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Download full textTerri Jackson – Canadian Journal for the Scholarship of Teaching and Learning, 2024
In self-study, researchers explicitly identify how their practices add to the body of knowledge in teacher education (Vanassche & Kelchtemans, 2015). This self-study aims to document and analyze some of my learning as an early career teacher educator in Ontario, Canada. Being cognizant of the well-researched theory-to-practice gap in teacher…
Descriptors: Evaluation, Reflection, Assignments, Bachelors Degrees
Direct linkAdmiraal, Wilfried; Buijs, Maartje; Claessens, Wout; Honing, Terence; Karkdijk, Jan – Educational Action Research, 2017
The impact of scholarly research in education on the educational practice in secondary school is low. Academics examine problems that teachers in school perceive as irrelevant, want to publish in peer-reviewed journals instead of disseminate their work, and aim at generalizing insights rather than improving school practice. Teacher research might…
Descriptors: Theory Practice Relationship, Action Research, Teacher Attitudes, Geography Instruction
Schuster, Dwight – Kappa Delta Pi Record, 2014
New accreditation standards for teacher preparation programs call for more seamless and effective connections between methods courses, clinical experiences, and school-based mentoring. Intentional clinical experiences and intermediate instructional strategies can foster collaboration between teacher preparation programs and teacher leaders in K-12…
Descriptors: Accreditation (Institutions), Methods Courses, Teacher Education, Teacher Education Programs
Jove, Gloria – Educational Action Research, 2011
The purpose of this article is to show the process of engaging with the question "How do I improve what I am doing as a teacher, teacher educator and action-researcher through reflection?" The methodology used will explore the role of reflection and writing to promote changes and improve my learning process as a teacher and action-researcher. The…
Descriptors: Foreign Countries, Teacher Educators, Researchers, Reflective Teaching
Lynch, Jill C. – Teacher Education Quarterly, 2012
This article explores the ethical, methodological, and practical issues of translating critical theory and research into praxis through a case study analysis of a graduate capstone seminar that explored the familiar, and seemingly benign, concepts common to educational discourses: "Creativity, Collaboration, and Community." The author…
Descriptors: Critical Theory, Teacher Educators, Educational Research, Praxis
Miller, S. J., Ed.; Kirkland, David E., Ed. – Peter Lang New York, 2010
"Change Matters," written by leading scholars committed to social justice in English education, provides researchers, university instructors, and preservice and inservice teachers with a framework that pivots social justice toward policy. The chapters in this volume detail rationales about generating social justice theory in what Freire calls "the…
Descriptors: Social Justice, Social Class, Qualitative Research, Marital Status
