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University Teachers' Self-Reflection on Their Academic Growth
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Pedrosa-de-Jesus, Helena; Guerra, Cecília; Watts, Mike – Professional Development in Education, 2017
This study followed the academic growth of four university teachers, over a two-year period, with the intention of enhancing inquiry-based learning in practice. Data were generated within the natural settings of classrooms, laboratories and lecture halls, through the analysis of teaching materials, low-participation observation, informal…
Descriptors: College Faculty, Reflective Teaching, Faculty Development, Educational Practices
A Course for Critical Constructivism through Action Research: A Case Study from Biology.
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Jofili, Zelia; Geraldo, Ana; Watts, Mike – Research in Science and Technological Education, 1999
Describes the implementation and evaluation of a constructivist course for science teachers in which teachers are inducted into "critical constructivism" through their own action-research projects. Illustrates the induction process and professional development of one biology teacher of 13- to 15-year olds in Brazil. Contains 23…
Descriptors: Action Research, Anatomy, Biology, Constructivism (Learning)
A Case for Critical Constructivism and Critical Thinking in Science Education.
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Watts, Mike; Jofili, Zelia; Bezerra, Risonilta – Research in Science Education, 1997
Addresses the implementation and evaluation of a constructivist course and extends the argument toward the induction of teachers into critical constructivism through their own action-research projects. Data is taken from a single case study illustrating the changes in the professional life and reflective practice of one teacher in Brazil. (AIM)
Descriptors: Action Research, Cognitive Development, Concept Formation, Constructivism (Learning)