Reflection on teaching and learning is considered one of the most essential elements of teacher development. With the rise of multilingual learners in U.S. public schools, the role of critical reflection has become even more prominent in teacher preparation programs to disrupt preservice teachers' (PSTs) biases and stereotypes regarding these…

The purpose of this single-site case study was to examine the experiences of graduate teachers enrolled in a Reading Specialist Certification (K-12) program who engaged in literacy-related action research that was woven throughout their coursework. Qualitative data included 24 graduate teachers' video self-analyses, reflection blog entries, and a…

This study was an inquiry into the influence of action research on teachers' practice and an exploration of the idea that teaching is synonymous with learning. After 14 participants engaged in individual action research projects that were facilitated by the researcher, the qualitative method of narrative inquiry was used to gather data from the…

As part of a youth summer program--a partnership between a large Southeastern university and the local school district--middle-school-aged youth, preservice teachers, and doctoral candidates interested in arts-based literacy practices spent their mornings in June 2016 engaging in activities that both explored and expanded thinking around their…

In this article we consider the importance of reflective practice and research attitude for the professional development of in-service teachers. Nine teachers engaged in an international master's course (in a Belgium and French university) were interviewed to obtain self-narratives. The two year full-time master's course aims to develop skills in…

In this study, we compared the effects of a traditional teaching assistant (TA) training program to those of a specialized program, with a substantial intercultural component, for international graduate students. We expected both programs to result in an increase in international graduate students' teaching self-efficacy, observed teaching…

This paper examines the experience of an action research "Study Day" to investigate development of a culture of reflective practice among educators. Shared recognition of the importance of reflective practice in education is now a well-established part of both pre-service preparation and in-service work experience for educators. Osterman…

The Common Core State Standards (CCSS, 2010) as the latest initiative in the ongoing effort of educational reform in the United States reinforces the need to build the capacity of teachers as leaders and change agents. As such, graduate teacher leadership programs function to support and develop teacher leadership praxis. Although studies of…

The ability to work effectively with diverse student populations is increasingly important for student affairs practitioners as college campuses become more diverse in their student populations. A three part conceptual framework for developing multicultural competence was used to design a master's level course on multiculturalism and diversity.…

This description of a teaching self-study focuses on a graduate research course for classroom teachers in which two issues central to improving teaching practice were addressed. First, it details the process of examining course design and curriculum in search of the most effective strategies for training classroom teachers to do research. Second,…

This study analyzes the methods that teachers employ in written feedback to student writing and how the policies of the program and the teachers' embodied histories influence the strategies used. Data were gathered from 2 novice teachers as they taught their first graduate-level ESL writing course and consist of the teachers' feedback in addition…

Action research is an approach to enquiry that forges linkages between research and teaching, with each potentially informing the other in a responsive and creative cycle. This paper provides an overview of a pedagogic action research project which was undertaken in order to respond directly to learning needs expressed by a group of second year…

This study illustrates the use of analytic memos during the action research process as a space to support preservice teachers' emerging teacher identity and construction of practice through critical reflexivity. The authors reviewed 34 sets of analytic memos written by graduate preservice teachers by asking, "How are preservice teachers using the…

As professional development models of teacher education that allow for self-directed, collaborative, inquiry-based learning are increasingly replacing more traditional top-down models, researchers acknowledge the impact of teachers' reflective practices. Although many different types of reflective practices are reported, the differences across…

As academic interest grows around participatory action research there is a need to reflect on the ways in which universities are adapting to the presence of alternative research methodologies. This article examines the rapidly expanding field of participatory action research (PAR) as it relates to academic involvement in community research and…