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Direct linkMarguet, Natalie; Wilson, Hannah – Action Learning: Research and Practice, 2021
Action learning is seen under many guises, being adapted into different contexts (Marsick and O'Neil [1999. "The Many Faces of Action Learning." "Management Learning" 30 (2): 159-176.]). This is especially true in higher education, due to the divergent requirements and challenges of multiple action learning programmes and…
Descriptors: Active Learning, Instructional Design, Business Schools, Foreign Countries
Download full textGulistan Gursel-Bilgin – Australian Journal of Teacher Education, 2023
This study examines the commitments of an alternative teacher education program in linking theory and practice, one of the most prominent problems of the field. This qualitative phenomenological study drew from semi-structured interviews with seven faculty members and associate instructors, electronic surveys with seven program students,…
Descriptors: Alternative Teacher Certification, Theory Practice Relationship, Program Design, Teacher Education Programs
Kumar, Swapna; Pollard, Rhiannon; Johnson, Melissa; Agaçli-Dogan, Nihan – Innovations in Education and Teaching International, 2021
This article focuses on online research group supervision in an online doctoral programme. The analysis of interviews with 10 graduates supervised online in research groups of 4-6 students during the dissertation process highlighted how supervisors structured and supported individual and group research development and progress, leading to…
Descriptors: Supervision, Doctoral Students, Student Research, Cooperative Learning
Sharon Friesen; Michele Jacobsen – International Journal of Designs for Learning, 2021
Faculties of Education in North America are experiencing an increase in demand for professional graduate programs that provide flexible and accessible research pathways for working professionals. Our School of Education offers high quality professional graduate programs that increase access and respond directly to complex needs and problems of…
Descriptors: Instructional Design, Graduate Study, Active Learning, Blended Learning
Reiser, Brian J.; Michaels, Sarah; Moon, Jean; Bell, Tara; Dyer, Elizabeth; Edwards, Kelsey D.; McGill, Tara A. W.; Novak, Michael; Park, Aimee – Journal of Teacher Education, 2017
The vision for science teaching in the Framework for K-12 Science Education and the Next Generation Science Standards requires a radical departure from traditional science teaching. Science literacy is defined as three-dimensional (3D), in which students engage in science and engineering practices to develop and apply science disciplinary ideas…
Descriptors: Science Instruction, Faculty Development, Expertise, Communities of Practice
Ahmadi, Parviz; Samad, Arshad Abd. – English Language Teaching, 2015
Oral academic discourse socialization refers to a process through which students learn about the conventions and practices of their disciplinary fields while doing academic spoken practices. In this study, it refers to the interactions of the participant teachers with their peers and instructors as well as their engagement with academic texts.…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Teacher Education
Hernández, Laura E.; Darling-Hammond, Linda; Adams, Julie; Bradley, Kathryn – Learning Policy Institute, 2019
Many educators have created successful innovative models but have had difficulty sustaining, re-creating, and scaling these models. Classrooms and schools characterized by student-centered learning practices typically deviate from the norms of transmission teaching and the many structures and procedures that David Tyack and Larry Cuban called the…
Descriptors: Educational Change, Teaching Methods, Student Centered Learning, Student Centered Curriculum
Hernández, Laura E.; Darling-Hammond, Linda – Learning Policy Institute, 2019
One of the mysteries of education reform is how leaders and educators can successfully instantiate, sustain, and spread student-centered pedagogical practices from a few schools to many others. Advocates for "deeper learning" grapple with this mystery as they seek to transform teaching and learning to prepare students to meet the demands…
Descriptors: Educational Change, Teaching Methods, Student Centered Learning, Student Centered Curriculum
Mompoint Gaillard, Pascale; Rajic, Višnja – Online Submission, 2014
Communities of practice as organisations of learning have developed different forms as: task-based, practice-based or knowledge based communities (Barab et al., 2004). The paper presents a case study of a successful community of practice developed under the umbrella of Council of Europe Pestalozzi programme for teacher development. The programme…
Descriptors: Communities of Practice, Virtual Classrooms, Faculty Development, Program Descriptions
