In the phenomenological study from which this theoretical article derives, 18 middle school teachers were asked--during an unstructured interview or by writing a lived-experience description--to describe moments when they "recognized and responded to a student who did not understand something during an instructional activity." Based on my analysis…

This article explores teacher training by the alternation of classroom work and work analysis using an approach based on a social conception of meaning and action. The advantage of this approach is that it allows the development of professional activity in preservice teachers (PTs) to be assessed by tracking how the reflective tools acquired in…

Preservice teachers enrolled in a middle level endorsement block provided evidence of their professional, affective, and collaborative dispositions as they reflected upon their conception of early adolescents, appropriate instruction practice, and the empowerment of teachers and students. Research indicates that empowering future teachers as…

Experiential learning is making meaning from direct experience. Experiential learning is used in workplace training (Silberman, 2007), and is the theoretical foundation for all practicum and co-op program learning. Supported by findings on expert/novice learning styles (Boshuizen, Bromme, and Gruber, H., 2004), this essay reflects on the practice…

The use of simulation games in business courses is a popular method for providing undergraduate students with experiences similar to those they might encounter in the business world. As such, in 2003 the authors were pleased to find a classroom simulation tool that combined the decision-making and team experiences of a senior management group with…

This report describes a problem based learning project focusing on superintendents' knowledge of the characteristics of high quality teachers. Current research findings offer evidence teacher quality is an important school variable related to student achievement. School district leaders are faced with the problem of identifying the characteristics…

As two teacher educators teaching two sections of a master's action research capstone course, we analyze (1) course content and pedagogy, (2) evolving beliefs about research, and (3) transformations in question posing as students assume the role of researchers. Our theoretical frame draws on teacher research, social justice advocacy, and the…

Blending activity theory and community-based research educational applications describes the praxis achieved through the initial design, development, implementation, and assessment of one research methods course as a pedagogy to enhance and improve the outcomes of civic and community engagement for the university, its students, and the community.…

Learning to consider the experiences and perspectives of those who are marginalized is difficult for members of a dominant group who have not encountered similar obstacles. According to the National Center for Education Information, student populations continue to be characterized by diversity while more than 90% of teachers are mostly white,…

Drawing upon our experience as university faculty in teaching novice educators, we explore the issue of resistance from students around learning that entails critical reflection. By novice educators, we refer to pre-service teacher candidates and graduate students in Education faculties, particularly graduate students in adult education/lifelong…

This study investigated the potential of a professional development program centered on case development to help urban teachers: (a) integrate technology with content and pedagogy and (b) cultivate habits of reflection required to learn from practice. Qualitative analysis revealed that case development helped teachers develop an understanding of…

This study examined how multiple measures can be used to study experienced teachers' learning. The study was conducted in an advanced Master's degree programme, aligned with the National Board for Professional Teaching Standards in the United States. The programmatic features and key learning experiences found in the programme are described and…

This article uses a South African case study to argue that postcolonial, emerging economy societies in transition often contain schools characterised as high risk and high need. Such schools require teachers to adapt to roles other than facilitating learning, such as psychosocial support and care, and which requires additional professional…

Looking back at our formative years in education, many of us can think of at least one teacher who exemplified effectiveness. It is those effective teachers that paved the way for many of us current educators. This dissertation looks closely at five elementary education teachers as they utilize instruction, assessment, and reflection to impact…

This study is a phenomenology of the practice of high school teaching. It is an examination of the day-to-day lived experience of high school teachers. The research is grounded in Heidegger's (1962) theory of hermeneutic phenomenology, as well as Polanyi's (1961) theory of tacit knowing. The study uses a phenomenological research design influenced…