The question of how academics in higher education institutions demonstrate they have the ability to teach and provide a high quality learning experience challenges the sector. Within this context, the use of professional dialogue for recognising teaching expertise is growing. This qualitative research explored how 16 academics valued their…

This research effort investigates principal perceptions regarding the impact of science-focused school university partnership programs in primary school contexts. Utilizing a multiple case study design, this research effort analyzed the nature and structure of the partnership efforts across five established science-focused partnership programs in…

We needed to provide options and to create space for first-year writing courses at a growing tier-one, four-year, public university. Therefore, three faculty members--the program director, the associate director, and a full-time teaching fellow--collaborated to create, pilot, and assess a hybrid version of our writing course. The teaching fellow…

This study reports on how a Chinese suburban English writing teacher responded to systemic functional linguistics (SFL)-based distance education. The study draws on qualitative content analyses of the teacher's reflections, interviews, and classroom interactions. The results show that through SFL-based distance education, the teacher, interacting…

This paper presents a new lens for analyzing written reflections on the teaching experiences of pre-service [science] teachers. The lens, which borrows heavily from Activity Theory, allows science education researchers and teacher educators to identify tensions, disturbances, conflicts, and contradictions within teachers' written reflections as a…

Reflective practice is a vital skill of effective teachers and a precondition for professional growth. Lack of time, poorly developed reflective skills, or academic cultures that are not supportive of reflection may curtail reflective practice. This article describes a peer-led course reflection process designed to increase the reflection and…

Reflection and reflective practice are much discussed aspects of professional education. This paper conveys our efforts to problematise teaching reflective practice in human resources (HR) education. The research, on which the paper is based, engages with stakeholders involved in the professional learning and education of reflective practice in…

The aim of this study was to investigate the effect of using Neuro-Linguistic Programming (NLP) techniques on English as a Foreign Language (EFL) teachers' reflective teaching. In order to do this, 30 Iranian female EFL teachers were selected. The group filled out a reflective teaching questionnaire as the pretest at the outset of the study and…

As teachers are examining methods to improve their practices due to teacher evaluation systems that incorporate student growth, a renewed focus has been placed on teacher effectiveness. Because reflective teachers have been shown to be more effective, this qualitative study examined the understanding of reflection among five secondary school…

There is increasing evidence to show that teachers' epistemic cognition is related to how they conceive of and engage in teaching; therefore it is important that teachers develop adaptive epistemic cognition. This article provides an overview of the different ways of theorizing and investigating changes in epistemic cognition for teaching and…

In this article I problematize the reasons for and methods through which I incorporated an opportunity for experiential learning, via a Community Inquiry Project, into my own teaching. I take the stance of a teacher-researcher to closely analyze the specific documents and tasks used to introduce pre-service teachers to the project. I draw on…

Many early-career teachers (ECTs) begin their teaching careers in rural and remote schools in Australia, and do not stay long, with consequences for their own lives, and for their students, schools and communities. By understanding how first-year ECTs navigate personal (subjective) and contextual (objective) conditions, opportunities to disrupt…

This article discusses the practice of documentation in the early years education services of Pistoia, Italy. The findings, arising from a research study visit in May 2014, provide insights into the values and principles implicit in early childhood practice in the Pistoian "nidi d'infanzia" [nurseries] (for children from 3 months to 3…

The purpose of course evaluations is to allow students the opportunity to evaluate the course and the instructor. As a reflective teacher, I take the 20 years' worth of comments and numerical ratings on traditional, seated course evaluations to heart. When compared to newer evaluations from the online environment, a dichotomy exists. The purpose…

Calls for history teachers to adopt inquiry methods continue to go unabated in educational research and curricular initiatives. In recent years, there has been increased recognition of the important role teacher reflection plays in managing the uncertainty that accompanies such pedagogy in history classrooms. Accordingly, this dissertation was…