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Showing 1 to 15 of 35 results Save | Export
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Pekkarinen, Virve; Hirsto, Laura; Nevgi, Anne – Cogent Education, 2023
The purpose of this case study was to understand what kinds of emotions university teachers experience in teaching, how these emotions influence the way the teachers experience their pedagogical competency and being and developing as a teacher, and how they reflect on their teaching and teaching-related emotions. Data were collected via…
Descriptors: Psychological Patterns, Reflection, Social Behavior, College Faculty
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Nicholas Bremner; Mingyu Li – Cogent Education, 2024
The purpose of this study was to explore teachers' experiences of a novel teacher education tool: the take-home timeline activity. A total of 25 English language teachers from four countries were invited to produce a visual timeline of how their beliefs and practices had changed over time. They were then asked to present and discuss their…
Descriptors: Foreign Countries, Language Teachers, English (Second Language), Elementary Secondary Education
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Jennifer Jacobs; Karla Scornavacco; Charis Clevenger; Abhijit Suresh; Tamara Sumner – Educational Technology Research and Development, 2024
Technological tools that provide automated feedback on classroom teaching afford a unique opportunity for educators to engage in self-reflection and work towards improvement goals, in particular to ensure that their instructional environment is equitable and productive for students. More information is needed about how teachers experience…
Descriptors: Automation, Feedback (Response), Teacher Attitudes, Mathematics Teachers
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Lara K.T. Smetana; Ali Kushki – European Journal of Teacher Education, 2025
Professional identity tensions are a common part of teachers' experience and have been shown to present opportunities for professional growth when approached as a learning opportunity. This study investigated the use of a questionnaire as a tool within an at-tension pedagogical approach. Authors collected data from six teacher candidates enrolled…
Descriptors: Professional Identity, Faculty Development, Preschool Teachers, Teacher Education Programs
Clyde, Randy – ProQuest LLC, 2022
Reflection has been a common professional learning practice for teachers within the history of education and learning. The purpose of this study was to understand how high-performing experienced teachers engage in reflection. The study utilized a qualitative phenomenological approach from a general phenomenological perspective. Seven…
Descriptors: Reflective Teaching, Teacher Effectiveness, Experienced Teachers, Teaching Experience
Tyler Francis Graff – ProQuest LLC, 2024
This study aims to better understand how teacher leaders influence the detracking of secondary school schedules through the following research questions (a) How and to what extent do teacher leaders have influence on the detracking of the school schedule? (b) What influences teacher beliefs around tracking and how does professional development…
Descriptors: Teacher Leadership, Secondary School Teachers, School Schedules, Beliefs
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Alexina Thorén Williams; Maria Svensson; Dawn Sanders – Design and Technology Education, 2024
The study aims at professional development directed towards finding new pathways in education for and in sustainable development. In this study, we consider how primary teachers from two schools in Gothenburg, Sweden, experience the forest and the urban area as potential learning environments. This study focuses on teachers' perceptions…
Descriptors: Reflection, Teacher Attitudes, Forestry, Urban Areas
Karen S. Lehning – ProQuest LLC, 2022
As organizations seek to provide meaningful professional learning opportunities, research has emerged to support the development of learning cultures that move beyond isolated learning experiences. An essential component of professional learning is reflective practice which occur at both the individual (Schon, 1983) and collective (Day, 1993)…
Descriptors: Reflection, Teaching Experience, Faculty Development, Elementary School Teachers
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Thomas Quarmby; Rachel Sandford; Shirley Gray; Oliver Hooper – European Physical Education Review, 2024
Working with trauma-affected youth in physical education (PE) can be a challenging and, at times, stressful and emotionally demanding process. Whilst little is known about how student trauma affects in-service teachers, even less is known about how it might impact pre-service PE teachers. The aims of this paper are therefore to (1) explore…
Descriptors: Trauma, Preservice Teachers, Physical Education Teachers, Teaching Experience
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Jeong-Bae Son; Moonyoung Park; Mei-Hui Liu – Online Learning, 2024
It is essential for second/foreign/additional language teachers to develop their digital competence in digital environments. This article explores language teacher development in digital technology integration in terms of exploration, communication, collaboration, and reflection (ECCR). It presents the results of a study that investigated how…
Descriptors: Language Teachers, Faculty Development, Technology Integration, Second Language Learning
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Burleigh, Cheryl – Journal of Educational Research and Practice, 2020
Conversations about ethical decision-making exist in a climate of misinformation within social and political forums. The issue of ethical decision-making in the context of educational leadership within a school environment has not been recently investigated. The purpose of this qualitative exploratory case study was to examine the perceptions of…
Descriptors: Instructional Leadership, Ethics, Decision Making, Educational Environment
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Mohan, Parmeshwar Prasad; Chand, Deepa – Waikato Journal of Education, 2019
This research examined the impact of story sharing and reflective dialogue on mathematics teachers' professional learning in Fiji. Employing a qualitative research methodology, semi-structured interviews were used to gather data from nine Fijian secondary school mathematics teachers. The study established that: 1) teachers improve their…
Descriptors: Mathematics Teachers, Faculty Development, Foreign Countries, Reflection
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McLean, Neil; Price, Linda – Studies in Higher Education, 2019
This study reports findings from an in-depth, longitudinal investigation of the formation of 13 novice tutors' professional identities as academic teachers. The study spanned tutors' first two years in-service, while they were also participating in a teacher development course. Discourse was analysed across 65 time-series coursework texts,…
Descriptors: Professional Identity, Longitudinal Studies, College Faculty, Beginning Teachers
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Karabuga, Ferhan – TESL-EJ, 2021
As an inquiry based model, Lesson Study highlights teacher professional development in the field of English language teaching by giving teachers the role of researchers in classrooms. Gaining widespread popularity in different educational contexts and holding a great promise as a model of professional development, the Lesson Study model forms a…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Language Teachers
Metzger, Sandra K. – ProQuest LLC, 2017
When teachers skillfully interact in reflective dialogue, they experience professional learning and motivation. However, teachers' interactional skills are often not data-informed. The purpose of this hermeneutic phenomenological study is to provide descriptive data on (a) how high school teachers experience the dialogic interaction within…
Descriptors: Dialogs (Language), High School Teachers, Reflection, Interaction
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