NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Professional Theorizing
Peer reviewed Peer reviewed
Direct linkDirect link
Ertsas, Turid I.; Irgens, Eirik J. – Teachers and Teaching: Theory and Practice, 2017
In this conceptual article, we draw on a graded theory concept as well as two exemplary cases to discuss the role of professional theorizing in teachers' practice. We present a model that can illustrate how a non-dichotomous, graded and processual understanding of theory may help overcome a split between theory, on the one hand, and practice, on…
Descriptors: Foreign Countries, Teaching Methods, Theory Practice Relationship, Knowledge Level
Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H. – Teachers and Teaching: Theory and Practice, 2016
The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers' professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers' engagement with the practical and conceptual…
Descriptors: Foreign Countries, Teacher Education, Teacher Effectiveness, Mixed Methods Research
Promoting Effective Teacher-Feedback: From Theory to Practice through a Multiple Component Trajectory for Professional Development
Peer reviewed Peer reviewed
Direct linkDirect link
Voerman, Lia; Meijer, Paulien C.; Korthagen, Fred; Simons, Robert Jan – Teachers and Teaching: Theory and Practice, 2015
This study describes an evaluation of a theory-based trajectory for professional development called FeTiP (Feedback-Theory into Practice) that aims to have an observable effect on teacher classroom behavior. FeTiP is a multicomponent trajectory for professional development and combines several types of interventions. Its goal is to help teachers…
Descriptors: Feedback (Response), Faculty Development, Theory Practice Relationship, Teacher Behavior
Classroom Teachers' Craft Knowledge of Their Inclusive Practice
Peer reviewed Peer reviewed
Direct linkDirect link
Black-Hawkins, Kristine; Florian, Lani – Teachers and Teaching: Theory and Practice, 2012
Whilst recent decades have seen significant progress in research on inclusive education, many teachers still feel that the research literature does not fully address their professional concerns about how to enact a policy of inclusion in their classrooms. To help to bridge this gap, we drew on the concept of craft knowledge to undertake a detailed…
Descriptors: Inclusion, Teaching Methods, Teacher Attitudes, Mainstreaming
Engaging in and Engaging with Research: Teacher Inquiry and Development
Peer reviewed Peer reviewed
Direct linkDirect link
Hall, Elaine – Teachers and Teaching: Theory and Practice, 2009
The connection between teacher inquiry, professional development and school improvement was recognised 30 years ago by Lawrence Stenhouse. Stenhouse contributed many valuable insights into the role of practitioner enquiry in creating and utilising knowledge about teaching and learning, much of which is still to be applied systematically in teacher…
Descriptors: Foreign Countries, Relationship, Teachers, Inquiry
Reflective Engagement as Professional Development in the Lives of University Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Lyons, Nona – Teachers and Teaching: Theory and Practice, 2006
This paper takes up two important issues in the professional development of university teachers: the controversy surrounding reflective inquiry and its purported benefits for professional development and the lack of research on what teachers learn from reflective inquiry and how that affects and/or changes their professional practice.…
Descriptors: Portfolios (Background Materials), Investigations, Foreign Countries, Faculty Development