Objective: The purpose of this paper is to share the results of research into the experience of teacher risk-taking in the classroom. The development of children as risk-takers is featured prominently in curriculum documents and reports calling for the competencies of 21st century learning. Teachers are expected to become 21st century learners who…

Teacher voices hold weight for their colleagues. When teachers tell a story of a positive experience with technology (or other teaching tools or strategies), they are showing that it is possible. "Stories, particularly those that are concrete and readily identified with, are particularly powerful for transferring knowledge rich in tacit…

The present study aimed to investigate the relationship between Iranian EFL Teachers' reflective behavior as well as their gender and their proficiency level. It also aimed to probe sub-scales of teachers' reflectivity as the best predictors of teachers' proficiency to determine whether different aspects of teacher reflectivity, namely, practical,…

This paper addresses the understanding of technological tools' influences on formative assessment in classrooms. From an extensive literature review we outline what is known about the role technology is playing in assisting teachers' assessment practice and how this is being done in primary and secondary school settings. A literature search…

Tallman (2015) argued that pedagogical content knowledge is a form of content knowledge with particular characteristics that endow it with pedagogical utility, and he conjectured that an essential characteristic of a teacher's content knowledge is her conscious awareness of the mental actions and conceptual operations that comprise her…

This text traces the development of an aspiring biracial teacher's growing understandings of African American youth HE tutors. It deploys a Bakhtinian conceptual framework for how we might develop new understandings of ourselves through relationships and dialogues with others. It offers examples from one aspiring teacher's experiences to…

The Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning 'bridge' in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction…

Purpose: This study focused on the impact of principals' leadership content knowledge, evaluation practices and teachers' professional learning activities on classroom instruction. Design/methodology/approach: Data were collected from 425 teachers who worked in 46 elementary and lower secondary public schools within two provinces in Turkey.…

What does involve leading a new experience of teaching and learning under the new paradigm of a true knowledge society? Is it about mastering the teaching experience through critical reflection, or knowing the natural and social environment in its multiple interactions? Isn't it about favoring an educational environment where students are not only…

A concern in higher education is that most students do not acquire higher-order thinking skills, 'cannot think', are not engaged in reflective student-centred teaching and learning and do not always acquire technology skills. Numerous studies have indicated the importance of a digital learning environment that facilitates the acquisition of IT…

Teaching students how to regulate their own learning has become a popular innovative practice in primary education. However, not much is known about how teacher as well as school characteristics enhance students' self-regulated learning (SRL). This study explores whether schools differ in the way they implement SRL and what factors at the school…

Much research on teachers' professional vision examines development through video interventions. Evidence suggests they change focus towards specifics, subject matter and students and away from the evaluation. This study was designed to examine whether there was a discernible difference between viewing pre-service teachers' own videos or general…

This study examined teachers' expressions of the dynamic characteristics of open inquiry, which emphasize the scientific, continuous, and flexible thinking and affective aspects associated with the inquiry process. Metacognitive prompts supported teachers' reflections as they engaged in an open inquiry process. Using both qualitative and…

Reflective practice in TESOL is widely used in pre-service and in-service teacher education contexts and is regarded as beneficial for ongoing professional learning. While models of reflective language teaching vary, they all aim to improve classroom outcomes for teachers and students. A holistic approach to reflective practice includes teachers'…

While it is commonly accepted that being a reflective practitioner is important, teaching students how to do this is less often addressed. As part of larger curricular revisions, Parsons School of Design made the decision to embed the use of an online learning portfolio (LP) at the core of the first-year experience. The addition of the LP was…