Challenged by a National Science Foundation-funded conference, 2020 Vision: The Next Generation of STEM Learning Research, in which participants were asked to recognize science, technology, engineering, and mathematics (STEM) learning as lifelong, life-wide, and life-deep, we draw upon 20 years of research across the lifespan to propose a new way…

In order to improve teaching and learning within a faculty, an action research intervention involving peer observation of teaching staff via an expert was designed and implemented. A total of ten staff (including the first author) were observed over the year. The process consisted of observation at class, a written report, discussion between…

This study examined the use of weblogs as a means to promote student teachers' reflective practice. The assumption was explored that weblogs are suitable tools to support and stimulate reflection on action in teacher training and consequently to enhance the students' ability to reflect. Three groups of student teachers used weblogs to reflect on…

This paper focuses on what and how primary science student teachers and their mentors learn from planning and reflecting together on each other's science lessons for pupils aged 7-9. The student teachers had had training in scientific knowledge, but only brief experience of teaching. The mentors were well experienced in the pedagogy of teaching…

In the goal of science teacher education, the role of reflection to cultivate the teacher as a transformative practitioner has been largely recognised. Reflective thinking is crucial for teachers to be mindfully and knowledgeably situated in teaching and transforming their actions. This study looks into the dilemmas of teaching practical work in…

Learning to conduct interactive classroom discussions is a high priority for becoming an effective teacher, and most teachers view conducting productive classroom discussions as a complex undertaking. Because the dynamics of facilitating classroom discussions are multifaceted and hard to analyze in real time, there is a growing interest in how…

This article explores teacher learning in the UK English for speakers of other languages (ESOL) context. We draw on data from a continuing professional development (CPD) initiative to understand how learning is shaped by collaborative discussion with others and by reading from the language classroom research literature. The CPD programme--designed…

In the early childhood education field, the way children are conceptualised has substantially shifted in recent times. Child development theory has been unsettled as the single canon of early childhood practice. This has in turn challenged constructions of educators as keepers of a universal knowledge base, and as apolitical, non-interventionist…

A brief review of the state of music education in the UK at the time of the creation of the "British Journal of Music Education" ("BJME") leads to a consideration of the range and focus of topics since the initiation of the Journal. In particular, the initial requirement of careful and critical enquiry is amplified, drawing out…

Since the early 1980s educators have argued that reflection is an essential dimension of good pedagogical practice. This discussion of my attempt to support a constructivist approach to learning for three different groups of learners illustrates one effort to engage in such reflection. I analyze several assignments I have designed for differently…

This research is concerned with how exposure to a diverse range of lived and personal experiences and then guided reflection of teaching episodes can be harnessed to assist student teachers in making meaningful connections with their diverse and complex learners. These strategies were used in a bid to promote critical perspectives and approaches…

Katie Dredger was a successful AP English Literature and Composition teacher when she began questioning the exclusivity her course represented. Here she shares how she was able to open her course to all students willing to attempt the challenge, while maintaining and even raising her intellectual standards. (Contains 5 figures.)

In this article, the authors describe a retrospective discourse discussions approach that was developed in a graduate literacy education course. This method represents a reconceptualization of supervising and coaching graduate students where meanings are constructed, problems are reframed, and beginning professionals can develop more nuanced…

The Biomind program is a new open inquiry program for Israeli biology high school students. The Biomind program is facilitated by diverse activities of asynchronous on-line forums for teachers and students. This research aims to analyse the discussions that occurred over a period of three years in these forums, in order to obtain a picture of the…

This paper explores the issue of the instructor's self-disclosure within a classroom. Theoretically, the paper offers a broad relational framework from which we discuss dynamics regarding the instructor's inevitable use of self-disclosure and its impact on the student-instructor relationship and the learning process. Further, we survey the…