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Salinas Grandy, Cristina – ProQuest LLC, 2016
Preparing the next generation of teachers to prepare students for the 21st Century is a challenging endeavor. Teacher candidates need to possess critical thinking and evidence-based pedagogical skills. It is believed that teacher reflection is the cornerstone to making informed decisions and timely modifications to daily instruction…
Descriptors: Reflective Thinking, Thinking Skills, Critical Thinking, Case Studies
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Cobb, Cam; Sharma, Manu – Journal of the Scholarship of Teaching and Learning, 2015
What is social justice-informed co-teaching? Why is it important? How can social justice pedagogy deepen co-teaching practices? What are the key challenges and possibilities open to teachers and learners involved in a social-justice informed co-teaching experience? These questions are useful to ask as they begin to address new pedagogical…
Descriptors: Social Justice, Teacher Collaboration, Teacher Education Programs, Holistic Approach
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Shabeeb, Lina El Ashi; Akkary, Rima Karami – Professional Development in Education, 2014
This article examines the in-house professional development program in a private school in Lebanon and the approach it adopts to train teachers on reflective practice. It identifies the contextual factors in the school that teachers perceive as supporting their professional learning of reflective practice, and investigates the teachers'…
Descriptors: Foreign Countries, Faculty Development, Private Schools, Reflective Teaching
Griffin, Rosarii, Ed. – Symposium Books, 2012
In the drive to achieve universal primary education as one of the Millennium Development Goals, there is an increasing recognition of the urgency of focusing on teacher education to both meet the demand for more than one million qualified teachers required to achieve this goal within sub-Saharan Africa, as well as to combat the sometimes poor…
Descriptors: Foreign Countries, Developing Nations, Capacity Building, Educational Research
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Chubbuck, Sharon M. – New Educator, 2008
This case study explores the reality shock experienced by a White novice teacher, committed to socially just teaching, in her first year in an urban context. The apparently successful novice held three beliefs about her practice and herself: that socially just teaching was a holistic practice; that it could and should be done "right"; and that,…
Descriptors: Beginning Teachers, Social Justice, Teacher Educators, Theory Practice Relationship
Bruneau, Beverly J. – 1989
This study was conducted to describe the process of reflective coaching as a means of assisting a kindergarten teacher in developing her own kindergarten program in which she stated she wished to begin to incorporate new strategies based on emergent literacy research. A kindergarten teacher and a teacher educator/researcher participated in the…
Descriptors: Case Studies, Classroom Research, Emergent Literacy, Holistic Approach