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Pottinger, Emily; Dyer, Rebekah; Akard, Jena – Journal of Instructional Research, 2019
Reflection is an essential practice within the field of teaching. In addition, education is a profession that is in a constant state of flux as new research, theory, and policy is created. Because of this, teachers must continually evaluate, assess, and reflect in order to stay abreast with new initiatives, practices, and expectations within the…
Descriptors: Mentors, Career Guidance, Reflective Teaching, Reflection
Lang, Chad; Townsley, Matt – Journal of School Administration Research and Development, 2021
Teachers and school leaders frequently express a disconnect in the purpose and importance of teacher evaluation, particularly as it relates to educator growth. At the same time, some schools are beginning to communicate student growth through a standards-based grading philosophy. One way schools might "walk the talk" of their grading…
Descriptors: Teacher Evaluation, Academic Standards, Grading, Educational Change
Christine M. Anderson – ProQuest LLC, 2021
Background/Purpose: Over two decades of research has demonstrated that collective teacher efficacy has a significant effect on student learning, and numerous studies have explored environmental variables related to high levels of collective teacher efficacy (Donohoo, 2018, Donohoo et al., 2020; Eells, 2011; Hattie, 2016). Donohoo et al.'s (2020)…
Descriptors: Teacher Effectiveness, Self Efficacy, Teacher Attitudes, Beliefs
Osmanovic Zajic, Jelena; Maksimovic, Jelena; Milanovic, Nedeljko M. – Problems of Education in the 21st Century, 2022
Reflective practitioner teachers should critically review their own work and introduce innovations that should improve everyday educational practice. For this reason, the focus of the research is on the personal and professional empowerment of reflective practitioner teachers during the SARS-CoV2 pandemic. 355 teachers from the Republic of Serbia…
Descriptors: Teacher Empowerment, Reflective Teaching, COVID-19, Pandemics
Farahian, Majid; Parhamnia, Farshad – Journal of Applied Research in Higher Education, 2022
Purpose: Reflective practice can greatly improve teachers' professional development, and various studies have demonstrated that teachers' knowledge sharing has a positive impact on their reflection. Accordingly, the present study was conducted to examine the effect of knowledge sharing in a popular online forum -- WhatsApp -- on English as foreign…
Descriptors: Knowledge Management, Computer Mediated Communication, English (Second Language), Language Teachers
Romo-Escudero, Francisca; LoCasale-Crouch, Jennifer; Hamre, Bridget K. – Teacher Development, 2022
Positive early classroom interactions are crucial for children's development. Increasingly, more professional development programs focus on improving interactions and their underlying skills. Research on interventions has focused on their effectiveness in changing teachers' classroom interactions; however, less is known about how this occurs. This…
Descriptors: Early Childhood Education, Early Childhood Teachers, Reflective Teaching, Coaching (Performance)
Gudeta, Degife – Cogent Education, 2022
The purpose of this research was to examine the reflective practice skills and attitudes that were used by EFL teachers in their professional learning. This study followed a convergent parallel mixed-methods research design. The qualitative data was analyzed first by locating the practice indicators to assess reflective practice. Six indicators…
Descriptors: Faculty Development, Reflective Teaching, Secondary School Teachers, Language Teachers
Richit, Adriana; Tomkelski, Mauri Luís – EURASIA Journal of Mathematics, Science and Technology Education, 2022
This article discusses the meanings of mathematics teaching forged in the reflections promoted in a lesson study. Guided by the question "What meanings of teaching in mathematics are constructed from reflections promoted in a lesson study?" and based on Isabel Alarcão's (2018) concept of teaching, we examined four editions of a lesson…
Descriptors: Mathematics Instruction, Reflective Teaching, Faculty Development, Mathematics Teachers
Qingqing Yu; Ruiyu Li; Cixiao Wang – International Association for Development of the Information Society, 2022
Teachers' professional development is an important factor to improve the quality of teaching in colleges and universities. At present, teachers' professional development in colleges and universities mainly focuses on teacher training and consultation, lacking personalized attention to teachers' professional development. With the development of…
Descriptors: Faculty Development, Independent Study, Learning Management Systems, Universities
Keng-Chih Hsu; Gi-Zen Liu – Journal of Computer Assisted Learning, 2025
Background: Augmented reality (AR) emerges as a technology with considerable promise and substantial potential for pedagogical integration within language education contexts. However, there remains a scarcity of review studies exploring the best practices and principles for oral communication facilitation based on robust theoretical models or…
Descriptors: Computer Simulation, Computer Assisted Design, Verbal Communication, Language Acquisition
Erin Gorter; Nicole Ray; Ann De Lay; Lauren MacDonald; Isaac Lopez; Ashley Crabtree; Daniela Rodriguez-Ruiz – Journal of Agricultural Education, 2025
The topic of professionalism in school-based agricultural education is widely discussed in California yet exceedingly subjective in nature. Agricultural education adds another layer of complexity when considering professionalism across the tripartite components of classroom, leadership development (FFA), and supervised agricultural experience.…
Descriptors: Agricultural Education, Professionalism, Leadership Training, Field Experience Programs
Gabbadon, Andrea Terrero – ASCD, 2023
"Support and Retain Educators of Color" sets school leaders on the path to creating a culturally diverse environment where all students and teachers can thrive. Multiple studies have explored the benefits of teacher diversity and strategies to recruit educators of color, but few focus on how to retain them. As professional demands on…
Descriptors: Teacher Persistence, Minority Group Teachers, Diversity (Faculty), Cultural Awareness
Lebak, Kimberly A. – Journal of Inquiry and Action in Education, 2023
This article introduces a video-based pedagogical action research model for primary and secondary teachers. The video-based pedagogical action research model incorporates video as a self-reflective tool to provide opportunities for teachers to utilize concrete artifacts in each phase of the pedagogical action research process. Sixty-seven…
Descriptors: Video Technology, Technology Uses in Education, Action Research, Elementary School Teachers
Elwick, Sheena; Wong, Sandie; Harrison, Linda; Williams, Kate E.; McFarland, Laura; Dealtry, Lysa; Janus, Magdalena – Australasian Journal of Early Childhood, 2023
This article discusses infant-toddler educators' perspectives of using the Observe, Reflect, Improve Children's Learning tool (ORICL) in practice. ORICL is a new tool informed by implementation science and co-designed with Australian early childhood education and care policy-makers, practitioners, and service providers. It aims to support…
Descriptors: Early Childhood Education, Early Childhood Teachers, Teacher Attitudes, Infants
Forsling, Karin – Early Childhood Education Journal, 2023
This article focuses on preschool teachers' collegial learning in relation to children's use of digital learning tools in preschool. The aim of the study was to investigate how preschool teachers understand, change, and improve learning situations when digital tools are used, under the supervision of a film educator, a preschool colleague, and a…
Descriptors: Preschool Teachers, Collegiality, Preschool Education, Technological Literacy