This article presents a critical reflection on how we, instructors of a graduate-level course in higher education administration, sought to integrate theoretical and subject-matter content and research methodology. Our reflection, guided by autoethnography and teacher reflection, challenged both our assumptions about curriculum design and our…

In this paper, action research is explored as a process for professional learning and collaboration among post secondary teachers. Qualitative data from reflective journals maintained by instructors who taught multiple sections of a masters research course over a two-year period informed the exploration of responsive pedagogy. Action research is…

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…

Describes a theoretical framework for a university master's module for teachers who want to improve their practice and move beyond the intuitive. Discusses an example assignment. (EV)

A teacher reflects on experiences teaching an online master's in ESOL program, offering insights about how the mode made her teach in less traditional ways, deal with more probing questions, and reconceptualize the roles of formal and informal text. (Author/VWL)

Reports on the ways in which one teacher's teaching of trainee-teachers was adapted to reflect the principles she wanted them to explore in relation to their own work. Drawing on Vygotsky's concept of relational imitation and Dewey's notion of learning through direct experience, suggests ways of challenging the transmission paradigm and…

A master's level program was developed by the University of South Dakota to train teachers to serve children with disabilities within the general school environment. Twenty-six leaders in special education and regular education, all practicing teachers, were selected to participate in the project and to serve as a core group in the statewide…

This 5-year study of 2 instructors teaching a master's level instructional design course used developmental research to systematically examine a reflective teaching approach. The reflexive teaching model is described. Eight data sources across six deliveries of the course were analyzed in terms of design decisions (the teaching model), model…

This paper presents the results of the implementation of an instructional approach that supports teachers' learning of instructional design (ID) and honors their beliefs and concerns within the ID process; participants included two instructors and 23 practicing K-12 teachers enrolled in an instructional design course as part of a masters program.…

Three teams of prospective teachers created and presented school "portraits" based on research in an elementary school. Their stories revealed that each team moved from an external point of view to one situated in the actions of teaching. Their efforts to construct their own stories had a powerful impact on their knowledge, relationships…

This paper discusses the role of blended learning in teacher education on a Master's programme at Manchester University. Blended learning is the bringing together of traditional physical classes with elements of virtual education. The paper focuses on one particular module of the degree and attempts to capture students experiences of using a…

This paper describes a method of reflective practice called "critical incident" which was used to examine teacher trainees' educational assumptions. A qualitative case study of one fifth-year teaching intern (Amy) at the University of Tennessee represents the experience of seven other master's level students already practicing within the…

For the thirty-third year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This is Volume #2 of the 33rd "Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology." This volume includes…