Over the past 20 years, interest in the impact of space on teaching and learning has grown, and higher education institutions have responded by creating Active Learning Classrooms (ALCs)--spaces designed to promote active, student-centred learning. While ALC research has explored teaching methods, student experience, and student learning, less is…

The purpose of this study was to understand what knowledge, skills, and practices teacher leaders learn from exercising leadership with other teachers in their school settings and how, if at all, they learn from experience and in communities of practice (CoPs), that is, groups of people with shared interest in a particular domain (Lave &…

This article explores the perspectives of seven teachers in England who teach pupils with severe profound and multiple learning difficulties about their learning to teach this group of students. Teachers' views were captured through a combination of synchronous and asynchronous online communications. Four themes emerged from teachers' perspectives…

Questioning and discussion techniques are effective instructional methods, but there is often inconsistent implementation of these instructional methods. This case study explored teachers and evaluators' perceptions regarding exemplary questioning and discussion techniques. Participants included 9 teachers who earned exemplary marks on their…

In conditions of continuous education reform teacher self-development is indispensable to provide high quality of teaching as well as simply to maintain the job. The goals of the paper are to analyze the intrinsic and extrinsic motives for teachers to be engaged in self-development, to show the difference between the terms "development"…

The study follows a group of student teachers (STs) facilitated in collaboratively analysing video recordings of their school practice experiences, required for their bachelor projects. Their meaning-making is examined in terms of what they experienced as outcomes, how they constructed understanding and how their interpretation of classroom…

This manuscript explores how one teacher educator worked to facilitate preservice teachers' (PSTs) learning across field- and university-based settings. Using socio-cultural learning theory as a lens, the analysis draws on case study data gathered for two PSTs from the same teacher education program (TEP), who experienced proximal, but…

One of the ultimate goals of teacher education programs is to produce highly qualified educators who will be able to teach and inspire students. One way to prepare effective teachers is to include reflection in teacher education programs (Darling-Hammond & Bransford, 2007; Moore, 2012; Schon, 1987). Reflection aids teachers to make…

This article presents data collected in a qualitative study of Nigerian English language teachers working in Nigeria. Many of these Nigerian teachers have not had a formal introduction to reflective practice. Most of them work in conditions of constraint and challenge, experiencing a lack of resources, support and often working with large classes.…

Drawing on data from observations and interviews, this article presents a case study of one teacher's efforts to overcome low self-efficacy beliefs in teaching English to young learners in a Middle Eastern context. It provides insights into the growth processes involved, highlighting how the teacher drew reflectively upon her experiences to…

This article reports on an in-depth case study of a novice middle school EFL teacher's cognition development during the process of learning to teach in the workplace. Data was collected mainly through classroom observations and interviews. Results indicate that the teacher exhibited a considerable amount of change in her classroom practices, which…

SMK and PCK are crucial for effective science teaching, yet the amount of subject matter covered in elementary teacher education programs is limited. This exploratory study of ten elementary school teachers focuses on how teachers learned science content from their teaching practice (including preparing to teach, classroom instruction, and…

Teachers who have inadequate training often feel unprepared to teach English language learners (ELLs). This qualitative case study's purpose was to reap a rich understanding of middle school teachers' perceptions, perspectives, and prior teaching experiences concerning their capacity to instruct ELLs in the mainstream setting. The overarching…

Russell Tufts University This study examines the potential of designing and teaching online courses to prompt university faculty members to reflect on the essence of good teaching, and as a result reconsider their beliefs concerning effective pedagogy. A phenomenological investigation was conducted based on interviews with six long-time university…

If teaching is a complex act, it is additionally complex for first-year teachers', who enter with the same responsibilities as veteran teachers yet encounter specific difficulties as beginning teachers. This paper uses existing research on beginning English teachers major concerns to frame the exploration of concerns faced by four beginning…