This qualitative study guided by portraiture (Lawrence-Lightfoot & Davis, 1997) explores the affective side of mathematics teaching which has often been ignored as mathematics research has focused more on cognition. Grounded in social constructivism (Ernest, 1988) and reflective practice (Dewey, 1933; Schon, 1983), this research examines three…

This paper focuses on the role of multimodal technologies in facilitating reflective processes and the subsequent assessment of reflectivity for students in pre-professional programs. Reflective practice has been established as a critical tool for developing identity in and on practice. This paper will focus firstly on reviewing salient literature…

This article describes the changing culture of a public school as members of its community explore new ways of being accountable to progressive ideals in an age of skills-based learning and standardized testing. Using documentation makes adult and student learning visible in and outside the classroom, supporting three forms of accountability: (a)…

Almost always, teachers need help in one of two general categories. The first category relates to the ability to provide students with "meaningful work." Teachers who are in need of improvement in this area may struggle to design and implement effective, best-practice strategies that engage students. Teachers also often need help in another…

As classrooms become more diverse, one of the necessary goals of teacher education programs is to prepare preservice teachers (PSTs) to work with children of diverse populations. PSTs who derive largely from a dominant White culture will clearly face this challenge. One effective approach used to assist PSTs to grasp the issues of cultural…

Using a reader-response approach, the author examines practitioners' interpretations of three narrative inquiry texts to highlight how their responses suggest ways to enhance and more particularly nuance narrative inquiry representations of teaching practice. She asserts that the transactive character of the reader-response relationship across…

As teacher educators, we have observed that knowledge alone does not lead to the kinds of thoughtful teaching we strive for. Puzzled by differences in the teaching practices of teacher candidates having similar professional knowledge, we explore what might account for these differences. We address what is necessary, beyond traditional forms of…

This study demonstrates how action research can provide a means for teachers to undertake research for themselves to inform and enhance their work. The focus of the research was the self-critique of pedagogical practice in one-to-one classical instrumental music teaching within the context of the author's private studio. A series of lessons were…

This article discusses how documentation practices in education can contribute to the realization of democracy. Grounded in the notion that democracy requires citizens who are able to engage with and benefit from an exchange of multiple perspectives, the authors focus on how documentary practices support teachers to understand and to teach a broad…

Mature learners often invest a great deal of emotional energy in starting a higher education qualification. They have complex needs which are often less to do with their ability to learn and more to do with aspects of confidence and levels of self-belief about achieving or feeling "good enough" to participate. This article explores the…

Effective self-reflection is a key component of excellent teaching. We describe the types of self-reflection identified in tutors' reflective statements following a peer observation of teaching exercise. We used an adapted version of the categories developed by Grushka, McLeod and Reynolds in 2005 to code text from 20 written statements as…

Problem Statement: This paper reports on a study of whether student teachers in an English as a Foreign Language (EFL) teacher education course perceive themselves to have learned from teacher education via early development of reflective practice. Purpose of the Study: The study aimed to demonstrate that by employing methodologies characteristic…

In response to Oregon's Teacher Standards and Practices Commission requirement that all prospective teachers document samples of their work, the Teacher Work Sample (TWS) was developed during the 1980s at Western Oregon University. The TWS was conceptualized as a method to connect meaningful teaching and learning while documenting teacher…

Teacher shortages are a critical issue for education, and agricultural education has not been exempt from this trend. Many factors possibly contribute to this lack of qualified teachers. Researchers suggest that retention practices, stress factors associated with agricultural education, and job satisfaction may be areas for improvement within the…

Background: Reflective practice is reported to enhance clinical reasoning and therefore to maximize client outcomes. The inclusion of targeted reflective practice in academic programmes in speech-language therapy has not been consistent, although providing opportunities for speech-language therapy students to reflect during their clinical practice…