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Cronin, Sue; Cook, Tina; Flattery, Christina; Griffiths, Tim; Rodrigues, Susan – Educational Action Research, 2022
The call to raise educational standards in the UK has a particular focus on the underachievement of pupils attending schools facing challenging socioeconomic circumstances. In 2017 the Education Policy Institute (UK) reported that the most disadvantaged pupils in England are on average over 2 years of learning behind non-disadvantaged pupils by…
Descriptors: Foreign Countries, Science Teachers, Science Instruction, Teaching Methods
Özcan, Emrah; Yüksel, H. Gülru – English Language Teaching Educational Journal, 2022
Micro-teaching has been criticized for its artificial nature, limited practice period, and inadequate feedback. Giving preservice teachers in-situ opportunities that they can collaborate on lesson planning, teach, and receive peer feedback can assist in addressing these drawbacks. To that end, an intervention study was devised to provide in-situ…
Descriptors: Preservice Teachers, Student Attitudes, Microteaching, Cooperation
Bond, Vanessa L. – Journal of Music Teacher Education, 2022
Reflective practice positively affects preservice teacher growth. Yet, in structures used to support student teachers, faculty often prioritize professionalism and logistics over pedagogical concerns. The purpose of this intrinsic case study was to describe the use of pedagogical documentation with preservice music teachers to establish a culture…
Descriptors: Music Teachers, Music Education, Professionalism, Case Studies
Leggo, Carl – Canadian Journal of Education, 2018
As a poet, researcher, and teacher in the academy, I have pursued my vocation with an abiding commitment to both creative and critical discourse. I inquire into my autobiographical experiences as a poet, researcher, and teacher in the institutional contexts of a Faculty of Education by creating a performance of poetry that seeks to honour…
Descriptors: Poetry, Teaching Experience, Autobiographies, Creativity
Kloser, Matthew; Edelman, Amanda; Floyd, Catherine; Martínez, Jose Felipe; Stecher, Brian; Srinivasan, Jayashri; Lavin, Erin – Journal of Science Teacher Education, 2021
Teachers continuously engage in the relational work of sensemaking with students, but they generally do so isolated from colleagues, making individual decisions about their classrooms. Professional learning communities (PLCs), provide opportunities for collaborative professional reflection and development among peers centered on the analysis of…
Descriptors: Electronic Publishing, Portfolios (Background Materials), Communities of Practice, Science Teachers
Özüdogru, Melike – International Journal of Curriculum and Instruction, 2021
The current study aimed to investigate the Curriculum Development Course knowledge levels of pre-service teachers and the depth of their reflections according to the framework proposed by Kember et al. (2000). In this explanatory mixed-method research study, pre-service teachers who enrolled in the Elementary Education-Classroom Teaching…
Descriptors: Reflective Teaching, Critical Thinking, Journal Writing, Preservice Teacher Education
Shi, Xiaoming – Science & Education, 2021
Adopting an explicit and reflective approach to the teaching of the history and philosophy of science is useful in promoting high school students' understanding of the nature of science. Whereas the history of science is usually signposted clearly in the school science curriculum, the philosophy of science is considered to be embedded in and…
Descriptors: Teaching Methods, Educational Philosophy, Science Instruction, Reflective Teaching
Fathi, Jalil; Greenier, Vincent; Derakhshan, Ali – Iranian Journal of Language Teaching Research, 2021
To expand the line of research investigating individual teacher-related variables, the present research sought to test a structural model of teacher reflection, self-efficacy, burnout, and emotion regulation among Iranian EFL instructors. Moreover, a mediation model was examined, hypothesizing that emotion regulation would mediate the influences…
Descriptors: Self Efficacy, Reflective Teaching, Teacher Burnout, Language Teachers
Ong, Wei Ann; Swanto, Suyansah; AlSaqqaf, Asmaa; Ong, Jia Wei – TEFLIN Journal: A publication on the teaching and learning of English, 2021
Teachers who are reflective are found to be more able to develop themselves professionally. However, pre-service teachers were found to be in need of explicit instructions on reflective practice. This paper presents the results of an investigation on the use of the 5-step Cognition Practice Observation Reflection Action (CoPORA) reflective model…
Descriptors: Reflective Teaching, Preservice Teachers, Practicums, Models
Leung, Jessica Shuk Ching; Chan, Kennedy Kam Ho; He, Tracy Cuiling – Educational Studies, 2021
Student teachers (STs) were asked to reflect on their experiences of watching videos of their own and their peers' teaching and to generate and share metaphors of the experience. Qualitative analysis of their metaphorical explanations revealed the cognitive, emotional and motivational responses associated with the STs' video-viewing experiences.…
Descriptors: Student Teachers, Student Teacher Attitudes, Reflective Teaching, Video Technology
Romylos, Salomé – Changing English: Studies in Culture and Education, 2021
This article aims to give insight into the professional identities of seven teachers who teach English literature to Grade 10-12 learners, in the North-West district of South Africa. The focus is on how these teachers' experiences are shaped by larger determinants (social, historical, professional, etc.), and how their experiences might resonate…
Descriptors: Professional Identity, English Literature, High School Teachers, Context Effect
Wyatt, Mark; Sargeant, Donald – Changing English: Studies in Culture and Education, 2021
Nurturing critically engaged and reflective English language teachers is vital if the educational systems they work in are to change dynamically in response to learners' evolving needs. Given that criticality involves constant reflexive questioning of both public discourse and one's own beliefs and assumptions, teacher educators have a…
Descriptors: English (Second Language), Second Language Instruction, Language Teachers, Foreign Countries
Filbin, Deborah N. – Art Education, 2021
Many scholars and educators are moving toward an anti-oppressive paradigm in art education, transitioning away from imposing norms in an effort to think more creatively about teaching practices and classroom culture (Kraehe, 2019). Reflecting deeper on her position as a White, middle-class, female teacher who taught in an underserved community,…
Descriptors: Art Education, Social Justice, Teaching Methods, Racial Bias
Donice J. Davenport – ProQuest LLC, 2021
Most students with disabilities in public schools are served in inclusive environments by teams of special and general education teachers working together to support their access to the curriculum and their disability related needs. This program evaluation sought to understand the knowledge, skills, and efficacy of a group of co-teachers following…
Descriptors: Program Evaluation, Secondary School Teachers, Team Teaching, Faculty Development
Salajan, Florin D.; Duffield, Stacy K. – Teacher Educator, 2019
In this study, a grounded theory approach was adopted to develop the "heterospective reflection framework" as an explanatory and analytical schema for the investigation of reflection on the action of others via video observations. Borrowed from the arts, the term heterospective denotes "otherness." Data collection was conducted…
Descriptors: Preservice Teachers, Preservice Teacher Education, Reflective Teaching, Social Cognition