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Cobb, Cam; Sharma, Manu – Journal of the Scholarship of Teaching and Learning, 2015
What is social justice-informed co-teaching? Why is it important? How can social justice pedagogy deepen co-teaching practices? What are the key challenges and possibilities open to teachers and learners involved in a social-justice informed co-teaching experience? These questions are useful to ask as they begin to address new pedagogical…
Descriptors: Social Justice, Teacher Collaboration, Teacher Education Programs, Holistic Approach
Garvis, Susanne; Pendergast, Donna – Australian Journal of Teacher Education, 2015
In Australian early childhood teacher education programs there is typically a greater focus on the age group of kindergarten children compared to that of infants and toddlers (Garvis, Lemon, Pendergast and Yim, 2013). As a consequence, pre-service teachers may have little opportunity to interact and learn about this important age range. This paper…
Descriptors: Foreign Countries, Infants, Toddlers, Early Childhood Education
Tisha Admire Duncan – English Journal, 2015
What if the problem with today's classroom teachers is with the preparation they receive? This piece argues that teacher educators need to learn how to incorporate cultural competence and responsiveness within their daily lives and into their areas of expertise. As a faculty member and coordinator for the academically and/or intellectually gifted…
Descriptors: Cultural Awareness, Interpersonal Competence, Teacher Educators, Culturally Relevant Education
Mthiyane, Siphiwe E.; Grant, Callie – Africa Education Review, 2013
There is much literature to indicate that, in the field of teacher leadership, teachers can enact a reflective practice role as they operate as action researchers in their classrooms and schools. However, novice teachers are seldom considered as leaders or researchers, particularly in the South African schooling context. We report on a qualitative…
Descriptors: Novices, Teacher Leadership, Qualitative Research, Reflective Teaching
Loureiro, Armando; Caria, Telmo H. – International Journal of Lifelong Education, 2013
Work contexts are frequently referred to as spaces of learning and production of individual and/or collective knowledge. In such contexts specific dynamics are developed which cause the processes of learning and of knowledge production to have particularities. This paper aims at accounting for some dynamics that are associated with those…
Descriptors: Adult Education, Foreign Countries, Case Studies, Ethnography
Hains-Wesson, Rachael – Higher Education Research and Development, 2013
In this article, the author asserts that whether we write creatively or academically (or both) it takes time to understand the reasons why we "want" to write, and the more we write, the more we fully begin to appreciate why we have to write in the ?rst place. From an early age, nearly every day, Rachel Hains-Wesson actively participated in…
Descriptors: Creative Writing, Reflective Teaching, Transformative Learning, Audience Awareness
Davis, Amanda L. – ProQuest LLC, 2013
The purpose of this study is to contribute to existing research on teacher supervision, instructional leadership, and teacher reflectivity and teacher reflexivity by examining: teachers' personal perceptions and reflections about improving instructional effectiveness through observations of their own lessons when using a standards-based appraisal…
Descriptors: Teacher Attitudes, Instructional Improvement, Instructional Effectiveness, Self Evaluation (Individuals)
Wise, Kimberly Ashton – ProQuest LLC, 2013
The purpose of this phenomenological study was to explore reflective practices of lived experiences of collegiate educators as they progressed from novice to distinction. Specifically, this study investigated how a phenomenon connects to consciousness from lived experiences of teachers who proceeded from novice to a distinguished collegiate…
Descriptors: College Faculty, Faculty Development, Novices, Experienced Teachers
Hamilton, Mary Lynn; Pinnegar, Stefinee – Studying Teacher Education, 2013
Through the use of the metaphoric tool of topography, two educational researchers explore the development of their understanding of collaboration in self-study of teacher education practices research. The researchers communicate their perceptions through the presentation of four topographic moments. Each topographic moment is represented by a poem…
Descriptors: Cooperation, Research Methodology, Topography, Teacher Educators
Astika, Gusti – TEFLIN Journal: A publication on the teaching and learning of English, 2014
Critical reflective teaching has been a goal of English teacher preparation program. Although many English educators have promoted and carried out reflective teaching in their methodology courses, success of such practice has been limited, not sufficiently reflecting what has been desired. Questions have been raised whether reflective teaching…
Descriptors: Reflective Teaching, Alternative Assessment, Preservice Teachers, Preservice Teacher Education
Wegner, Claas; Remmert, Kathrin; Strehlke, Friederike – Educational Technology, 2014
Critics encourage the process of "reflection" as a prerequisite for professionalizing how teachers behave in the classroom. Reflection helps in recognizing areas in need of improvement. Self-reflection is hence one of the teacher's most important skills in order to work constantly on one's teaching and how to improve it. However, the…
Descriptors: Student Teachers, Web Sites, Web 2.0 Technologies, Reflection
Herczog, Michelle M. – Social Education, 2014
The College, Career, and Civic Life (C3) Framework for Social Studies State Standards calls upon social studies teachers to enhance the rigor of civics, economics, geography, history and the other social studies disciplines while building the critical thinking, problem solving, and participatory skills of students to help them become actively…
Descriptors: Social Studies, State Standards, Critical Thinking, Problem Solving
Schmitt, Lisa N. T.; Lamb, Lindsay M.; Cornetto, Karen M.; Courtemanche, Marie – Online Submission, 2014
Results of the evaluation suggest the SLO process is related to some positive outcomes for teachers and students. However, evidence indicates a need for program refinements to address discrepancies in SLO performance by staff role and school. A separate report was published in September 2013 [ED629046].
Descriptors: School Districts, Program Evaluation, Student Educational Objectives, Outcomes of Education
Eric C.K. Cheng; John C.K. Lee – International Journal of Educational Management, 2014
Purpose: The purpose of this paper is to explore strategies to develop communities of practice (CoP) to improve teaching in a school context. Design/methodology/approach: A cross-sectional questionnaire is developed to collect data from participants in a project that aims to cultivate a CoP to improve their small class teaching skills. A total of…
Descriptors: Elementary School Teachers, Foreign Countries, Communities of Practice, Interprofessional Relationship
Barkhuizen, Gary – RELC Journal: A Journal of Language Teaching and Research, 2016
This article presents a theoretical overview of the concept of teacher identity, particularly focusing on poststructuralist conceptions of what identity means, and shows how these ideas can be associated with ideas about narrative and narrative inquiry. It is argued that it is important for teachers, through reflective practice or teacher…
Descriptors: Language Teachers, Teacher Education, Self Concept, Professional Identity