Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 4 |
| Since 2007 (last 20 years) | 6 |
Descriptor
Source
| AERA Online Paper Repository | 1 |
| About Campus | 1 |
| Journal of Education for… | 1 |
| ProQuest LLC | 1 |
| Reading Teacher | 1 |
| Scandinavian Journal of… | 1 |
Author
Publication Type
| Journal Articles | 4 |
| Reports - Research | 3 |
| Reports - Evaluative | 2 |
| Dissertations/Theses -… | 1 |
| Opinion Papers | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
| Higher Education | 3 |
| Postsecondary Education | 3 |
| Elementary Education | 2 |
| Secondary Education | 2 |
| Early Childhood Education | 1 |
| High Schools | 1 |
| Preschool Education | 1 |
Audience
| Teachers | 1 |
Location
| United Kingdom | 1 |
| United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkAgurtzane, Martinez; Nerea, Agirre; de Arana, López; Mariam, Bilbatua – Journal of Education for Teaching: International Research and Pedagogy, 2019
The great majority of teacher training programmes incorporate reflective practice as a fundamental professional competence since reflection is considered to be a key element in professional development. However, in the literature reflection is conceptualised in multiple ways, making it difficult to determine what types of contexts facilitate the…
Descriptors: Interaction, Tutors, Preservice Teachers, Teacher Education Programs
McLaughlin, Conor P.; Newman, Christopher B. – About Campus, 2018
As higher education professionals, we all wield power to shape the educational environment for our students. Conor P. McLaughlin and Christopher B. Newman use the metaphor of the superhero, whose power has the potential to be both democratic or fascist, to consider how we use our power as higher education professionals. More specifically, they…
Descriptors: College Faculty, Teacher Role, Educational Environment, World Views
Miller, Libbi; Nelson, Frederick Peinado; Phillips, Emy Lopez – AERA Online Paper Repository, 2017
Many reflective experiences focus on aspects of performance in a teaching episode. We assert the need for reflection sooner, prior to student teaching. In this naturalistic study, we examined the reflective thinking of pre-service teachers (PSTs) in an introductory curriculum, instruction, and technology course as they engaged in an online…
Descriptors: Preservice Teachers, Reflection, Communities of Practice, Computer Mediated Communication
Metzger, Sandra K. – ProQuest LLC, 2017
When teachers skillfully interact in reflective dialogue, they experience professional learning and motivation. However, teachers' interactional skills are often not data-informed. The purpose of this hermeneutic phenomenological study is to provide descriptive data on (a) how high school teachers experience the dialogic interaction within…
Descriptors: Dialogs (Language), High School Teachers, Reflection, Interaction
Reznitskaya, Alina – Reading Teacher, 2012
Dialogic teaching--a pedagogical approach that involves students in a collaborative construction of meaning and is characterized by shared control over the key aspects of classroom discourse--has been largely advocated by contemporary research and theory. However, studies in the US and UK continue to document the persistence of monologic…
Descriptors: Models, Rating Scales, Elementary School Teachers, Teaching Methods
Van der Schaaf, Marieke; Baartman, Liesbeth; Prins, Frans; Oosterbaan, Anne; Schaap, Harmen – Scandinavian Journal of Educational Research, 2013
How can feedback dialogues stimulate students' reflective thinking? This study aims to investigate: (1) the effects of feedback dialogues between teachers and students on students' perceptions of teacher feedback and (2) the relation between features of feedback dialogues and students' thinking activities as part of reflective thinking. A…
Descriptors: Thinking Skills, Reflection, Feedback (Response), Secondary School Students
