This article examines my three-year journey developing a personal pedagogy of teacher education. As an autobiographical self-study, nodal moments are revealed that raise and reflect the tensions I experienced and the challenges I encountered. These included developing an awareness of my incomplete understandings of key components of teacher…

The move to increasingly flexible platforms for student learning and experience through provision of online lecture recordings is often interpreted by educators as students viewing attendance at lectures as optional. The trend toward the use of this technology is often met with resistance from some academic staff who argue that student attendance…

Teacher work samples (TWS) are an integrated, comprehensive assessment tool that can be used as evidence of a beginning teacher's readiness to teach. Unlike linear assessments used to determine teaching effectiveness, TWS are relevant and reflective of "real" teaching. They are designed to exhibit a clear relationship among teacher candidate…

Philosophical inquiry (Lipman, Sharp & Oscanyan, 1980) has the capacity to push boundaries in teaching and learning interactions with students and improve teacher's pedagogical experiences (Scholl, Nichols, Burgh, 2008). This paper focuses on the potential for Philosophy to foster pedagogical transformation. Two groups of primary school…

In this mixed methodology study, the researcher became the research practitioner through Educational Action Research. His personal practice of training adult Bible teachers was examined by measuring the self-perceived changes of a group of adult Bible teachers as they were trained to change from their traditional mode of primarily teaching the…

Successfully implementing the practice of inclusion by differentiating instruction is dependent upon both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and exemplary preservice teacher education programs must…

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…

This article contends that teaching more effectively for diversity requires a radical re-envisioning of pedagogical practice. Drawing on qualitative interviews with religion and theology professors of color throughout the United States, it explores how faculty can re-imagine their teaching by engaging students where they are, acknowledging the…

Purpose: The purpose of this paper is to present a case study of the application of action research in the design of a degree-level leadership skills programme in the English social care sector. Design/methodology/approach: The action research study involved four formal semi-structured interviews with strategic leaders in the social care sector…

The demographics of classroom teachers and teacher educators do not mirror the diversity found in today's schools. As we prepare preservice teachers to be quality educators for all students, we must work to ensure that they are examining issues of equity and diversity that will affect those they teach. This article explores this challenge from my…

May Sarton's (1961) novel, "The Small Room", provides a rich and compelling description of the complex relations among teachers, students, and subject matter at Appleton College. This article explores that "wild triangle of relations" in the context of teacher education, arguing that teacher educators and their students (prospective teachers)…

In the rapidly changing world of higher education, innovative approaches to teaching adults are needed to drive instructional practices for helping to prepare the professionals of the future. The papers collected in "Innovations in Teaching Adults" were originally presented at a conference at City University of Seattle. The authors of…

This paper reports a qualitative study in response to the growing research interest in teacher learning. Informed by a sociocultural perspective, teacher learning is considered as a process of identity construction in the paper. This paper taps into the development of teacher identity embedded in teacher learning and views reflection as a social…

Conversations between educators and students about choices and strategies are an important pedagogical mechanism to examine the abstract concept of learning. Although students have tacit knowledge about their approach to learning, they are often unable to coherently communicate their ideas. Drawing on the theory of metacognition, the technique of…

This paper reports on the findings of a study conducted with a group of early childhood education undergraduate students. The study trialled a number of guided reflection techniques that acted to stimulate and provide a structure for reflection. These techniques were further supplemented by focus group discussions based on reflective principles,…