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Direct linkRocío Barrios-Rodríguez; Inmaculada Salcedo-Bellido; José Juan Jiménez-Moleón; Macarena Lozano-Lorca; Noelia Galiano-Castillo; Enrique José Cobos; José Dámaso Vílchez Rienda; Rocío Olmedo-Requena; Carmen Amezcua-Prieto; Sandra Martín-Peláez; Carmen María González Domenech; Juan Pedro Arrebola Moreno; Raúl A. Rica; María Eugenia García-Rubiño; Pilar Requena – International Journal for Academic Development, 2023
In a peer-review of teaching (PRT) program, we aimed to i) use pre- and post-observation questionnaires to enhance self-reflection, and ii) perform a nominal group technique (NGT) to agree on improvements. The questionnaires showed that PRT helped discovering new weaknesses but not new strengths, and that preconceived negative feelings vanished…
Descriptors: Peer Evaluation, Teacher Evaluation, College Faculty, Reflection
Kilic, Hulya; Dogan, Oguzhan – International Journal of Science and Mathematics Education, 2022
The aim of this paper is to discuss preservice mathematics teachers' in-the-moment noticing of mathematical opportunities and how they reflected on those opportunities both orally and in writing. A faculty-school collaboration program was set up to enable preservice teachers to work with students in a school setting throughout a year. Ten…
Descriptors: Preservice Teachers, Mathematics Teachers, Reflective Teaching, Observation
Download full textGoodley, Claire; Perryman, Jane – London Review of Education, 2022
This article examines the influence of Stephen Ball's work through the eyes of two former teachers turned academics who met through a mutual interest in his paper, 'The teacher's soul and the terrors of performativity'. We note our personal reactions to this particular paper and how Ball's body of work has and continues to influence our thinking,…
Descriptors: Accountability, Educational Policy, Governance, Neoliberalism
Poole, Gary; Chick, Nancy – Teaching & Learning Inquiry, 2022
Over its 10-year history, many pages of "Teaching & Learning Inquiry" have been devoted to explorations that feature introspection. At this moment as the journal's founding co-editors, we look at how introspection manifests itself in many ways in the scholarship of teaching and learning (SoTL). We propose a taxonomy to help us…
Descriptors: Scholarship, Instruction, Learning, Reflection
Bell, Julie; Wilcoxen, Chris; Steiner, Amanda – New Educator, 2022
This evaluative case study explores how mentors or coaches, called Associates, support beginning in-service teachers in developing reflective teaching practices, as well as which practices are most effective in supporting beginning teachers. Using a definition of effective reflective practice and a tool for gauging progress toward becoming a…
Descriptors: Mentors, Coaching (Performance), Beginning Teacher Induction, Reflective Teaching
Jeffrey P. Carpenter; Ingrid Mosquera-Gende; Paula Marcelo-Martínez – Journal of New Approaches in Educational Research, 2025
Self-directed educator professional learning is commonplace, and such activities increasingly span multiple digital spaces and formats, and blur boundaries between online and offline. In this exploratory research, we analyze the case of the #CharlasEducativas, a dynamic professional learning ecosystem that began in 2020 and is based in Spain. We…
Descriptors: Faculty Development, Teacher Education, Independent Study, Foreign Countries
Richard Madel; Nancy Zimmerman – NECTFL Review, 2025
This study seeks to understand from the perspective of its participants the extent to which a year-long structured, state-level peer mentorship program for world language educators provides benefits, focusing on how involvement impacts their classroom practices and professional development. Research questions explore the specific advantages gained…
Descriptors: Mentors, Peer Teaching, Program Effectiveness, Language Teachers
Davinia Hernández-Leo; Karina Ginoyan – British Journal of Educational Technology, 2025
This paper explores the application of a benefits versus costs reflection approach within non-university teaching environments, grounded in the principles of Value-Sensitive Design. Aimed at integrating human values systematically into the adoption of digital educational tools, this study involved 136 in-service school teachers across various…
Descriptors: Cost Effectiveness, Technology Uses in Education, Teacher Attitudes, Reflective Teaching
Ryoon-Jin Song; Mi-Kyung Ju – Asia Pacific Education Review, 2025
As schools have become ethnically, culturally, and linguistically diversified, multicultural mathematics education is emerging as the paradigm of school mathematics reform. When considering that an enacted curriculum is a set of beliefs put into action by a teacher, it is important to understand teachers' beliefs for the successful implementation…
Descriptors: Teacher Attitudes, Beliefs, Attitude Change, Multicultural Education
Huiyu Tan – Asia-Pacific Education Researcher, 2025
Standard approaches to studying intercultural communication empirically include pedagogical interventions, interview-based studies, and questionnaire research on teachers' and students' experiences with intercultural communication. Such studies assume standard positivist or post-positivist epistemologies and research methods. The present article…
Descriptors: Foreign Countries, Reflective Teaching, Multicultural Education, Autobiographies
Andy Doan – Schools: Studies in Education, 2025
The author responds to the growth of Jingxiu Cheng's teaching described in Akiko Hayashi's "Teaching Expertise in Three Countries" by describing the ways his own growth as a teacher of writing mirrored both her increasing focus on valuing children's feelings and experience and in the collaborative nature of that growth. He tells how an…
Descriptors: Writing Instruction, Writing Teachers, Teacher Student Relationship, Teacher Attitudes
Christopher Yao Dewodo; Prem Jotham Heeralal; Daniel Attakumah; Ambrose Agbetorwoka – African Educational Research Journal, 2025
This study presents teachers' perceptions on the use of learner-centred pedagogies in basic schools in Hohoe, Ghana, with emphasis on constructivist, collaborative, inquiry-based, integrative, and reflective approaches. Despite policy emphasis on learner-centred instruction, there is limited empirical evidence on how teachers conceptualise and…
Descriptors: Foreign Countries, Teacher Attitudes, Student Centered Learning, Teacher Competencies
Jennifer Cribbs; John Weaver; Adrienne Redmond-Sanogo; Latoya Johnson – Journal of Teacher Education and Educators, 2024
This paper reports the results of a study conducted in an elementary education mathematics methods course aimed at increasing elementary preservice teachers' (EPTs) level of professional noticing. Weekly reflections conducted by EPTs from tutoring sessions were video recorded and scored using the Framework for Learning to Notice Student…
Descriptors: Elementary School Teachers, Preservice Teachers, Reflective Teaching, Mathematics Teachers
Cathy Jeane Matthesen – ProQuest LLC, 2024
This dissertation investigates the impact of a pedagogical class and a Community of Practice (CoP) on the implementation of reading strategies by faculty at a community college. It explores the types of reading strategies instructors plan to use, their integration into classroom practices, the factors enabling or impeding this implementation, and…
Descriptors: Community Colleges, College Faculty, Intention, Reading Strategies
Laura Cruz; Eileen Grodziak; Hillary H. Steiner – International Journal for the Scholarship of Teaching and Learning, 2024
Scholarship of Teaching and Learning (SoTL) scholars have long advocated for the inclusion of reflective writing as a legitimate form of scholarship. That said, for those instructors seeking to publish their reflective work, especially scholarly personal narratives (SPNs), there are persistent gaps between the aspirations of the field and the…
Descriptors: Scholarship, Instruction, Learning, Writing for Publication
