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Enhancing EFL Teachers' Technological Pedagogical Content Knowledge (TPACK) Competence through Reflective Practice
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Sari, Yunica Rhosiana; Drajati, Nur Arifah; So, Hyo-Jeong; Sumardi, Sumardi – TEFLIN Journal: A publication on the teaching and learning of English, 2021
This study examines how reflective practices can be an effective strategy in enhancing in-service teachers' Technological Pedagogical Content Knowledge (TPACK). The participants were two English teachers in high schools in Indonesia who designed and implemented technology-integrated lessons after participating in a professional development…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Technology Integration, Knowledge Level
Case-Based Instruction in Science Professional Development: Bilingual/ESL Teachers Reflect about Science Subject Matter Knowledge and Pedagogy
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Pando, Magdalena; Aguirre-Muñoz, Zenaida – Journal of Science Teacher Education, 2021
This article is a qualitative study that explored bilingual/ESL science teachers' reflections about subject matter knowledge (SMK) and instructional practice in the elementary grades. Thirty-three teachers were part of a 5-year professional development program designed to enhance instructional quality and effectiveness to teach English learners.…
Descriptors: Case Method (Teaching Technique), Professional Development, Inservice Teacher Education, Science Teachers
Becoming a Reflective In-Service Teacher: Role of Research Attitude
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Impedovo, Maria A.; Malik, Sufiana Khatoon – Australian Journal of Teacher Education, 2016
In this article we consider the importance of reflective practice and research attitude for the professional development of in-service teachers. Nine teachers engaged in an international master's course (in a Belgium and French university) were interviewed to obtain self-narratives. The two year full-time master's course aims to develop skills in…
Descriptors: Reflective Teaching, Teacher Researchers, Graduate Students, Masters Programs
Beyond Survival: Acquiring Professional Knowledge as a Primary Teacher.
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Shaughnessy, Julie M. – Early Child Development and Care, 1999
Examined how, over a 1-year primary post graduate certification of education, student teachers in England experienced their professional learning and the extent to which this mapped onto the underpinning assumptions of the course process. Discusses students' experiences in learning to learn, students' motivations, function of teacher educators,…
Descriptors: Elementary Education, Foreign Countries, Higher Education, Knowledge Level
Reflection and Professional Knowledge--A Conceptual Framework.
Kremer-Hayon, Lya – 1988
The recent interest in reflective teaching has resulted in a number of studies in which reflective teaching is proposed as an important aim to be achieved through teacher education programs. Programs for the development of reflective teaching have been proposed, however, attempts at clarifying the meaning of reflective teaching have been scarce.…
Descriptors: Cognitive Mapping, Cognitive Style, Foreign Countries, Higher Education
A Case Study Analysis of the Role of Instructional Design in the Development of Teaching Expertise
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Hardre, Patricia L.; Chen, Ching-Huei – Performance Improvement Quarterly, 2005
This research study examined the role of instructional design knowledge in the development of teaching expertise for university teaching assistants (TAs). ID theoretically supports the development of systematic and meaningful patterns of cognitive organization that characterize teaching expertise. Therefore, it should support TAs in developing…
Descriptors: Instructional Design, Individual Differences, Educational Change, Teaching Assistants