The broad purpose of this self-study is two-fold: first, to aid in redressing the lack of attention given to the professional development of teacher educators; and second, to forward the idea that teaching reflectively is not only an excellent framework through which self-directed professional development can be enacted, but it is also an…

Research from 6 years of AISD REACH suggested the program likely influenced student performance, teacher practices, and novice teacher retention. However, little evidence showed schoolwide growth or retention stipends facilitated desired results.

Despite having significant knowledge of effective practices, along with curricular and pedagogical resources, efforts to transform introductory sequences have met with only modest success. While educators may know what to do, they do not know how to enact and sustain these reforms at scale. What they need is a framework for understanding STEM…

This research examines Zambian teachers' perceptions of expert teaching, as identified by characteristics possessed by a theoretical "expert teacher". One primary question guided the study: In the minds of teachers at basic schools (grades one to nine) in Choma District, Zambia, what specific characteristics are believed to be essential…

In this theoretical paper the role of power in classroom interactions is examined in terms of a dominance continuum to advance a theoretical framework justifying the emergence of three ways of distributing power when it comes to dealing with the control over the teaching-studying-learning (TSL) "pattern of teacher domination," "pattern of…

While there is a great deal of scholarly inquiry focusing on student teaching experiences in the field of classroom education, there are few resources devoted to student teaching in the context of the applied music lesson. In this article, a teacher educator in the field of piano pedagogy uses self-study to combine reflection on personal…

What conditions enable educators to engage in meaningful learning experiences with peers and beginning practitioners? This article documents a self-study on our actions-in-practice in a peer mentoring project. The investigation involved an iterative process to improve our knowledge as teacher educators, reflective practitioners, and researchers.…

This paper reports and discusses the findings of a research project that investigated the recently conceptualized and implemented New Zealand Cricket, Level 3, high-performance coach education programme (CEP). A qualitative methodology was employed to gather data from six coaches involved in the CEP. In particular the researchers sought the…

This study examined one tutor's evolving use of particular talk moves during comprehension strategies instruction in a university-based clinical setting. Through engaging in audiotape reflection and transcript analysis with a coach, the tutor made shifts toward more explicit and purposeful strategies instruction, yet did not consistently…

Several years ago, the author's relocated their work as educators from middle and high school music classrooms to positions in teacher education at two Canadian universities. Recognizing that working in initial teacher education demanded a new level of theorizing their practices of music education, they questioned their professional knowledge,…

The 39 preservice teachers (PSTs) who participated in this study were enrolled in a masters program for secondary science teacher certification. Initially they held broad ideas about teaching and learning gleaned from their own experiences. Guided by the program course work, some PSTs embraced the pedagogical approaches introduced in the program,…

This study investigates the impact of collaborative reflections on teachers' inquiry teaching practices and identifies supportive actions relating to their professional development. Three science teachers in the same elementary school worked as a cooperative and collaborative group. They attended workshops and worked collaboratively through…

This article focuses on the impact of a specific formative assessment procedure, negotiated assessment, on teacher professional learning. Negotiations between the assessor and the teacher as assessee seem to be especially promising for this teacher learning. However, there is no empirical evidence yet that has confirmed this. We explored teachers'…

We empirically explored whether academics from pure/soft and pure/hard fields engage in reflective practice on teaching differently and, if so, whether these differences could be partially explained by the epistemological structure of their discipline. Interview data from academics in pure/hard (N = 30) and pure/soft fields (N = 10) were…

Creationists are becoming more active in Europe. We expect that European biology teachers will be more frequently challenged by students who introduce creationist misconceptions of evolutionary theory into the classroom. Moreover, research suggests that not all teachers are equally prepared to deal with them. To make biology teachers aware of what…