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Direct linkLundberg, Adrian; Stigmar, Martin – International Journal for Academic Development, 2022
When stable and reliable practices were disrupted due to the global pandemic, university teachers were forced to promptly adapt. Through Q sorting and deliberative dialogues, this study reports how university teachers shifted their normative values concerning successful future learning environments during the first year of the pandemic. Results…
Descriptors: Faculty Development, College Faculty, Teacher Attitudes, Pandemics
de Paor, Cathal – Educational Philosophy and Theory, 2023
Lesson observation is frequently used in teacher induction programmes to support newly-qualified teachers in their reflection and classroom enquiry. This article uses an elaboration of Peirce's abduction to illustrate how the post-observation conversation supports a teacher's reflection on her teaching, and in particular, her teaching of language…
Descriptors: Logical Thinking, Teacher Orientation, Lifelong Learning, Classroom Research
Chen, Mengtian – Educational Research, 2023
Background: Reflective teaching has long been regarded as playing an important, and potentially empowering, role in teachers' professional learning. The study reported in this paper considered the longer-term significance of teachers' self-reflective learning in the course of their daily emergency remote teaching during COVID19, and how this…
Descriptors: Foreign Countries, Faculty Development, COVID-19, Pandemics
Syslová, Zora – International Journal of Child Care and Education Policy, 2019
Many developed countries have been concentrating lately on the quality of preschool education. Generally, what is considered one of the most important aspects of quality preschool education is quality teaching performance, which has been focused on in many research studies. Research also investigates the level of reflection in preschool teachers,…
Descriptors: Preschool Education, Educational Quality, Preschool Teachers, Teacher Effectiveness
Lana Shklyar Nenide; Kate Sweeney; Gerard Costa; Neal M. Horen; Robert M. Corso; Jordana Ash, Contributor; Lynette Aytch, Contributor; Julie Betchkal, Contributor; Jean Budd, Contributor; Margo Candelaria, Contributor; Corinne G. Catalano, Contributor; Kimberly P. Diamond-Berry, Contributor; Faith Eidson, Contributor; Brandy Fox, Contributor; Keri Giordano, Contributor; Amy Hunter, Contributor; Harleen Hutchinson, Contributor; Nucha Isarowong, Contributor; Ashley McCormick, Contributor; Kelli McDermott, Contributor; Kaitlin Mulcahy, Contributor; Carmen Rosa Noroña, Contributor; Nichole Paradis, Contributor; Rebecca Parlakian, Contributor; Lindsay J. Pearson, Contributor; Thomas Rendon, Contributor; Julia Sayles, Contributor; Jayne Singer, Contributor; Staci Sontoski, Contributor; Kristin Tenney-Blackwell, Contributor; Mary Louise Hemmeter, Contributor – Brookes Publishing Company, 2025
Infant Mental Health (IMH) and the Pyramid Model (PM) are two frameworks with an important common goal: supporting the mental health and social-emotional well-being of infants, young children and their families. For the first time ever, one book integrates these two frameworks to create a more effective, knowledgeable, and responsive early…
Descriptors: Infants, Models, Mental Health, Diversity Equity and Inclusion
Sajon, Mariana Paz; Primogerio, Paula Cecilia; Albarracin, Mariana – Journal of International Education in Business, 2022
Purpose: This study covers an experience of teacher training carried out in an Undergraduate Business School from a private university in Buenos Aires, Argentina. The purpose of the project was to provide teachers with an opportunity to reflect on their teaching practices at the university. The aim of this study is to systematize lessons and…
Descriptors: College Faculty, Undergraduate Study, Business Schools, Business Administration Education
Download full textConnelly, Ailsa S.; Shaik, Naseema; Mosito, Cina – South African Journal of Childhood Education, 2020
Background: Internationally and nationally, reflective practice is suggested as a tool to inform quality teaching and learning. In South Africa, the quality of education is in the spotlight as schoolgoing children continue to perform poorly. This article investigates reflective practice in Grade R teaching. It explores teachers' understanding of…
Descriptors: Foreign Countries, Preschool Teachers, Teacher Attitudes, Knowledge Level
Vinson, Erin L.; Stetzer, MacKenzie R.; Lewin, Justin D.; Smith, Michelle K. – Journal of Higher Education Outreach and Engagement, 2020
In the University Classroom Observation Program (UCOP), middle and high school teachers spend time on campus observing science, technology, engineering, and mathematics (STEM) classes and engaging in discussions with colleagues and college instructors. The program provides a unique and reciprocal professional learning opportunity. Middle and high…
Descriptors: College School Cooperation, High School Teachers, Middle School Teachers, College Faculty
Hamilton, Miriam – New Educator, 2019
This paper focuses on a teacher educator's professional learning gained while facilitating teacher research with teachers in Ireland. The teachers were engaged in a teaching portfolio development process, while the teacher educator conducted a concurrent self-study. Qualitative data was gathered and analysed from the teacher interviews, the…
Descriptors: Foreign Countries, Teacher Educators, Teacher Researchers, Educational Research
Buabeng, Isaac; Akuamoah-Boateng, Clara – World Journal of Education, 2019
Teaching as inquiry (TAI) is described as a component of effective pedagogy that has significant impact on learning outcome. Based on this premises, the study sought to examine TAI and its implications for teaching and learning in the Cape Coast Metropolis, Ghana. The descriptive survey design was adopted for the study and a sample of 160 basic…
Descriptors: Inquiry, Foreign Countries, Reflective Teaching, Student Needs
Hamel, Christine; Viau-Guay, Anabelle – Cogent Education, 2019
Given the effort invested in workplace professional development programs, professional learning, as it takes place in context, should be examined closely to help inform the design of training mechanisms that will truly contribute to professional development. In particular, given the interest and growth in the use of video for the development of…
Descriptors: Video Technology, Reflective Teaching, Faculty Development, Training Methods
Susanna Calkins; Jonathan Diehl; Victoria Getis; Michelle Guittar; Reba-Anna Lee; James Stachowiak – Journal of Faculty Development, 2021
We describe a three-week intensive and innovative faculty development program, necessitated by the 2020 pandemic, which was designed as a deliberative and purposeful initiative to help instructors make the rapid transition to remote teaching. The program, referred to as the Practicum on the Foundations of Teaching Online, was created as a…
Descriptors: Faculty Development, Reflective Teaching, Program Development, Distance Education
Nicole A. Marble – ProQuest LLC, 2021
This study explores, through a single case qualitative study, how one school successfully leveraged academic conversation as a schoolwide instructional practice to foster rigorous learning opportunities for all learners. Furthermore, it explores the professional learning leveraged to support teachers and their professional growth in order to…
Descriptors: Faculty Development, Reflective Teaching, Educational Opportunities, Educational Environment
Lindsay M. Fallon; Margarida Veiga – Grantee Submission, 2022
Educators' use of exclusionary discipline practices (e.g., our-of-school suspension) has been systematically applied to Black and brown youth, impacting opportunities for academic achievement. Federal policy calls for educators to refine their practice when racial discipline disparities are detected, yet there is little guidance in the law about…
Descriptors: Discipline Policy, Suspension, Racism, Culturally Relevant Education
Farrell, Thomas S. C. – International Journal of Bilingual Education and Bilingualism, 2020
The constraints and demands on teachers and students, related to implementing English medium instruction (EMI), mean that teachers need to be able to reflect on their practice and make appropriate adjustments. Reflective practice generally means that EMI teachers subject their philosophy of practice, principles, theories and practices to a…
Descriptors: Language of Instruction, English (Second Language), Reflective Teaching, Faculty Development
