NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers3
Laws, Policies, & Programs
Assessments and Surveys
Interpersonal Reactivity Index1
What Works Clearinghouse Rating
Showing 1 to 15 of 120 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Domínguez, Michael – Journal of Education for Teaching: International Research and Pedagogy, 2019
Despite a rich repertoire of inventive and robust practices, and stated commitments to equity, social justice, and diversity, teacher education has continued to struggle to produce educators capable of enacting culturally sustaining pedagogies, and providing historically marginalized youth and communities with meaningful learning opportunities.…
Descriptors: Equal Education, Social Justice, Teacher Education, Culturally Relevant Education
Peer reviewed Peer reviewed
Direct linkDirect link
Azimi, Esmaeil; Kuusisto, Elina; Tirri, Kirsi; Hatami, Javad – Journal of Education for Teaching: International Research and Pedagogy, 2019
The present study investigates the nature of Iranian student teachers' reflections and their professional development in the context of teacher education practicums. The participants were student teachers (N = 41) enrolled in teacher education colleges at Farhangian University in Tehran, Iran. A total of 620 reflective writing excerpts were coded…
Descriptors: Student Teachers, Case Studies, Foreign Countries, Practicums
Peer reviewed Peer reviewed
Direct linkDirect link
Saloviita, Timo – Journal of Education for Teaching: International Research and Pedagogy, 2019
An exit survey performed for graduating students is an economical way to assess the outcomes of teacher education. In this study, exit survey data were collected from eight cohorts of Finnish student teachers who graduated between the years 2008 and 2015. A final sample consisted of 1102 preservice primary and subject teachers. A 10-item scale…
Descriptors: Foreign Countries, Outcomes of Education, Teacher Education Programs, Elementary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Tsybulsky, Dina – Journal of Education for Teaching: International Research and Pedagogy, 2019
The current phenomenological-qualitative case study examined the team teaching related experiences of 17 Israeli student teachers in the context of using the project-based teaching method in the course of their pedagogical practicum module conducted in elementary schools. The focus of the study was on participants' experiences in terms of quality…
Descriptors: Team Teaching, Teaching Methods, Phenomenology, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Ya-Ting, Huang; Hui-Min, Wang – Journal of Education for Teaching: International Research and Pedagogy, 2019
The brief report describes an exploratory investigation into changes to three university EFL teachers' teaching practices in a research-intensive university framed by managerialist technologies to improve its visibility and global ranking. The findings revealed that substantial changes have been brought about to their teaching practices in terms…
Descriptors: Teaching Methods, Educational Change, English (Second Language), Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Masek, Alias; Hashim, Suhaizal; Ismail, Affero – Journal of Education for Teaching: International Research and Pedagogy, 2019
Literature reveals that the inclusion of humour in lecture sessions has been accepted differently, especially by adult learners. Previous studies reported that humour was associated with students' engagement, while some studies reported that humour interrupted learning sessions and distracted students' attention from learning. Consequently, this…
Descriptors: Teaching Methods, Humor, Learner Engagement, Student Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Shen, Bin; Bai, Barry – Journal of Education for Teaching: International Research and Pedagogy, 2019
Chinese university EFL teachers face challenges in teaching English writing effectively. On one hand, a lack of teaching strategies, heavy workload, and inability to meet students' increasing expectations are driving them to seek continuing professional development (CPD) and adopt new pedagogies, e.g., peer assessment. On the other hand, their…
Descriptors: Foreign Countries, Faculty Development, English (Second Language), Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Mak, Pauline – Journal of Education for Teaching: International Research and Pedagogy, 2019
In the past few decades, increasing demands have been placed on developing students' autonomy and critical thinking skills. To enhance students' agency in learning, teachers have been encouraged to adopt alternative pedagogical practices. The revamp of pedagogy needs to be reflected in assessment as it is an integral part of instruction.…
Descriptors: Foreign Countries, Faculty Development, Teacher Competencies, Student Evaluation
Peer reviewed Peer reviewed
Direct linkDirect link
Ni Shuilleabhain, Aoibhinn; Bjuland, Raymond – Journal of Education for Teaching: International Research and Pedagogy, 2019
Lesson study is a collaborative model of professional development that provides teachers with the opportunity to learn from the planning, conduction and reflection of a specifically designed research lesson. Lesson study is increasingly incorporated in initial teacher education (ITE) and calls have been made to further detail the lesson study…
Descriptors: Teacher Collaboration, Teacher Education Programs, Teaching Methods, Mentors
Peer reviewed Peer reviewed
Direct linkDirect link
Castro-Félix, Elvia; Daniels, Harry – Journal of Education for Teaching: International Research and Pedagogy, 2018
This paper focuses on understanding and exploring how a group of university engineering and science tutor educators learn and assimilate new conceptions about their role in the face of the forces of globalisation that are transforming the system of higher education. This research paper adopts the notion of the Teacher Support Team (TST) as…
Descriptors: Faculty Development, STEM Education, Tutors, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Salinas Martínez, N. Patricia; Quintero Rodríguez, Eliud – Journal of Education for Teaching: International Research and Pedagogy, 2018
This in practice paper describes the experience of seven lecturers in a hybrid and flipped version of an introductory mathematics course for higher education. In a Mexican university, lecturers adapted to this innovation supported by an adjusted Massive Open Online Course. The experience revealed the relevance of leaving conventional assessment…
Descriptors: Mathematics Instruction, College Mathematics, Introductory Courses, Blended Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Reynaga-Peña, Cristina G.; Sandoval-Ríos, Marisol; Torres-Frías, José; López-Suero, Carolina; Lozano Garza, Adrián; Dessens Félix, Maribel; González Maitland, Marcelino; Ibanez, Jorge G. – Journal of Education for Teaching: International Research and Pedagogy, 2018
This paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers…
Descriptors: Science Instruction, Educational Practices, Inclusion, Teaching Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Walker, Joan M. T.; Legg, Angela M. – Journal of Education for Teaching: International Research and Pedagogy, 2018
Teachers regularly communicate with families, yet few candidates are well-prepared for this professional activity. This gap can hinder family-school partnership and pupils' success. Given that candidates' opportunities to learn about family engagement (FE) depends on the decisions and values of individual teacher educators, we illustrate how FE…
Descriptors: Parent Teacher Conferences, Parent Teacher Cooperation, Family Involvement, Interpersonal Communication
Peer reviewed Peer reviewed
Direct linkDirect link
Wieser, Clemens – Journal of Education for Teaching: International Research and Pedagogy, 2018
Evidence receives elevated attention in teacher education today, and this attention fuels the urge to identify the impact of evidence for teaching. However, this identification turns out to be difficult: Evidence is only infrequently used by teachers to explain or justify action, and this empirically documented situation is argued to be due to a…
Descriptors: Knowledge Base for Teaching, Theory Practice Relationship, Decision Making, Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Flores, Maria Assunção – Journal of Education for Teaching: International Research and Pedagogy, 2018
The link between theory, practice and research in Initial Teacher Education (ITE) has been widely discussed in international literature. However, more needs to be done in regard to the examination of concrete examples to foster research and teaching practice in existing teacher education programmes. This paper focuses on a practicum model in ITE…
Descriptors: Theory Practice Relationship, Preservice Teacher Education, Practicums, Democratic Values
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8