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Keazer, Lindsay M. – Theory Into Practice, 2023
In this article, I explore the impact of receiving mentorship into research and theory of the field that was guided by a social constructivist learning lens. I reflect on the ways that my conception of research and research agenda were framed subconsciously by early experiences investigating my secondary mathematics teaching practice under the…
Descriptors: Constructivism (Learning), Inquiry, Play, Teaching Methods
Keay, Jeanne K.; Carse, Nicola; Jess, Mike – Professional Development in Education, 2019
This article explores how ideas from complexity and ecological thinking have the potential to act as a conceptual lens to help us better understand, design and support teachers' long-term professional learning. Using primary physical education (PPE) as a curriculum context, the challenges of contemporary professional learning, particularly within…
Descriptors: Faculty Development, Physical Education Teachers, Reflective Teaching, Teaching Skills
Gander, Tim; Wintle, Philippa – New Zealand Journal of Teachers' Work, 2020
This article conceptualises and presents the authors' framework for critical reflection-on-action. 'He Anga Huritao' (translated as a 'framework for reflection') was developed as part of the dialogic discourse intended to transform how New Zealand beginning teachers reflect on their practice. The framework makes reference to concepts of teacher…
Descriptors: Foreign Countries, Beginning Teachers, Reflective Teaching, Social Justice
Farrell, Thomas S. C. – TESOL Press, 2020
How can teachers collect evidence about their teaching? This Reflective Question and many others await your discussion and analysis in this revised edition of TESOL Press's best-selling "Reflective Teaching," which explores different approaches to how teachers can reflect on their practice in second language classrooms. Farrell uses his…
Descriptors: Reflective Teaching, Second Language Instruction, Teaching Methods, Holistic Approach
Burgin, Stephen Randall – International Journal of Science Education, 2020
Authenticity is a term that has become ubiquitous within the field of science education, particularly when it relates to the practices of science. These practices are a key feature of science education reform documents in the US. However, a common definition of just what makes for the authentic doing of science is hard to come by and certainly…
Descriptors: Authentic Learning, Active Learning, Inquiry, Science Teachers
Pietros, Jennifer; Sweetman, Sara – PDS Partners: Bridging Research to Practice, 2020
Research practice partnerships (RPP) intend to blur the lines of traditional teacher and researcher roles. Teachers who participate in RPPs gain experiences in research activities such as identifying problems of practice, designing research methods and data collection tools, collecting and analyzing data. They learn to be critical consumers of…
Descriptors: Professional Development Schools, Partnerships in Education, Theory Practice Relationship, Educational Research
Sandoval, Jennifer – Journal of Communication Pedagogy, 2021
In light of a national reckoning with racism in the U.S., many instructors are assessing their own pedagogical practices with regard to handling these topics in their classrooms. In developing my authentic teaching philosophy over the course of 18 years, I have adapted many practices I used in my prior career in dispute resolution. To clarify, I…
Descriptors: Teaching Methods, Racial Bias, Controversial Issues (Course Content), Reflection
Lambert, Louise – Professional Development in Education, 2021
In this paper, I propose shifts in perspective and practice in initial teacher education from the reflective to the diffractive practitioner as a productive way of supporting new teachers to prepare for the complex and non-linear nature of teaching. The reflective practitioner is a figure deeply embedded in humanist and anthropocentric discourses,…
Descriptors: Preservice Teacher Education, Educational Practices, Teacher Competencies, Reflective Teaching
Isik-Ercan, Zeynep; Perkins, Kelley – Journal of Early Childhood Teacher Education, 2017
Drawing from sociocultural theories of learning and literature on reflection in educational contexts, this article describes reflective practices as a meaning-making and action engine to support early childhood education practitioners' professional knowledge, skills, and dispositions. We argue that the process of reflection requires a differential…
Descriptors: Reflective Teaching, Faculty Development, Early Childhood Education, Teacher Education
Beswick, Kim; Fraser, Sharon – ZDM: The International Journal on Mathematics Education, 2019
Teachers are increasingly being called upon to teach in ways that develop 21st century learning skills in their students. Various frameworks for 21st century learning have been proposed and while they differ, all agree on four components for development--creativity, collaboration, communication and critical thinking. Both individually and…
Descriptors: Mathematics Instruction, Teaching Methods, 21st Century Skills, Learning Processes
Allen, Melony; Webb, Angela W.; Matthews, Catherine E. – Theory Into Practice, 2016
This article defines the process of adaptive teaching in science, technology, engineering, and math (STEM). We assert that teachers who possess a well-developed STEM pedagogical content knowledge, a constructivist paradigm of teaching and learning, and an ability to draw on a vision while reflecting on and during teaching to help negotiate…
Descriptors: STEM Education, Science Instruction, Pedagogical Content Knowledge, Constructivism (Learning)
Abraham, Stephanie Lynn – Networks: An Online Journal for Teacher Research, 2017
This teacher inquiry project explored how I, a non-Spanish speaking teacher at the time, implemented critical, bilingual pedagogies to foster biliteracy development among my fifth-grade students. One, the project showed that students could further their biliteracy by incorporating their funds of knowledge through a family stories writing project.…
Descriptors: Teaching Methods, Multiple Literacies, Elementary School Students, Grade 5
Herczog, Michelle M. – Social Education, 2014
The College, Career, and Civic Life (C3) Framework for Social Studies State Standards calls upon social studies teachers to enhance the rigor of civics, economics, geography, history and the other social studies disciplines while building the critical thinking, problem solving, and participatory skills of students to help them become actively…
Descriptors: Social Studies, State Standards, Critical Thinking, Problem Solving
Devitt, Adam – Science and Children, 2011
State and national standards have shifted what science learning should be from "plug and chug" formulas, to deep understanding of natural phenomena, competence developing ideas through the inquiry process, and even communicating scientific ideas among their communities (NRC 2007). By inquiring into his own teaching endeavors, the author continues…
Descriptors: Science Instruction, National Standards, State Standards, Teaching Methods
Atkinson, Kim – British Columbia Ministry of Education, 2019
This revised Early Learning Framework is the culmination of a collaborative process that included early childhood educators, primary teachers, academics, Indigenous organizations, Elders, government, and other professionals. The first Early Learning Framework published in 2008 changed the landscape of early years practice in British Columbia. It…
Descriptors: Play, Child Development, Learning Processes, Inquiry