In this article, I will discuss the idea of teachers as knowledge translators, not in a pedagogical or didactical sense, but in a "professional" one. A professional practice is supposed to be theoretically informed by academic research. In the name of effectiveness and efficiency, current policies in teaching and higher education…

This inquiry had two primary aims; firstly to evaluate the feasibility of using autoethnography to gain an informed and more descriptive view of past teaching experiences and secondly to understand more about the experience of a teacher's professional development in order to become a more reflective practitioner. This paper presents a narrative…

In 1998 I had been teaching science for 13 years. I was a good teacher: I had the plaques and certificates to prove it. But often I felt like an impostor (which I have since learned is not unusual--70% of all people feel like a fake at one time or another). While my students could solve problems and ace tests, every June when I sat down to look at…

This ethnographic study explores teacher experiences with vocabulary instruction, specifically as it relates to oral language-use and literacy practices. Utilizing an integrated compilation of cognitive, socio-cultural and poststructural theory, this study looks at teacher perspectives in relation to their experiences with language and literacy…

The use of video for teacher learning is a useful tool to support reflection and self-analysis. Video records have been successful in supporting teachers in learning to notice student thinking, a strong component in instructional expertise. The use of video provides permanent records of classroom lessons that can be viewed repeatedly (Sherin,…

Coaching should go beyond drills and preparing for the big game. One question many coaches have asked themselves is, "How do I get better?" One way to ensure that future coaches (current students) in sport coaching education are thinking of ways to improve for the future is to teach them to think about the past. This is where reflection…

Self-study is a self-focused, improvement-oriented approach to understanding one's own professional practices while also forging recommendations for the larger community of learners within a discipline. Faculty in teacher education have been engaging in self-study research since the early 1990s, and the approach has recently been adopted by…

This dissertation is a contemplative narration of my lived experience of bringing mindfulness into my teaching. The dissertation first portrays the process of entering into the dialogic space of mindfulness as a Buddhist concept intersecting with the scientific, educational, and public domains. I then describe the contemplative reflection process…

While field experiences and student teaching make up a cornerstone of teacher preparation, what counts as "practice" has typically focused on specific pedagogical approaches, rather than on more holistic frameworks. Thus, there has been a presumed split between learning about specific pedagogical practices and other relational and…

This study investigated a highly accomplished third-grade teacher's noticing of students' mathematical thinking as she taught multiplication and division. Through an innovative method, which allowed for documenting in-the-moment teacher noticing, the author was able to explore teacher noticing and reflective practices in the context of classroom…

Too often, professional development (PD) sessions consist of little more than delivering lists of things teachers should know and should be doing. There is little to no follow up. There are few opportunities to think about how to adapt and apply the learning to fit your own classroom context, or to try it out and compare outcomes with fellow…

This article addresses the notion of "making it" as an early-career academic in physical education and sport pedagogy. In it, we draw on the tradition of material semiotics to reflect on our shared journeys from doctoral student to beginning scholar and beyond. By attuning ourselves to the relationality, materiality and precariousness of…

This dissertation is an analysis of four semesters/cycles of practitioner and participatory action research inquiry on my use of critically compassionate intellectualism (CCI)--a framework of critical pedagogy, authentic caring, and a social-justice curriculum and purpose--to humanize an educational foundations course for pre-service teachers in a…

This study reports on how a Chinese suburban English writing teacher responded to systemic functional linguistics (SFL)-based distance education. The study draws on qualitative content analyses of the teacher's reflections, interviews, and classroom interactions. The results show that through SFL-based distance education, the teacher, interacting…

Within the field of education, reflective practice has become a very popular concept within teacher education and development programs. The general consensus is that teachers who are encouraged to engage in reflective practice can gain new insight of their practice. There have been similar developments in the field of teaching English to speakers…