Research in feedback literacy (Carless & Boud, 2018; Molloy et al., 2020; Yu & Liu, 2021; Zhang & Mao, 2023) explores student use of written feedback and barriers to feedback uptake; the role of faculty in designing contextually appropriate feedback has been termed teacher feedback literacy (Carless & Winstone, 2020). When feedback…

This research aims to understand how prospective teachers develop their knowledge about whole-class discussions during a lesson study. Following a qualitative approach, we focus on the work of three prospective mathematics teachers preparing, leading, and reflecting on wholeclass discussions. Data was collected through participant observation with…

The Tractate was written following the first meeting of leading music education scholars in Buffalo. It was not, however intended as a scholarly essay. Rather, it was a declaration of assorted, numerous issues the next few meetings of founding MayDay Group members could engage with in organizing efforts at creating an organization predicated on…

Teachers have tended to be underestimated as experts of their own practice and relegated to a technical role. In this context, action research appears as a form to legitimate teachers as active agents and producers of educational knowledge. This article aims to examine how a collaborative research-practice partnership between schools and…

This paper outlines a case study of the reflections of two novice teaching English to speakers of other languages (TESOL) teachers in South Korea through the lens of a framework for reflecting on practice that included reflections on the teachers' philosophy, principles, theory, practice, and beyond practice. Overall, the results revealed that…

This article examines how the Child Mathematics Inquiry Portfolio (CMIP), a semester-long field experience project attached to an elementary mathematics methods course, can impact preservice teachers' understanding about teaching and learning mathematics and set them on more positive mathematics teaching journeys as they prepare to enter the…

The purpose of this paper is to describe the Mentored-Teaching Program (MTP), an initiative in the development of graduate student teaching through discipline-based mentored-teaching practice. We begin with a brief overview of what is required to create a seminar in university teaching and the MTP from the departmental perspective. We then turn…

The idea of reflection is central to the theory and practice of learning--especially learning which is grounded in past or current experience. This paper proposes a working definition of reflection and reviews its origins and recent developments. The author also provides an account of "critical reflection", including its rationale and…

This article describes the theoretical principles underlying the research component of the Bachelor's program of Basic Education with an Emphasis in English at a public university in Bogotá (Colombia), and an exercise of syllabus revision that served to link theory and practice through the research component of the program. The aim of the exercise…

Job embedded professional development in the K-12 education setting has long been discussed and debated. This study builds on standards of critical reflection and thinking using the National Institute for Excellence in Education's Teacher Advancement Program's master teacher model as a conduit between theory and practice. A study of professional…

What English educators call "praxis," the intersections between theory and practice, remains the most viable theory for literacy teachers at all levels, and Paulo Freire, the educator who explained "praxis" to them, remains their most important source of philosophical inspiration. Freire's definition of "praxis," that it requires action and…

This article presents the author's response to Joseph Reimer's article titled, "Beyond More Jews Doing Jewish: Clarifying the Goals of Informal Jewish Education." The author discusses the "role" of teacher, which includes: engaging students in an academic subject each teacher has mastered, mentoring a particular small group of students about the…

Hopes to better understand the perceptions of host teachers of their roles as mentors and the extent to which those perceptions were grounded in reflection on theory and practice. Considers to what extent supervising student teachers results in reflection on theory and practice and what cooperating teachers perceive as their roles in the mentoring…

Explores how the social reconstructionist tradition in teacher education provides insights for developing teacher leaders. Describes three other historical traditions (academic, social efficiency, and developmental) guiding teacher education, identifies primary features of social reconstructionist programs, and discusses five specific domains that…

This book offers an array of useful strategies for implementing shared reading techniques in pre-K through grade 2 classrooms. Starting with an overview of shared reading theory, the book draws largely from the models of Don Holdaway and illustrates the correlation between classroom reading and the bedtime story. While traditional aspects of…