Performances and artefacts of student learning provide tangible evidence of their understanding of classroom instruction. Hattie (2012, 2015) uses the term "visible learning" to focus attention on the need for teachers to gather and consider these as evidence of students' ongoing learning, linking these tightly to teachers' pedagogical…

In response to the American Council on the Teaching of Foreign Languages' initiative and the gap existing in identifying high-leverage teaching practices (HLTPs) in world language teaching, this study investigated and decomposed HLTPs in a video corpus of exemplary world language teachers. Specifically, this study clarified the definitions of some…

This article critically reflects upon the process of planning and executing a microteaching session undertaken as a unit of assessment on "Introduction to Learning, Teaching, and Assessment" (ILTA), the first module studied for the Postgraduate Certificate in Academic Practice (PgCap). Personal reflection and feedback from participants…

In this paper, environmental and geographical subject expertise is explored, based on the notion of expertise as rooted both in subject knowledge and knowledge of teaching and as acquired through experience. The research questions that guided this study focused on the importance of understanding how teachers negotiate their assumptions and what…

This study used design experiments, specifically micro-cycle teaching experiments (MTE) as a catalyst for practice-based professional development. The MTE incorporated research-based characteristics of effective professional development: it was embedded in the teachers' daily work of planning and enacting lessons, co-constructed with the…

This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices.…

Micro-teaching and teaching practices are two integral parts of teacher education programme. Therefore, this study investigated the impact of micro-teaching on the teaching practice of the undergraduate Agricultural Education Students admitted in 2012/2013 Academic session in College of Education, Azare, Bauchi State, Nigeria. The 400 level…

Numerous studies have been conducted on the effectiveness of video as an effective means of reflective practice in pre-service Teacher Education. However, only few studies have explored preservice teachers' own perceptions in this regard in the field of ELT and none of these was related to primary level. To address this gap, multiple forms of…

This study investigated preservice science teachers' uses of inscriptions in their peer teaching activities and was guided by the following research questions: (1) What kinds of inscriptions and inscriptional practices do preservice science teachers use in their peer teaching activity? and (2) How and for what purposes do preservice science…

This article presents the findings of the first phase of a multiyear funded project whose ultimate purpose is to clearly define and then create a video clip library of 8- to 10-minute video clips that demonstrate exemplary teaching practices for working with students who are visually impaired (that is, those who are blind or have low vision).…

Many pre-service teachers feel under-prepared to teach students with a diverse range of needs and abilities and continue to be concerned about classroom behaviour management when undertaking practicum experiences. In order to address these concerns, teacher educators have explored alternative pedagogical approaches, including computer based…

It has been common to use video records of instruction in teacher professional development, but participants have rarely been encouraged to evaluate teachers and students' actions in those records, allegedly because evaluation deters from the development of a professional discourse. In this study, we inspected teachers' online discussions of…

When teacher preparation is disconnected from classroom practice, preservice teachers are left to try to make this connection without the guidance and support of skilled mentors. Practicum or field experiences are essential for effective personnel preparation. Practicum experiences can provide situated learning for preservice teachers to…

This study explored preservice elementary teachers' and their mentors' understanding of the essential features of inquiry-based teaching through the use of evidence-based reflection. The web-based video analysis tool (VAT) system was used to support preservice teachers' and mentors' evidence-based reflection during field…

Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the…