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Karunanayaka, Shironica P.; Naidu, Som; Rajendra, J. C. N.; Ratnayake, H. U. W. – Journal of Learning for Development, 2017
Much is said about the importance of reflective practice especially in the professions. Yet much of what happens as part of reflective practice in the professions such as teaching is most of the time left to chance. Reflective practice allows practitioners to see the link between theory and practice by thoughtfully considering their own…
Descriptors: Foreign Countries, Instructional Design, Reflection, Electronic Learning
Cunliffe, Rachel H. – Journal of Peace Education, 2017
Peace education provides for the development of knowledge, skills, and dispositions appropriate to effective peacebuilding. Therefore, the development of curriculum in degree programs which builds bridges by which students in conflict resolution/peace studies classrooms may cross over to the field of conflict transformation and peacebuilding may…
Descriptors: Peace, Teaching Methods, Outreach Programs, Curriculum Development
Mehrani, Mehdi B. – Iranian Journal of Language Teaching Research, 2017
The present narrative study examined the purposes that language teachers pursue in their research studies. The study also explored the opportunities and challenges that teachers experience while doing action research. Data were collected through a survey of narrative frames among 68 teachers, reflective essays written by 9 teachers and individual…
Descriptors: Foreign Countries, Language Teachers, Second Language Instruction, English (Second Language)
Anweting, Livinus – ProQuest LLC, 2017
This study explores how religious education, and in particular transformative teaching and learning can provide an opportunity to re-ground authority in the Roman Catholic Church. The research presents an educational response to the legitimation crisis. It seeks to resolve the organization problem as typified in the pyramidic-hierarchical pattern…
Descriptors: Catholics, Churches, Religious Cultural Groups, Religious Education
Chen, Xiaoduan – Africa Education Review, 2013
Meta-teaching is the knowledge and reflection on teaching based on meta-ideas. It is the teaching about teaching, a teaching process with practice consciously guided by thinking, inspiring teachers to teach more effectively. Meta-teaching is related to the knowledge, inspection and amendment of teaching activities in terms of their design,…
Descriptors: Foreign Countries, Reflective Teaching, Teacher Education, Teacher Effectiveness
Hargrove, Ryan A. – International Journal of Technology and Design Education, 2013
The goal of this research was to determine the long-term impact that selected instructional interventions, based on research in metacognition and learning theory, have on students' creativity. The study builds off research that has been conducted documenting the impact of creative thinking based instructional interventions. The study tracked…
Descriptors: Metacognition, Creativity, Skill Development, Learning Theories
Weber, Stephanie Stuart Sams – ProQuest LLC, 2013
Reflective thinking is a developmental process that progresses over time from a technical, routine level to a critical, self-evaluating level. Preservice teachers, who tend to stay in the technical, routine level of critical thinking without guidance, need to be taught how to become reflective thinkers so that they are able to identify and analyze…
Descriptors: Preservice Teacher Education, Reflective Teaching, Critical Thinking, Teacher Interns
Thomas, Lynn; Geursen, Janneke – Studying Teacher Education, 2013
This article describes a collaborative self-study undertaken by two teacher educators who sought to examine the impact of writing reflective journals and sharing them with students in their foreign language methodology classes. The study documents the process of undertaking the typical student assignment of keeping a reflective journal and making…
Descriptors: Foreign Countries, Assignments, Second Language Instruction, Journal Writing
Pedro, Joan; Abodeeb-Gentile, Theresa; Courtney, Ann – Journal of Digital Learning in Teacher Education, 2013
Within the context of an undergraduate literacy methods course, preservice teachers received opportunities to read engaging and meaningful text that challenged their thinking (McVee, Baldassarre, & Bailey, 2004) and respond to specific prompts through an online dialogue discussion and written reflective summaries. This article describes the…
Descriptors: Evidence, Literacy, Teaching Methods, Preservice Teachers
Crane, Cori – L2 Journal, 2015
The foreign language (FL) teaching "methods" course--which serves an increasingly diverse population of graduate students with varied teaching and learning experiences, professional goals, and developmental trajectories (Allen & Negueruela-Azarola, 2010)--is often the only dedicated space for graduate student instructors (GSIs) to…
Descriptors: Second Language Instruction, Teaching Methods, Case Studies, Graduate School Faculty
Theorycrafting the Classroom: Constructing the Introductory Technical Communication Course as a Game
Finseth, Carly – Journal of Technical Writing and Communication, 2015
When games are approached as a pedagogical methodology, the homologies between games and technical communication are highlighted: pedagogy that teaches people to play and succeed within certain confines; classroom assessment that provides meaningful feedback to encourage self-improvement; instructional design that incorporates gaming theory and…
Descriptors: Technical Writing, Introductory Courses, Game Theory, Teaching Methods
Niemi, Reetta; Kumpulainen, Kristiina; Lipponen, Lasse – Educational Action Research, 2015
This article is based on a pedagogical action research initiative comprising two research cycles. The study explores what constitutes meaningful experiences in the classroom from the pupils' perspectives and how understanding pupils' perspectives can foster the development of teachers' practical theory and classroom actions. Photography and group…
Descriptors: Foreign Countries, Documentation, Action Research, Student Attitudes
Butler, Geoffrey; Heslup, Simon; Kurth, Lara – English Teaching Forum, 2015
Curriculum design and implementation can be a daunting process. Questions quickly arise, such as who is qualified to design the curriculum and how do these people begin the design process. According to Graves (2008), in many contexts the design of the curriculum and the implementation of the curricular product are considered to be two mutually…
Descriptors: Units of Study, Curriculum Design, Student Needs, English (Second Language)
Yang, Min – Teaching in Higher Education, 2015
To equip graduates with the capability to meet complex demands of work and life, it is important that higher education teachers engage students in self-sustained learning--the persistent, self-initiated pursuit of expertise development in one's subject area. This requires building a positive synergy between learning and teaching, which implies…
Descriptors: Higher Education, Active Learning, Expertise, Teaching Methods
LaBoskey, Vicki K.; Richert, Anna E. – Studying Teacher Education, 2015
Our self-study has two main purposes: (1) to understand the value of self-study for credential program graduates to confront in transformative ways the pedagogical challenges of urban schools, and (2) to add to an exploration of self-study for non-teacher educators and strengthen our preparation of candidates to enact such inquiry. To answer these…
Descriptors: Self Evaluation (Individuals), Urban Teaching, Elementary School Teachers, Teacher Education