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Kouppanou, Anna – Discourse: Studies in the Cultural Politics of Education, 2022
Pedagogical approaches emanating from posthumanist and neomaterialist theoretical frameworks can potentially redefine what learning and teaching are. In this paper, I argue, however, that these discussions are marked by a distinct absence, having to do with the role of teachers and the nature of teaching itself. Attempting to make up for this…
Descriptors: Humanism, Educational Practices, Educational Theories, Hermeneutics
Rylak, Danielle – ProQuest LLC, 2022
This creative nonfiction dissertation study sought to describe the process by which three self-identified White teachers--who are engaged in structural initiatives in their schools, districts and/or communities for racial equity--transitioned from colorblindness to understanding white supremacy and structural racism. The following overarching…
Descriptors: Whites, Racism, Teacher Attitudes, Teacher Role
Spence, Larry D. – Stylus Publishing LLC, 2022
Deep and lasting learning results when we teach human brains in ways responsive to how they're structured and how they function, which is not how we imagine they work or wish they would work. This book proposes a radical restructuring of teaching so that it conforms to how people learn. Spence maintains that teaching cannot and should not be aimed…
Descriptors: Teaching Methods, Learning, Teacher Role, Instructional Effectiveness
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Marit Skarbø Solem; Rein Ove Sikveland; Elizabeth Stokoe; Karianne Skovholt – Applied Linguistics, 2025
How do teachers decide when and how to help their students if not explicitly asked to do so? Based on conversation analysis of 14 h of video-recorded small group interactions in secondary schools, we discovered that teachers and students orient to subtle actions built through embodied conduct, to decide whether or not assistance is needed. We also…
Descriptors: Teacher Role, Helping Relationship, Small Group Instruction, Secondary School Teachers
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Samet Okumus; Nada Vondrová; Tugrul Kar; Jarmila Robová – Educational Studies in Mathematics, 2025
This study, using a scriptwriting task, examines how 52 Czech pre-service mathematics teachers (PMTs) handled a situation in which a fictional pupil's incorrect reasoning resulted in a correct answer. The participants were asked to imagine and provide a script that reflects how the situation could evolve in response to the pupil's incorrect…
Descriptors: Preservice Teachers, Mathematics Teachers, Error Patterns, Mathematical Logic
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Drew T. Ashby-King; Melissa A. Lucas – Communication Teacher, 2025
Dominant approaches to assessment have often limited students' ability to share their perspectives on course experiences. Further, assessment approaches are often disconnected from pedagogical practice and reinforce the status quo. In this article, we outline our critical-interpretive approach to a four-year cycle of assessments examining…
Descriptors: Introductory Courses, Student Centered Learning, Communication Skills, Evaluation Methods
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Jaclyn Carter; Patti Dyjur; Kimberley A. Grant – International Journal for Academic Development, 2025
While scholarly writing on trust in academic development (AD) is still relatively limited, current literature explores trust within a number of institutional relationships. Here, we reflect specifically on the relationship between academic developers (ADs) and faculty groups, consider how we as ADs aim to build rapport and trust when supporting…
Descriptors: Curriculum Development, Trust (Psychology), College Faculty, Teacher Role
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Brad Fraver – Changing English: Studies in Culture and Education, 2025
Getting students talking about a work of literature -- sharing and interrogating their own and each other's textual interpretations and responses -- is vital for the teaching and learning of literature. If a classroom community of readers is constituted by such talking, then responsive teaching involves a lot of "listening." What,…
Descriptors: Teaching Methods, Listening Skills, Literature, Classroom Techniques
Erin Barno – ProQuest LLC, 2025
This dissertation investigates how early career teachers' orientations of students and their mathematical activity, as surfaced their experience in a simulation, can reveal when their well-intentioned decisions might negatively impact traditionally underserved students. Three early career teachers engaged in two online simulations where they could…
Descriptors: Beginning Teachers, Mathematics Instruction, Computer Simulation, Vignettes
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Lauren Mims; Marketa Burnett; Raquel Martin; Seanna Leath; Brooke Harris-Thomas – Theory Into Practice, 2024
The concept of #BlackGirlMagic has resonated with Black women and Black girls across the world. Black Girl Magic is as unique as a fingerprint and serves as an invitation for Black girls to be present as their true, most powerful selves. In reflecting on the power of Black Girl Magic for Black girls as 5 Black women in psychological science and…
Descriptors: African Americans, Females, Gender Discrimination, Age Discrimination
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Tanya Davies; Jack Davis – Changing English: Studies in Culture and Education, 2024
In post-invasion Australia, English has been a key instrument of colonisation. English education was tasked with producing subjects both loyal to the Australian nation and the British Empire with little recognition given to people from other languages and cultures, least of all First Peoples. Despite Australia now being considered a successful…
Descriptors: Postcolonialism, Foreign Countries, Educational Policy, English Teachers
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Sofie van der Meij; Myrte Gosen; Annerose Willemsen – Classroom Discourse, 2024
Data from whole-class discussions in Dutch upper primary school show that teachers occasionally explicitly take downgraded epistemic stances through epistemic disclaimers such as 'ik weet het niet' (English: "I don't know (it)"), which contrasts with their institutionally assigned epistemic authority. In the current study, we have…
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Role, Teacher Student Relationship
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Josh P. Armstrong; Asiya M. Vickers – New Directions for Student Leadership, 2024
Intentional emergence (IE) as a pedagogy centers students in learning and calls for the educator or facilitator to take a different role. It is important for educators to mindfully regulate their presence in the classroom to allow students to notice the role of authority in leadership practice. This article provides recommendations for productive…
Descriptors: Intention, Teacher Role, Student Centered Learning, Self Concept
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Julie Massé; Sophie Grignon; Luc Vigneault; Geneviève Olivier-D'Avignon; Marie-Claude Tremblay – Advances in Health Sciences Education, 2024
In 2019-2021, we engaged in a project aimed at developing, implementing, and evaluating an educational intervention actively involving patient-teachers in undergraduate medical education at Université Laval, Quebec, Canada. Patient-teachers were invited to participate in small group discussion workshops during which medical students deliberate on…
Descriptors: Foreign Countries, Medical Education, Patients, Participation
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Virginia Grande; Thomas Taro Lennerfors; Anne-Kathrin Peters; Kristina von Hausswolff – European Journal of Engineering Education, 2024
In this paper, we discuss the ethical responsibilities of being a role model as an engineering teacher in higher education. We draw on virtue ethics, care ethics, ethics of freedom and role modeling theory, using Grande's framework for engineering education. We argue that the three ethical theories give different views on the ethics of role…
Descriptors: Role Models, Engineering Education, Ethics, Caring
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