This article shares the authors' use of written teaching replays as part of a professional development experience for beginning secondary mathematics teachers. This form of narrative writing is inspired by Horn's (2010) descriptions of teachers sharing their practice in professional learning communities. In this study, written teaching replays are…

Very little is known on the subject of educators with Asperger's syndrome (AS), and the available information pales in comparison to the enormous literature studying students with AS. While there are many resources for engaging students with AS, and increasing awareness of how AS affects student learning, discussions about the implications for…

This paper presents the results of a Q-sort activity in which 38 grades 4-10 mathematics teachers reflected on their classroom teaching and ranked a set of teaching actions that support high-leverage mathematics teaching from most to least characteristic of their classroom teaching. Data analysis included examining the overall ranking of each…

This study aimed to investigate the levels of teachers' reflective practices as well as their attitudes toward professional self-development in relation to various variables, including gender, number of workshops attended and experience. The study sample consisted of 162 teachers who work as teachers at a number of private schools in Amman. Two…

Linking theory and research on positive psychology and positive organisational scholarship, with a focus on positive leadership, this article provides a conceptualisation of teacher leadership as an intentional reflective process of learning to grow wellbeing for self and others. Aligned with increasing international research on the importance of…

In this article we present two narratives that have generated pedagogical insights into our identities in becoming researchers. We are concerned with the interaction of the self-as-researcher in a context, over time, with others who also have an expressed commitment to the educational world. Our commitment to better understanding educational…

Reflective practice is "a compass of sorts to guide teachers when they may be seeking direction as to what they are doing in the clasrooms" (Farrell, 2012: 15). In other words, it is the teacher's opportunity to contemplate what he/she has done in their teaching in order to find the solution toward the problems appear. This study aimed…

To reform instruction by moving towards student-centered approaches, research has shown that faculty benefit from support and collaboration (Henderson, Beach, & Finkelstein, 2011; Speer & Wagner, 2009). In this study, we examined the ways in which a mathematician's instruction unfolded during his participation in a faculty collaboration…

Teaching is a highly complex and political endeavour, and as teachers, we need to be courageous as we support children to make sense of the increasingly complex and diverse societies that we live in. My doctoral research highlighted a number of issues related to teachers and curriculum. Te Whariki, the Aotearoa New Zealand early childhood…

This article outlines how a cyclic process of reflection and action was strengthened by the role of an external critical friend in a collaborative self-study. As three teacher education practitioners, two of us participated in the collaborative self-study, acting as internal critical friends to each other, while the third added an external layer…

The student teacher usually learns their trade under the guidance of a mentor during teaching practice. Reflections usually take place after the mentor's observation of the student´s lesson, and take the form of an interview between the two participants. Recently, video recordings have been used advantageously to add an extra dimension to such…

The paper explores how preservice ELA teachers' expectations of teaching compare to the reality of their experiences during the first year of teaching. The authors consider common concerns of beginning ELA teachers and their implications for teacher self-efficacy. The paper is informed by narrative research, which provides practical and specific…

The theory-practice debate has been a perennial issue in initial teacher education (ITE). By reporting a mixed-methods study in an ITE programme characterized by a university-based 'theory-first' approach in Hong Kong, this study offers useful empirical evidence to analyse the theory-practice issue. 346 student teachers of a BEd Programme…

The development of competencies known as 21st-century skills are garnering increasing attention as a means of improving teacher instructional quality. However, a key challenge in bringing about desired improvements lies in the lack of context-specific understanding of teaching practices and meaningful ways of supporting teacher professional…

One of the many types of texts that can be used in writing education is the diary. In this study, the opinions of the Turkish language teacher candidates about diary keeping and their diaries kept for two months in which they could freely express their thoughts were analyzed. It is a qualitative study in which thirty-four participants' diaries…