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Showing 1 to 15 of 54 results Save | Export
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Melissa Morris – LEARNing Landscapes, 2024
This inquiry investigates the effects of trauma on students by analyzing personal experiences and teaching methods. Through the lens of autoethnography, a nonfictional storytelling approach, I reflect on my learning journey to identify compassionate and mindful teaching practices, aiming to foster a trauma-sensitive classroom environment.…
Descriptors: Metacognition, Teacher Student Relationship, Trauma Informed Approach, Classroom Environment
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Yariv Feniger; Jenna Goldshtein; Dana Vedder-Weiss – Journal of Education Policy, 2024
Test-based accountability (TBA) draws on a managerialist ideology that emphasises standards, constant measurement, and external motivation for improvement. It stands in sharp contrast to the idea of professional learning communities (PLCs) that aim to mobilise teachers' internal motivation and willingness to cooperate with peers to facilitate a…
Descriptors: Communities of Practice, Standardized Tests, Accountability, Intervention
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Reinhardt, Kimberly S.; Robertson, Phyllis M.; Johnson, Robin D. – Educational Action Research, 2023
This article describes how faculty in a teacher preparation program developed a signature pedagogy, a teacher candidate action-research project rooted in the Universal Design for Learning Framework. A dual perspective involved teacher candidates investigating the efficacy of their practice and articulating their learning, while their teacher…
Descriptors: Teacher Education Programs, Action Research, Preservice Teachers, Inquiry
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Gunnlaugson, Olen; Cueto de Souza, Renata; Zhao, Steven; Yee, Allen; Scott, Charles; Bai, Heesoon – Journal of Transformative Education, 2023
We are interested in the transformative potentials of intersubjectivity as it is enacted through second-person contemplative approaches. Our work here focuses on contemplative practice as a pedagogy that reveals and enacts intersubjectivity within postsecondary education. How might contemplative higher education practice as a pedagogy enable…
Descriptors: Transformative Learning, Teaching Methods, Graduate Students, Inquiry
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Quiros, Laura; Bagnini, Karen – Journal of Teaching in Social Work, 2023
The Zeitgeist of our time calls on social workers and the social work profession to reconsider the ways in which we practice, teach, and learn. The COVID-19 pandemic and the 2021 reawakening of the racial and social justice movements profoundly influence how social workers approach the directive from our accrediting body (CSWE) calling on us to…
Descriptors: Social Work, Social Justice, Racism, Self Concept
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Falbe, Kristina N.; Smith, Kristie W. – Middle School Journal, 2022
As middle grades teacher educators, we carry a responsibility to prepare pre-service teachers for the realities of practice ahead in their real-world classrooms. Similarly, middle school instructional coaches and specialists support in-service practitioners within the authentic context of their real world, real time experiences as teachers. In the…
Descriptors: Teacher Education, Theory Practice Relationship, Educational Practices, Inquiry
Safir, Shane – Educational Leadership, 2023
To spur agency and critical thinking, educators can take steps to position students as knowledge builders rather than just consumers. Drawing on Indigenous pedagogy and her own work on the value of "street data" in education, author and consultant Shane Safir discusses the importance of creating more space for student voice in…
Descriptors: Indigenous Knowledge, Student Empowerment, Instruction, Educational Practices
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Lambert, Louise – Professional Development in Education, 2021
In this paper, I propose shifts in perspective and practice in initial teacher education from the reflective to the diffractive practitioner as a productive way of supporting new teachers to prepare for the complex and non-linear nature of teaching. The reflective practitioner is a figure deeply embedded in humanist and anthropocentric discourses,…
Descriptors: Preservice Teacher Education, Educational Practices, Teacher Competencies, Reflective Teaching
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Choi, Yunjeong; Meier, Joyce; Cushman, Ellen – English Education, 2020
We explore the ways in which preservice teachers (PSTs) develop a practice "in" practice (Darling-Hammond, 2010) with diverse learners when placed in classrooms with college writing mentor teachers. Analyzing survey data and instances of stated confidence in PSTs' activity logs, we share results that reveal a significant increase in the…
Descriptors: Student Diversity, Preservice Teachers, Preservice Teacher Education, Student Placement
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Earl, Kerry; Ussher, Bill – Teachers and Curriculum, 2016
Reflective practice and inquiry are aspects of teacher professional practice that characterise teachers as learners. Reflective practice in some form is considered in contemporary education as an essential activity for teachers and teacher educators. "Inquiry as professional development" and "inquiry as research", on the other…
Descriptors: Inquiry, Reflection, Educational Practices, Transformative Learning
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Camargo Cely, Jennyfer Paola – HOW, 2018
Throughout time, the predominant use of certain languages has allowed some nations to take control over others and assure for them a privileged position. This study unveiled how certain practices and ideologies in regard to bilingualism have influenced teachers' professional development. Data were collected through discussion group sessions,…
Descriptors: Bilingualism, Faculty Development, Ideology, Educational Practices
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Everingham, Nancy; McLean, David; Mancini, Jane; Mitton, Amber; Williams, Melanie – International Journal of Training Research, 2018
This paper explores a pilot project in which three VET teachers in an Australian dual-sector university trialled a scholarship framework by undertaking a small ethnographic inquiry into current practices in their respective industries. The framework defined a method for engaging with industry while simultaneously developing VET teacher capability…
Descriptors: Vocational Education, Pilot Projects, Scholarship, Ethnography
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Ching, Cheryl D. – Review of Higher Education, 2018
This study examined how participation in an inquiry-based workshop on assessing course syllabi for equity-mindedness and cultural inclusivity fostered community college math faculty learning about racial/ethnic equity and equity-mindedness. Findings show that the workshop prompted reflection on what equity means and how participants' teaching…
Descriptors: Equal Education, Inquiry, Teacher Workshops, College Faculty
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Zou, Yali; Craig, Cheryl J.; Poimbeauf, Rita P. – Teachers and Teaching: Theory and Practice, 2016
Drawing on Lugones' ideas of world traveling, Dewey's notion of education as experience, and Greene's vision of seeing small/seeing big, this article inquires into lives lived in an Eastern educational milieu with attention reflectively paid to what educators in the West could learn from those in the East. Rather than focusing on mega narratives…
Descriptors: Narration, Inquiry, Reflection, Teaching Methods
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DeMink-Carthew, Jessica; Grove, Rebecca; Peterson, Margaret – Studying Teacher Education, 2017
This collaborative self-study examines the influence of engagement in the core practices movement on the course designs, instruction, and perspectives of three novice teacher educators at a large mid-Atlantic research university. Through core practices work, we integrated repeated cycles of analysis, practice, and reflection into our courses,…
Descriptors: Teacher Educators, Beginning Teachers, Teaching Methods, Teacher Attitudes
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