This study explores how engineering academic teachers perceive their practical knowledge on learning and feedback. Academic teachers and education directors of different disciplines in an engineering university were interviewed. Responses were analysed using the matrix method and cross-case analysis. Five different profiles emerged that provided…

Good teaching requires pedagogical dynamism: a willingness to vary one's teaching approach relative to the context (and cohort) at hand, and to any new challenges that may arise from that context. This requires that teachers obtain a broad knowledge of teaching strategies and tactics. Given the demands of contemporary higher education, finding the…

The theme of this year's conference is "Sin Fronteras: Questioning Borders with(in) Mathematics Education." This theme is intended to encourage research presentations, discussion, and reflection on the variety of borders within mathematics education, as well as those that might be probed, challenged, explained, enhanced and/or…

This phenomenological study describes seven stages of learning to teach at the university level. Through the use of narratives, twelve Canadian university professors reveal their beliefs and attitudes about teaching and learning as they struggle to become better teachers within various academic settings. The purpose of the study was to develop a…

This article concentrates on the validity and reliability of portfolio assessment as used in pre-service teacher education. It is not possible to make general pronouncements about the validity of portfolio assessment in pre-service teacher education as there are multiple portfolio applications. The validity depends on the purpose, namely the…

This article describes a qualitative study into student teachers' learning processes through changes in their interactive cognitions. First, theoretical propositions about the relation between learning to teach, professional development, and practical knowledge are defined. Next, the procedure to grasp interactive cognitions as part of practical…

Current reform documents in mathematics education recommend that teachers help students develop both conceptual and procedural understandings; however, teachers often do not possess the in-depth mathematical reasoning abilities necessary to accomplish this goal. Describes one way in which preservice teachers can come to better understand the…

Following a cognitive-developmental perspective, the Scholarship of Teaching & Learning is understood as a process of knowledge construction whereby knowledge claims are validated through reflection on teaching experience and educational theory. These reflective processes can be documented and peer reviewed. Teaching portfolios allow for the…

Examines the informal and incidental learning of religious educators in Newfoundland (Canada) through the use of a focus group session, questionnaire, and personal interviews. Reveals information about the educators' learning in three categories: (1) theological knowledge; (2) professional knowledge; and (3) knowledge about themselves. Includes…

Both teachers and learners can benefit from looking at the history of scientific discovery and science teaching. Discusses the history of curriculum change in biology education and the thought processes of historically prominent biologists. (Author/WRM)

Interview data were collected from eight student teachers from universities in Australia and the United States to determine how student teachers perceive the process of learning to teach, particularly with regard to certain themes: setting goals, modeling, gaining experience, developing routines, and trial and error. Implications for teacher…

This paper presents data from an ongoing project in several teacher education classes that required students to use reflective analyses in evaluating the implications of knowledge and selecting practices for use in their own future classrooms. The methodology looked at changing one aspect of the learning process--the quality of the responses…

This study of the knowledge bases of education began with a "meta-review" of the research literature in special and regular education and identification of specific learning variables. The effort focused on determining the extent that special and regular educators work from common bases of knowledge and the degree of appropriate merging during…

This publication presents a process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process presented in the book involves objectifying culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory…

"Adults Learning Languages" is aimed at those responsible for teaching languages across AE, FE and HE. In the much-changed world of post-19 languages, new funding and inspection regimes with revised needs for quality assurance are challenging practitioners to adapt and review approaches. This book offers teachers of languages to adults tools to…