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Gutierez, Sally B.; Kim, Heui-Baik – Educational Research, 2017
Background: In many educational settings, professional development (PD) for in-service teachers assumes particular significance in the wake of curricula reform. This is so that teachers are enabled to become familiar with new competencies that are aligned with new learning standards, and also that teachers may be supported in actively reflecting…
Descriptors: Teacher Researchers, Reflective Teaching, Faculty Development, Foreign Countries
Edwards, Susan – RMLE Online: Research in Middle Level Education, 2017
The purpose of this study was to follow the learning trajectory of a beginning teacher attempting to implement active learning instructional methods in a middle grades classroom. The study utilized a qualitative case study methodological approach with the researcher in the role of participant observer. Three research questions were explored: the…
Descriptors: Beginning Teachers, Program Implementation, Active Learning, Teaching Methods
Wood, Craig Anthony – International Journal of Multicultural Education, 2017
My purpose for conducting the critical self-reflective research described in this article was a desire to improve my effectiveness as a teacher in the field of First Peoples' education. The impetus for undertaking this research was a critical incident in my teaching career that I refer to as "My Story of Sal." Writing…
Descriptors: Foreign Countries, Indigenous Populations, Teacher Effectiveness, Autobiographies
Doty Fischer, Mary Jane – ProQuest LLC, 2017
The requirements associated with school accountability measures, the increased demands instituted by mandated reforms, and the issues of global competition present an authentic need to support teachers in their desire to be successful in their teaching practices. This basic qualitative research study used semi-structured, open-ended interview…
Descriptors: Mathematics Teachers, Reflective Teaching, Teacher Effectiveness, Elementary School Students
Bokhorst-Heng, Wendy D.; Flagg-Williams, Joan B.; West, Stewart – Pedagogies: An International Journal, 2014
In this article, we examine three literacy autobiographies written by pre-service teachers. Narratives are seen as not just stories relating a set of facts, but rather a means by which individuals interpret their experience. Literacy autobiographies are a reflective and interpretive account of one's development as a literate being. Using the tools…
Descriptors: Foreign Countries, Preservice Teachers, Undergraduate Students, Literacy
Quinlan, Kathleen M. – Higher Education Research and Development, 2014
Mainstream higher education research on leadership largely overlooks the leadership of teaching and learning. This paper presents a model of leadership that integrates various elements needed to create universities that intentionally promote holistic student learning and development. The model links organisational development, the development of…
Descriptors: Instructional Leadership, Holistic Approach, Models, Higher Education
Pariser, David – Studies in Art Education: A Journal of Issues and Research in Art Education, 2014
Frank McCourt's "Teacher Man" illustrates, among many things, one teacher's perception of the gap between educational theory and practice. A premise of this article is that McCourt's narrative of his 30 years as a high school English teacher is the record of a gifted reflective practitioner and, as such, has practical and…
Descriptors: Educational Theories, Theory Practice Relationship, Art Education, Reflective Teaching
McGarr, Oliver; McCormack, Orla – Journal of Educational Research, 2014
A new model of reflective practice for student teachers on school placement was implemented into a teacher education program. The model aimed to encourage critical reflection that challenged hegemonic assumptions and power relations. In contrast to this, the analysis of the student teachers' reflections revealed a desire to fit in and conform.…
Descriptors: Foreign Countries, Reflective Teaching, Student Teachers, Student Teacher Attitudes
Slade, Mary L.; Burnham, Tammy J.; Catalana, Sarah Marie; Waters, Tammy – International Journal for the Scholarship of Teaching and Learning, 2019
Reflection is a high impact practice that develops teacher candidates' learning. Critical reflection requires teacher candidates to continually examine their own thoughts, perspectives, biases, and actions. Reflective practice facilitates the development of new knowledge, skills, and dispositions in teacher candidates by fostering critical…
Descriptors: Reflective Teaching, Preservice Teacher Education, Teaching Methods, Decision Making
Farrell, Thomas S. C. – TESOL International Association, 2013
Thomas Farrell's "Reflective Teaching" outlines four principles that take teachers from just doing reflection to making it a way of being. Using the four principles, Reflective Practice Is Evidence Based, Reflective Practice Involves Dialogue, Reflective Practice Links Beliefs and Practices, and Reflective Practice Is a Way of Life,…
Descriptors: Reflective Teaching, Teaching Methods, Language Teachers, Second Language Instruction
Chien, Chin-Wen – Education 3-13, 2018
Language teachers can uncover new understanding of the teaching and learning process through reflecting on critical incidents [Richard, J.C., and T.S.C. Farrell. 2005. "Professional Development for Language Teachers." New York, NY: Cambridge University Press]. Based on the data analysis of workshop handouts, observation notes, and…
Descriptors: Communities of Practice, Critical Incidents Method, Elementary School Teachers, English (Second Language)
Göksel, Sule; Rakicioglu-Söylemez, Anil – Journal of Language and Linguistic Studies, 2018
The study aims to explore English as a foreign language (EFL) pre-service teachers' conceptions of the characteristics of an effective EFL teacher. Additionally, the study attempts to evaluate the role of EFL teacher education programs on EFL PTs' perceptions of being an effective EFL teacher. The data were collected through concept maps from a…
Descriptors: Preservice Teachers, Student Attitudes, English (Second Language), Second Language Learning
Burke, Kevin J.; Harman, Ruth; Hadley, Heidi Lyn; Mizell, Jason D. – New Educator, 2018
As part of a youth summer program--a partnership between a large Southeastern university and the local school district--middle-school-aged youth, preservice teachers, and doctoral candidates interested in arts-based literacy practices spent their mornings in June 2016 engaging in activities that both explored and expanded thinking around their…
Descriptors: Youth Programs, Summer Programs, College School Cooperation, Middle School Students
Saariaho, Emmi; Anttila, Henrika; Toom, Auli; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi – Teachers and Teaching: Theory and Practice, 2018
Self- and co-regulation are central elements in skillful student-teacher learning. Studies have confirmed the interrelation between positive academic emotions and student engagement in self-regulated learning. There are also indicators of student-teachers experiencing co-regulative learning activities as highly significant. Yet, we know…
Descriptors: Foreign Countries, Student Teachers, Psychological Patterns, Emotional Response
Bieri Buschor, Christine; Schuler Braunschweig, Patricia – Assessment & Evaluation in Higher Education, 2018
The aim of this longitudinal study was to gain an understanding of how Swiss student teachers (n = 253), who had passed a competence-based admission test, were assessed by their mentors after the first year of teaching. The results revealed a high correlation between the students' initial cross-curricular competencies (CCC) and their mentors'…
Descriptors: Foreign Countries, Student Teachers, Beginning Teachers, Student Teacher Evaluation