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Tashane K. Haynes-Brown – Professional Development in Education, 2025
This article examines the significance of professional development (PD) in shaping the beliefs undergirding teachers' classroom practices specifically learner-centred and teacher-centred beliefs, ICT beliefs and use of Information and Communication Technology (ICT). It highlights key considerations for designing and implementing PD grounded in…
Descriptors: Teacher Attitudes, Beliefs, Attitude Change, Faculty Development
Keiler, Leslie S.; Diotti, Raffaella; Hudon, Kara – Professional Development in Education, 2023
Supporting the growth and retention of teachers in urban classrooms poses significant challenges to the education community. Student-centred instruction has demonstrated positive impacts on student academic growth and social development, facilitating acquisition of 21st century skills. However, implementing student-centred instruction is demanding…
Descriptors: Mentors, Feedback (Response), Faculty Development, Urban Schools
Stieben, Margaret E.; Pressley, Thomas A.; Matyas, Marsha Lakes – Advances in Physiology Education, 2021
Many national reports call for K-12 teachers to increase their content knowledge, expertise in student-centered learning methods, and skills in working with an increasingly diverse student population. Historically, most teacher professional development (PD) has not addressed these multiple challenges. We evaluated two PD models--research…
Descriptors: Teacher Researchers, Teaching Experience, Electronic Learning, Faculty Development
Reid, Joshua W.; Weigel, Emily G. – Journal of College Science Teaching, 2022
Recent reform efforts in postsecondary science teaching have called for shifts in instructional methods to include more evidence-based instructional practices. However, a myriad of factors play a role in whether an instructor adopts these more student-centered methods. One such factor is teaching perspective. In this study, we explored the…
Descriptors: Biology, Science Instruction, Teaching Assistants, Graduate Students
Tadesse, Tefera; Asmare, Aregu; Ware, Hashim – Education Sciences, 2021
A growing body of research indicates that teaching is the most important determinant of student learning in higher education (HE). However, HE teachers have a persistent challenge to transform pedagogical practices from a teacher-centered to a student-centered approach. In this study, the authors employed a phenomenological-case study design to…
Descriptors: Cooperative Learning, State Universities, Teaching Methods, Phenomenology
Keiler, Leslie; Diotti, Raffaella; Hudon, Kara B. – AERA Online Paper Repository, 2019
Supporting the growth and retention of teachers in urban classrooms poses significant challenges to the education community. Student-centered instruction has demonstrated positive impacts on student academic growth and social development, facilitating acquisition of 21st century skills. However, implementing student-centered instruction is…
Descriptors: Mentors, Feedback (Response), Faculty Development, Student Centered Learning
Dutt, Shoma; Phelps, Megan; Scott, Karen M. – Higher Education Research and Development, 2020
Participation in curricular change and teacher professional development can be challenging for honorary clinical teachers, who juggle teaching alongside busy clinical practice. Following redevelopment of our traditional lecture programme, we conducted qualitative research, based on Vygotsky's Social Development Theory, to explore honorary clinical…
Descriptors: Educational Change, Faculty Development, Curriculum Development, Social Development
Yang, Hongzhi; Shen, Hui-Zhong – International Multilingual Research Journal, 2021
This research investigated Australian community languages school (CLS) teachers' emerging pedagogical habitus, focussing specifically on key dynamics effecting the adaptation in their pedagogical understanding and practice. Following an interview-based case study design, the research analyzed in detail major factors and their interplay that had…
Descriptors: Multilingualism, Language Teachers, Community Schools, Teacher Attitudes
Arnett, Thomas – Clayton Christensen Institute for Disruptive Innovation, 2021
Practically overnight, the spread of COVID-19 caused a sudden shutdown of classroom-based instruction--the centuries-old emblem of formal education. Fortunately, the capabilities of the technological era--in which broadband connectivity, mobile communication, and video conferencing are increasingly common--meant that for the first time in world…
Descriptors: Pandemics, COVID-19, Elementary Secondary Education, School Closing
Keiler, Leslie S.; Diotti, Raffaella; Hudon, Kara; Ransom, Julia C. – Mentoring & Tutoring: Partnership in Learning, 2020
Our study contributes to understanding teacher mentoring by exploring impacts of feedback from multiple mentoring sources as teachers with varying levels of experience learned to implement student-centered instruction. Mentees in our study learned to implement a student-centered model, supported by mentoring from students and teachers experienced…
Descriptors: Role, Feedback (Response), Mentors, Instructional Improvement
Škugor, Alma; Sablic, Marija – European Journal of Teacher Education, 2018
This paper researches students' and teacher trainees' personal experience of student-centred teaching during their education in grades 1-4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The…
Descriptors: Teaching Experience, Preservice Teachers, Beginning Teachers, Foreign Countries
Crawford-Garrett, Katherine; Carbajal, Damon R.; Short, Amanda; Simpson, Kahlil; Meyer, Emilia; Deck-Stevens, Eleanor – New Educator, 2020
This paper draws on practitioner inquiry and participatory action research methodologies to recount how five K-12 educators, who inhabit a range of positionalities and levels of teaching experience, engage in a collaborative professional development program, called Teaching Out Loud as they draw upon critical literacy theory and practice to…
Descriptors: Faculty Development, Neoliberalism, Student Centered Learning, Power Structure
Koozer, Margaret – ProQuest LLC, 2019
Using non-experimental, cross-sectional predictive design, this study sought to examine the relationship between the type of training faculty receive and the pedagogical practices employed when teaching academic coursework in post-secondary music conservatories. The study also sought to identify the types of training and development activities in…
Descriptors: Faculty Development, Teaching Methods, College Faculty, Music Teachers
Elder, Vivian Kathleen – ProQuest LLC, 2014
Learner-Centered (LC) teaching focuses on shifting the role of an instructor from a provider of information to a facilitator of learning. Several Missouri community colleges have declared themselves LC institutions through use of the term in their mission statements and/or strategic goals. Although a metric for demonstrating this commitment, in…
Descriptors: Benchmarking, Teaching Methods, College Faculty, Student Centered Learning
Matijevic, Milan; Topolovcan, Tomislav; Lapat, Goran – Online Submission, 2015
Despite the understandings that constructivist and multimedia didactics, as well as curricular theory and multiple intelligences theory, have been providing for years, what happens in the classroom and in the teaching process is still mostly teacher-centred. The didactic and methodological scenarios that prevail in our classes are more suitable to…
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Surveys, Likert Scales
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