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Bissonnette, Jeanne Dyches – Journal of Language and Literacy Education, 2016
Because few teacher education programs are truly rooted in the philosophical aims of multicultural and social justice education (Asher, 2007; Banks, 2008; Hayes & Juarez, 2012; Miller, 2014), many pre-service teachers (PSTs) remain unpracticed--and unable--to teach in culturally responsive ways (Sleeter, 2012). But what structures and forces…
Descriptors: Teacher Education Programs, Social Justice, Educational Philosophy, Multicultural Education
Ford, Keith – ELT Journal, 2016
In this article, I describe how an EFL teacher engaged in a process of reflective practice. As she looked back on her teaching career, she explored the critical incidents, principles, and practices that have informed her present teaching identity. I focus on how a taped monologue narrative technique was used, and on the rationale, practice, and…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods
Kwong, Welton W. H. – ProQuest LLC, 2016
The purpose of this study was to understand what knowledge, skills, and practices teacher leaders learn from exercising leadership with other teachers in their school settings and how, if at all, they learn from experience and in communities of practice (CoPs), that is, groups of people with shared interest in a particular domain (Lave &…
Descriptors: Teacher Leadership, Knowledge Base for Teaching, Skill Development, Communities of Practice
Norton, Lin – Psychology Teaching Review, 2014
It is just over 12 years since "Psychology Teaching Review"'s first Special Issue on action research psychology. In the guest editorial for that issue Lin Norton suggested that pedagogical action research can be controversial, and that for some academic psychologists it appears to be more than curriculum development rather than…
Descriptors: Action Research, Research Needs, Psychology, Relevance (Education)
Carson, Alison S.; McClam, Sherie; Frank, Jim; Hannum, Gillian Greenhill – International Journal of ePortfolio, 2014
In this autoethnographic study, the authors/subjects examined retrospective reflections (narratives) on their experiences within an ePortfolio community of practice to help them understand the conditions that led to transformations in their teaching. The theoretical framework of situated learning and cognitive mediation was used to explore this…
Descriptors: Portfolios (Background Materials), Electronic Publishing, Ethnography, Educational Change
Teaching across the Lines: Adapting Scripted Programmes with Culturally Relevant/Responsive Teaching
Wyatt, Tasha R. – Pedagogy, Culture and Society, 2014
The American legislation of No Child Left Behind resulted in a boom in scripted, prepackaged curricula for improving student outcomes. At the same time, greater attention to the needs of diverse populations also took prominence, resulting in a new area of study, culturally relevant/responsive pedagogy. The current view is that scripted curriculum…
Descriptors: Culturally Relevant Education, Elementary School Teachers, Faculty Development, Curriculum Development
Tannebaum, Rory P.; Hall, Anna H.; Deaton, Cynthia M. – American Educational History Journal, 2013
The purpose of this article is to provide a detailed analysis of the development of reflective practice in American education. The essay will primarily ground itself in various works by John Dewey and Donald A. Schön, as well as analyze the impact these authors had on the topic. The essay will rely heavily on Schön's "Educating the Reflective…
Descriptors: Educational History, Educational Practices, Educational Development, Definitions
Wan, Anna – ProQuest LLC, 2013
Results from the 2007 TIMSS showed the grim reality that the United States did not measure up to other industrialized countries in both fourth- and eighth-grade results in geometry (Mullis, Martin, & Foy, 2008). Furthermore, Clements (2003) concluded from literature on teaching and learning geometry in kindergarten through twelfth grade (K-12)…
Descriptors: High School Teachers, Mathematics Teachers, Pedagogical Content Knowledge, Knowledge Level
Thompson, Ashleigh B. – New Educator, 2019
This essay shares impressions from French and German higher education through a comparative US lens, with a special focus on internationalization and mobility. The author integrates the theoretical lens of Gert Biesta's Pedagogy of Interruption to posit that international experiences facilitate encounters with otherness that spark new ways of…
Descriptors: Student Diversity, Higher Education, Comparative Education, International Education
Davis, Allison; Griffith, Robin; Bauml, Michelle – Journal of Early Childhood Teacher Education, 2019
Decision-making is essential for the work of teaching. Preservice teachers must learn to leverage knowledge about young readers' strengths, needs, and interests in order to plan and teach guided reading lessons skillfully. However, limited research examines preservice teachers' decision-making based on what they know about individual children. In…
Descriptors: Preservice Teachers, Decision Making, Directed Reading Activity, Reading Instruction
Saloviita, Timo – Journal of Education for Teaching: International Research and Pedagogy, 2019
An exit survey performed for graduating students is an economical way to assess the outcomes of teacher education. In this study, exit survey data were collected from eight cohorts of Finnish student teachers who graduated between the years 2008 and 2015. A final sample consisted of 1102 preservice primary and subject teachers. A 10-item scale…
Descriptors: Foreign Countries, Outcomes of Education, Teacher Education Programs, Elementary School Teachers
Pella, Shannon – Teacher Education Quarterly, 2015
A common theme has been consistently woven through the literature on teacher professional development: that practice-based designs and collaboration are two components of effective teacher learning models. In addition to collaboration and practice-based designs, inquiry cycles have been long recognized as catalysts for teacher professional…
Descriptors: Affordances, Evidence Based Practice, Professional Development, Inquiry
Lam, Kevin D. – Multicultural Perspectives, 2015
In this article the author shares a critical reflection of his work as a teacher educator over the last five years teaching in both public and private universities in the U.S. Midwest. The author reflects on his work in a class called "Diversity in Education" over the course of two semesters as a way to trace the genealogy of a course…
Descriptors: Teacher Education, Teacher Educators, Reflective Teaching, Multicultural Education
McIntosh, Peggy – Independent School, 2015
The National Seeking Educational Equity and Diversity (SEED) Project on Inclusive Curriculum is the nation's largest peer-led leadership development project. It engages public and private school teachers, college faculty, parents, and community leaders from all subject areas, grade levels, and geographic locations to create gender fair,…
Descriptors: Social Justice, Transformative Learning, Reflective Teaching, Teacher Background
Rose, Lydia – E-Learning and Digital Media, 2015
This study uses interpretive sociological methods to explore parallels between fictional accounts of cyborgs and educational technology-based practices currently present in some e-learning environments. Specifically, the cyborg in fictional accounts ("Star Trek" and "Doctor Who") and the cyborg in academic accounts (Donna…
Descriptors: Electronic Learning, Sociology, Research Methodology, Educational Technology