Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 3 |
Descriptor
Source
| Teachers and Teaching: Theory… | 3 |
Author
| Butcher, Kirsten R. | 1 |
| Foulkes, Gethin | 1 |
| Hudson, Michelle | 1 |
| Jones, Luke | 1 |
| Jones, Rhys C. | 1 |
| Lane, McKenna | 1 |
| Larson, Madlyn | 1 |
| Mueller, Julia | 1 |
| Singh, Kuki | 1 |
| Tones, Steven | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 1 |
| Higher Education | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Postsecondary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| Australia | 1 |
| United Kingdom (Wales) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkButcher, Kirsten R.; Hudson, Michelle; Lane, McKenna; Larson, Madlyn – Teachers and Teaching: Theory and Practice, 2023
This paper examines how practicing teachers approach and evaluate students' critical thinking processes in science, using the implementation of an online, inquiry-based investigation in middle school classrooms as the context for teachers' observations. Feedback and ratings from three samples of science teachers were analysed to determine how they…
Descriptors: Critical Thinking, Student Evaluation, Science Process Skills, Science Teachers
Singh, Kuki; Mueller, Julia – Teachers and Teaching: Theory and Practice, 2021
The dynamic nature of feedback makes provision of learning enhancing feedback challenging. A collaborative peer mentoring professional development case study utilising observational video data from a series of lessons examined how teacher feedback knowledge and beliefs are articulated and developed in pedagogical practices, and the tensions that…
Descriptors: Feedback (Response), Teacher Role, Elementary School Teachers, Cooperative Learning
Jones, Luke; Tones, Steven; Foulkes, Gethin; Jones, Rhys C. – Teachers and Teaching: Theory and Practice, 2021
The aim of this paper is to examine Associate Teachers' (ATs) views on dialogic mentoring. More specifically it considers the views of 48 ATs who were involved in an Initial Teacher Education (ITE) partnership that has emerged in response to several changes that have occurred in Welsh education. Educational reforms in Wales have highlighted the…
Descriptors: Foreign Countries, Teacher Attitudes, Mentors, Preservice Teachers
