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Eric Silberberg – Journal of Information Literacy, 2024
This study demonstrates that a library instruction observation instrument can effectively foster critical self-reflection among academic library faculty and staff on their teaching practices. The paper outlines the instrument's design, which gathers low inference observations on instructors' use of questioning as a pedagogical strategy based on…
Descriptors: Librarians, Teaching Experience, Library Personnel, Academic Libraries
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Cansu Yildiz Tasdemir; Tülin Güler Yildiz – Journal of Turkish Science Education, 2024
The study aimed to investigate preschool children's learning needs related to science and their teachers' science activity practices. A basic qualitative research design was applied. Interviews were conducted with 15 preschool teachers and 48 children living in Ankara and subjected to content analysis. It was found that teachers mostly carried out…
Descriptors: Foreign Countries, Preschool Teachers, Preschool Children, Science Activities
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Eirini Nikolaou – International Journal of Music Education, 2024
This study focuses on exploring pre-service primary general teacher students' (N = 40) reflections on the opportunities they were given to awake their creativity, by participating systematically (13 weeks) in music improvisation activities, in the context of the course Music Education in a university classroom of a Greek Department of Primary…
Descriptors: Music Education, Teaching Methods, Creative Activities, Elementary School Teachers
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Billings, Esther M. H.; Swartz, Barbara A. – Mathematics Teacher Educator, 2021
In this article, the authors describe the Show-Me Narrative (SMN) assignment and its implementation in mathematics for elementary teacher courses taken early in elementary preservice teachers' (PSTs') teacher professional coursework. The authors present evidence of ways the SMN supports PSTs' understanding and enactment of the core teaching…
Descriptors: Preservice Teacher Education, Preservice Teachers, Elementary School Teachers, Elementary School Mathematics
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Mangione, Katherine A.; Harmon, Shannon E. – International Journal of the Whole Child, 2022
Problem-Based Learning (or PBL) is a teaching style that pairs beautifully with science and social studies. PBL allows students to drive their learning, providing autonomy to choose topics or issues that interest them. It scaffolds the development of desirable 21st century skills: collaboration, critical thinking, communication, creativity,…
Descriptors: Childrens Literature, Problem Based Learning, Teaching Methods, Elementary School Students
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Uibu, Krista; Salo, Age; Ugaste, Aino; Rasku-Puttonen, Helena – European Journal of Teacher Education, 2023
A teacher supervising the school practice of student teachers is regarded as an expert who sets an example of good teaching to future teachers and chooses teaching practices that support pupils' cognitive and social development. This study examines the implementation of teaching practices and the interpretation of these practices by school-based…
Descriptors: Teaching Methods, Teacher Educators, Observation, Supervision
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Gore, Jennifer; Rosser, Brooke – Professional Development in Education, 2022
Articulations of effective teacher professional development (PD) consistently foreground a focus on curriculum content and how best to teach it. Consequently, when teachers work together on pedagogy they typically work with colleagues who have similar specialisations, focusing on a specific subject or part of the curriculum. Arguably, however,…
Descriptors: Professional Development, Teaching Methods, Communities of Practice, Collegiality
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Birdwell, Tracey; Harris, Tripp – Journal of Learning Spaces, 2022
In this article, we present a revised version of the active learning classroom observation tool (ALCOT), designed in 2015, to support instructor reflection on instructional approaches applied within active learning classrooms. The design of active learning classrooms and teaching approaches within them have changed significantly since the initial…
Descriptors: Active Learning, Educational Improvement, Classroom Observation Techniques, Teaching Methods
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Blackwell, Jennifer – Research Studies in Music Education, 2021
The purpose of this study was to develop a measure to investigate studio teacher's observational skill as a function of the observer's ability to identify effective pedagogical practices. A secondary purpose was to see if observational skill varied as a function of scores on a measure of empathy. Participants (N = 60) were saxophonists who…
Descriptors: Music Teachers, Teaching Experience, Expertise, Empathy
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Herron, Brigette A.; Roulston, Kathryn – LEARNing Landscapes, 2021
Teaching students to become critical consumers of interviews, which often serve as influential sources for learning and interpreting world events, is important in today's information-rich world. This paper outlines an approach to teaching in-depth interviewing in which students examine excerpts from interviews (e.g., archival collections, oral…
Descriptors: Interviews, Interaction, Critical Thinking, Teaching Methods
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Moorhouse, Benjamin Luke; Kohnke, Lucas – Pedagogies: An International Journal, 2023
Synchronous online teaching through video-conferencing software (VCS) has become a common mode of instruction during the COVID-19 pandemic. This mode brings unique challenges for teachers that require specific professional digital competences. One such challenge is conducting formative assessment. Through the use of in-depth interviews with nine…
Descriptors: Formative Evaluation, Synchronous Communication, Online Courses, College Faculty
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Kelly A. Parkes; Ryan Daniel – International Journal of Teaching and Learning in Higher Education, 2023
This article focuses on the issue of reflection for music studio teachers in higher education. Although stimulated recall and reflection on action are well-developed research fields in classroom education settings, the application of these methods to studio teaching is rare, a form of pedagogy which is heavily influenced by the master-apprentice…
Descriptors: Higher Education, Music Teachers, Classroom Environment, Stimulation
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Keung, Chrysa Pui Chi; Fung, Chanel Kit Ho – Early Child Development and Care, 2021
In Hong Kong, play-based learning has been highlighted in the latest curriculum guide in 2017. While adopting 'child-centredness' as the core value of kindergarten education can enrich children's play experiences. However, little emphasis has been placed on how young children perceive play-based learning in the classroom. The aim of this…
Descriptors: Foreign Countries, Play, Learning Experience, Young Children
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Vinson, Erin L.; Stetzer, MacKenzie R.; Lewin, Justin D.; Smith, Michelle K. – Journal of Higher Education Outreach and Engagement, 2020
In the University Classroom Observation Program (UCOP), middle and high school teachers spend time on campus observing science, technology, engineering, and mathematics (STEM) classes and engaging in discussions with colleagues and college instructors. The program provides a unique and reciprocal professional learning opportunity. Middle and high…
Descriptors: College School Cooperation, High School Teachers, Middle School Teachers, College Faculty
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Ihmeideh, Fathi; Al-Maadadi, Fatima – Asia-Pacific Education Researcher, 2018
There is mounting evidence that information and communication technology (ICT) has the potential to support children's development and early learning when used effectively, appropriately, and intentionally. In an attempt to improve teachers' performance in integrating ICT into early learning, this study was designed to examine the effect of ICT…
Descriptors: Preschool Teachers, Teaching Methods, Technology Integration, Information Technology
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