around how to actively engage a community of diverse university students from different academic,…