Purpose: The purpose of this report is to elevate the collective understanding of what it means to be and become a TESOL professional and what differentiates "TESOLers" from other teachers. We have intentionally prepared this report as an Open Educational Resource (OER), so it can be freely shared with an international audience. Methods:…

Teachers everywhere are always faced with new challenges as they engage in their pedagogical praxis; it is not easy to cater for students' needs (whether special or not) and bring about new ideas to teach and arouse students' interest and desire to learn, especially when one's job does not end at the workplace and continues at home. These are but…

In this paper, action research is explored as a process for professional learning and collaboration among post secondary teachers. Qualitative data from reflective journals maintained by instructors who taught multiple sections of a masters research course over a two-year period informed the exploration of responsive pedagogy. Action research is…

Teaching a foreign language to young learners have some differences from teaching adults. Young children have concentration problems and they tend to change their mood every ten minutes and need more creative activities than adults. Therefore, foreign language teachers have to choose interesting activities for them and foreign language teacher…

Reflective teaching is a contemporary issue in foreign language teacher education. This paper reports on the use of video-taped lessons as a tool for reflective practices. Two full-length lessons taught by the prospective teachers of English that are enrolled in the practicum program were recorded by the researchers, and the reflections of the…

This report talks about how a constructivist teacher used flipped learning in a college class. To illustrate how to use flipped learning in a constructivist classroom, examples were given with the four pillars of F-L-I-P: Flexible environment, learning culture, intentional content, and professional educator.

This research studies teachers' experience with the concept of "flow." Flow can be described as a state of being in which one is fully engrossed in the activity. When activities are in "flow," there is a sense of immersion, high energy, joy, and focus. In an analysis of fifteen teachers' reflections of flow…

Questioning and discussion techniques are effective instructional methods, but there is often inconsistent implementation of these instructional methods. This case study explored teachers and evaluators' perceptions regarding exemplary questioning and discussion techniques. Participants included 9 teachers who earned exemplary marks on their…

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].

A total of 620 staff from all 38 REACH schools responded to the Spring survey and 149 staff at the 18 newest REACH schools attended focus groups to provide their thoughts about specific aspects of AISD REACH. Results are summarized in this report.

In this study, we investigate of science and technology pre-service teachers' opinions about the methods developed reflective thinking and we determined at the level of reflective thinking. This study is a descriptive study. Open-ended questions were used to determine the views of pre-service teachers. Questions used in the statistical analysis of…

Teacher preparation is a process of instructional fulfillment in teacher education. This program is widely used in school that need professionalism in terms of networking. Supervisor take their role to support preservice teacher in many expected attributes which school workers should be known and learned in various kind of school contexts. This…

The role of a teacher as an action researcher in Croatia is still insufficiently appreciated and promoted in initial teachers' training, school students learning and in the employed teachers' professional post-qualification development. In this country, teachers are most frequently perceived as mediators or technicians whose task is to prepare and…

Student teachers make errors in their practicum. Then, they learn and fix those errors. This is the standard arc within a successful practicum. Some students make errors that they do not fix and then make more errors that again remain unfixed. This downward spiral increases in pace until the classroom becomes chaos. These students at the…

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 update report was published in March 2014 [ED629047].