This dissertation examines the transformative potential of reflective practice in student assessment and feedback, while also developing tools to gain a nuanced understanding of teacher feedback dispositions and practices. It outlines the development and refinement of three novel tools: the Reflective Classroom Assessment Protocol (ReCAP), the…

Within teacher education, generally, classroom management is understood as presenting dispositional and technical challenges, mostly a matter of gaining and displaying specific skills to establish order. Drawing on an analysis of three prominent texts, the author argues for the need to reconceive classroom management as a philosophical and…

Coming from a social perspective, we introduce a classroom organizational frame, where students' proofs progress from collaborative construction in small groups, through whole-class presentation at the board by one of the constructors, to a posteriori reflection. This design is informed by a view on proofs as successive social processes in the…

"Teach with Confidence" aims to inspire new teachers to trust their ability to reflect and grow and have an improved sense of their own agency in managing dissonance. The exploration of domains weaves in stories and research from practitioners and scholars to show how beliefs, knowledge, and skills in building relationships are critical…

We designed a video-based intervention to prepare preservice teachers to deal with classroom disruptions. Using tandem cases, we produced staged videos showing a functional scenario, in which a teacher deals effectively with disruptive behaviour, and a dysfunctional scenario, in which a teacher's behaviour leads to the escalation and spread of the…

In "Transforming Teaching Through the Cycle of Care: A Comprehensive Guide to Empowering Education Through Relationships, Listening, Thinking, and Responding," author Mona Beth Zignego introduces a groundbreaking model that reshapes the way educators approach their profession. Drawing from decades of experience as a teacher, mentor, and…

This qualitative study examined the use of reflective journal prompts during the student teaching experience to gauge the success of seven areas of teacher preparation. Results varied by certification areas. Showed strengths in reflection, classroom management, and planning. The areas for growth centered on objectives and essential questions,…

By observing, or "noticing," what sparks learning in the classroom, teachers and students alike can cultivate a learning environment centered around personalization and choice. Education experts John Almarode and Paul Emerich France outline strategies for engineering a culture of self-reflection that sets learning in motion.

The field of education is facing critical shortages in qualified teachers. Preservice students are limited in field experience by their teacher preparation location and proximity to diverse populations. Many colleges and university tasked with teacher preparation are seeking post-pandemic solutions to teacher preparation which potentially involve…

The purpose of this qualitative phenomenological research study was to examine the thoughts and feelings of teachers when utilizing video-assisted micro-teaching to reflect on their practice. Research questions included how, and in what ways video-assisted micro-teaching helps teachers reflect on their teaching and in what ways video reflection…

Teacher identity guides classroom choices and responses to proposed change, yet identity work and reflection are frequently overlooked components of professional development. Based in dialogic self theory, this qualitative study used narrative case study to examine teachers' perceptions of interactions between their identities, choices, and…

Race, poverty, and gender interplay with school discipline, to make schools ancillary to the juvenile justice system (Morris and Perry 2017). Exclusionary discipline contributes to the school-to-prison nexus, a metaphor that illuminates the complex, interconnected relationship between schools and prisons (Okilwa, Khalifa, and Briscoe 2017).…

This qualitative study aimed to understand how student teachers reflected on their teaching practice during their student teaching semester and their perceptions on using reflection as a tool to develop their teaching practices. One hundred and twenty-four written and oral reflections by fifteen student teachers were analyzed to categorize their…

This article reflects on an instructor's experience of incorporating an optional assignment in a theology class wherein students are invited to learn a new athletic skill, journal while doing so, and then theologically reflect on their experience. It begins with the instructor making a case for the need to bring the body back into the classroom.…

Positive classroom climates set a foundation for equitable educational opportunities and, ultimately, social change (Whipp, 2013). This multi-modal two-phase study examined teacher candidate orientation of knowledge authority in creating a classroom environment marked by respectful relationships and genuine rapport at differing thresholds of field…