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"Here There Is Order, Full Stop!"--Radical Reflexivity and Teachers' Migrations from the Orders of Education toward the (Dis)Orders of (Self-)Relations
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Keck, Charles S. – Teacher Development, 2015
This article derives from a case study involving in-depth interviews of 20 Mexican and Spanish teachers. Testimonies are analysed from teachers engaged in a training programme for "radical reflexivity" known as Seekers After Truth (SAT). This training is informed by theory and practices from the psychotherapeutic and spiritual…
Descriptors: Foreign Countries, Case Studies, Interviews, Faculty Development
The Role of Teachers in Peer Conflict: Implications for Teacher Reflections
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Blunk, Elizabeth M.; Russell, Elizabeth Morgan; Armga, Carol J. – Teacher Development, 2017
The purpose of this qualitative study was to explore early childhood teachers' interventions during peer conflict. Fifteen ethnically diverse teachers in central Texas were asked to reflect on videotaped peer conflict situations. Using thematic analysis, five strategy themes were identified: prevent aggression, consider timing, stop conflict,…
Descriptors: Early Childhood Education, Teacher Role, Conflict Resolution, Qualitative Research
Teacher Quality, Professionalism and Professional Development: Findings from a European Project
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Hilton, Gillian; Flores, Maria Assunção; Niklasson, Laila – Teacher Development, 2013
This paper presents and discusses findings from a European project concerning strengthening the teacher's voice in defining professional quality. In the project tools were developed and evaluated to help teachers reflect on their professional quality. Twelve countries participated and twelve tools were tested with help of student teachers,…
Descriptors: Teacher Effectiveness, Professional Identity, Professional Development, Foreign Countries
Developing Glocally Informed Diversity and Equity Discourses: Examining Inequity via Autobiographical Reflection
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Liu, Laura B.; Milman, Natalie B. – Teacher Development, 2014
This study responds to the need for glocally informed discourses on diversity and equity that draw upon internationally situated, local narratives to contribute to larger analyses. Such work is vital so that cross-national educational discourses do not become infused with PISA score comparisons or globally dominant perspectives alone. This local…
Descriptors: Multicultural Education, Global Approach, Teacher Education, Autobiographies
Promoting a Culture of Reflection in Teacher Education: The Challenge of Large Lecture Settings
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Clarke, Marie – Teacher Development, 2011
The promotion of reflective practice, while widely advocated in higher education settings, nonetheless presents numerous challenges. This is an under-researched aspect of the discourse on reflective practice. A key challenge for those working in the field of teacher education within higher education is to promote a culture of refection in large…
Descriptors: Teacher Education, Student Teachers, Higher Education, Foreign Countries
Experience Gained through Engaging Student Teachers in a Developmental Reflective Process
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Hussein, Jeylan Wolyie – Teacher Development, 2007
The article illustrates the hopes and challenges evident in my attempt to use action research as an approach to engage student teachers in reflective processes. The data was systematically generated from the student teachers themselves and from the diaries I noted through out the inquiry. The study suggested that while lack of previous experience…
Descriptors: Student Teachers, Action Research, Diaries, Reflective Teaching