This paper examines how practicing teachers approach and evaluate students' critical thinking processes in science, using the implementation of an online, inquiry-based investigation in middle school classrooms as the context for teachers' observations. Feedback and ratings from three samples of science teachers were analysed to determine how they…

The dynamic nature of feedback makes provision of learning enhancing feedback challenging. A collaborative peer mentoring professional development case study utilising observational video data from a series of lessons examined how teacher feedback knowledge and beliefs are articulated and developed in pedagogical practices, and the tensions that…

Mentors' feedback can assist preservice teachers' development; yet feedback tends to be variable from one mentor to the next. What do mentors observe for providing feedback? In this study, 24 mentors observed a final-year preservice teacher through a professionally video-recorded lesson and provided written notes for feedback. They observed the…

The aim of this paper is to examine Associate Teachers' (ATs) views on dialogic mentoring. More specifically it considers the views of 48 ATs who were involved in an Initial Teacher Education (ITE) partnership that has emerged in response to several changes that have occurred in Welsh education. Educational reforms in Wales have highlighted the…

This inquiry focuses on the "overall instructional leadership" approaches used by exemplary principals in three high performing Canadian provinces to overcome three persistent obstacles to effective teacher supervision and evaluation: (a) the management challenge, (b) the complexity challenge, and (c) the learning challenge. Analysis of…

The aim of the study is to investigate the types of questions that preschool teachers used during the science-related activities and preschool teachers' behaviors in terms of wait-time. Through this study, the types of questions (lower level and higher level), the time that teachers allocate to their students to respond, and the teachers'…

In the current study differences between primary school teachers classified as high-performing in their implementation of cooperative learning (CL) in their classrooms and teachers who were less successful in implementing cooperative learning were investigated. The levels of implementation of cooperative learning differed significantly between…

The relationships between teacher and students are interdependent and rely on their mutual interaction. In the classroom, teaching involves daily face-to-face encounters between students and teachers and therefore could be considered a moral as well as an academic issue. A central question is how the teacher can establish and support a learning…

This study uses the grounded theory approach (GTA) to investigate the value and characteristics of teacher observations, when used to understand student learning. Earlier studies have analysed the act of observation, defining it as a combination of joint observation and interpretation activities. By contrast, this analysis of 28 primary school…

There is a lack of empirical studies that examine the influence of neoliberal ideas in preschool music and teaching. Neoliberal ideas have primarily been studied in a broader educational perspective and related to preschool policy reforms. The aim of this paper is to study preschool teachers' rhetoric concerning music contents and music activities…

Principals' implementation of new teacher evaluation policies in a suburban and rural southeastern area of the United States was examined over a five-year period. This study reports findings on two of eleven interview questions examining changes in principals' perceptions over time regarding policy concerns and benefits. Findings indicate while…

In a climate of accountability and performativity, do teachers experience CPD provision as an externally imposed demand for conformity, compliance, to be accountable, or as a personal and professional rejuvenation that enhances their sense of professional responsibility? Through a qualitative study of secondary schools in England, this paper…

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…

Reflective practice has potentially positive effects on an organization's capacity to focus on student learning and teaching practices. In an effort to comply with policy and provide teachers with opportunities to reflect on their practice, districts, schools, and teachers have turned to various models that feature collaborative experiences. One…

Studies of professional development have examined the influence of school-based approaches on in-service teacher learning and change but have seldom investigated teachers' job-embedded learning processes. This paper explores the dynamic processes of teacher learning in school-based settings. A qualitative comparative case study based on the…