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Download full textSoljan, Ivanka; Stanghan, Yvonne; Henry, Anna – Kairaranga, 2013
The term "reflection" is defined as a contemplation of one's teaching craft with the view to improving it (Edwards & Thomas, 2010). Reflection is supported
by a number of theories and is considered a key component of RTLB work. A community of practice (CoP), when used as a space for reflection, provides
the potential for multiple…
Descriptors: Reflection, Communities of Practice, Foreign Countries, Teacher Effectiveness
Direct linkCharteris, Jennifer; Smardon, Dianne – Professional Development in Education, 2013
This case study, concerning peer coaching for sustainable professional practice, utilised video to enable teachers "deep learning" during peer coaching sessions. While the use of video is not a new tool for continuing professional development, this research employs a fresh way of using it. Teachers reflected on their learning process by…
Descriptors: Coaching (Performance), Professional Development, Teacher Improvement, Video Technology
Gray, Susan M. – TESOL Journal, 2012
Teachers constantly question their own practice. Often, their questions remain unexplored. Collegial observation provides one way to see teaching differently and understand the tensions involved in incorporating new theoretical understandings into practice. Gebhard (1999) argues that conversations preceding and following such observations are…
Descriptors: Educational Practices, Educational Principles, Instructional Innovation, Mathematics Education
Main, Squirrel – Asia Pacific Journal of Education, 2009
This article discusses how the traditional Maori concept of Hauora (balanced development) can be applied to beginning teacher induction programmes. To develop this idea, several steps were taken. From a nationwide survey, five primary schools were chosen with exemplary induction programmes. Data from interviews and observations indicated that…
Descriptors: Foreign Countries, Spiritual Development, Beginning Teacher Induction, Beginning Teachers
"Community of Practice" as a Framework for Supporting Tertiary Teachers' Informal Workplace Learning
Viskovic, Alison R. – Journal of Vocational Education and Training, 2005
This article discusses aspects of the informal learning of tertiary teachers in a polytechnic, a wananga (Maori tertiary institution) and a university in New Zealand. Case studies showed that they gained their teaching knowledge and skills mainly on the job, through informal, experiential learning, and much less through formal courses,…
Descriptors: Teaching Methods, Foreign Countries, Familiarity, Informal Education
Moskowitz, Jay, Ed.; Stephens, Maria, Ed. – 1997
This is the final report of Phase 2 of a study on teacher training and professional development in the nation members of Asia Pacific Economic Cooperation (APEC). Phase 2 examined policy and practices of teacher induction in 11 participating APEC members. This report provides responses to a survey and three case studies. The survey asked Education…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Comparative Education, Educational Environment
