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Direct linkvan der Zee, Theo – Teachers and Teaching: Theory and Practice, 2022
The daily contingent and ambiguous praxis of teaching raises various issues that are related to the multidimensional question of the purpose: what to do and how to act with a view to what is considered to be educationally desirable? Despite the revival of interest for practical wisdom as quality of teachers to judge what is to be done, literature…
Descriptors: Teaching Methods, Educational Strategies, Emotional Intelligence, Social Cognition
Mitchell, Ian; Keast, Stephen; Panizzon, Debra; Mitchell, Judie – Teachers and Teaching: Theory and Practice, 2017
Organising teaching of a topic around a small number of "big ideas" has been argued by many to be important in teaching for deep understanding, with big ideas being able to link different activities and to be framed in ways that provide perceived relevance and routes into engagement. However it is our view that, at present, the…
Descriptors: Academic Achievement, Metacognition, Research Projects, Foreign Countries
Strong-Wilson, Teresa – Teachers and Teaching: Theory and Practice, 2008
As new technologies promise to be an enduring feature of the landscape of teachers' work, we consider how teachers implicitly bring stories forward into their classroom explorations with new media as a part of their "informal learning". By "stories" is meant specific classroom texts as well as preferred teacher practices with those texts. The…
Descriptors: Informal Education, Curriculum Research, Action Research, Reader Response
Sandretto, Susan; Ballard, Keith; Burke, Pam; Kane, Ruth; Lang, Catherine; Schon, Pamela; Whyte, Barbara – Teachers and Teaching: Theory and Practice, 2007
This article presents conceptualizations of social justice expressed by a group of teacher educators in New Zealand and seeks to reinforce the importance of placing social justice on the agenda of teacher education. It is presented in the form of a reader's theater script designed to elicit discussion and encourage others to reflect critically on…
Descriptors: Social Justice, Scripts, Teacher Education, Educational Change
Long, Deborah Thurlow; Stuart, Carolyn – Teachers and Teaching: Theory and Practice, 2004
An integrated mathematics and science methods course was designed to focus on the knowledge, skills, and beliefs of teacher candidates. Teacher candidates were involved in experiences that would prompt them to consider the influence of their experiences on their beliefs, the influence of their beliefs on their instructional decisions and the…
Descriptors: Student Teachers, Methods Courses, Teaching Methods, Teacher Attitudes
Howes, Elaine V.; Jones, Kathleen M.; Rosenthal, Bill – Teachers and Teaching: Theory and Practice, 2004
The inspiration for this paper was a retreat in which education students and professors spent a weekend at a forest preserve, conducting biodiversity studies. Our writing describes the power of our retreat as a scientific, social and pedagogical learning experience. The three authors present our written reflections individually, prefaced by a…
Descriptors: Teacher Education, Biodiversity, Science Teachers, Learning Experience
