Teacher Development for In-Service Faculty
In: Teaching sociology: TS, Band 3, Heft 3, S. 289
ISSN: 1939-862X
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In: Teaching sociology: TS, Band 3, Heft 3, S. 289
ISSN: 1939-862X
In: Qualitative report: an online journal dedicated to qualitative research and critical inquiry
ISSN: 1052-0147
In reviewing the book, Making Meaning of Whiteness, by Alice McIntyre, I discussed the author's examination of whiteness through the lenses of white female, student teachers. I underscored how McIntyre employed a Participatory Action Research methodology (drawing on feminist theory), as a way to understand how her participants made meaning of whiteness. The study's findings reveal that for the participants, their "whiteness" is normal, which may serve to hinder their capacity for developing culturally responsive teaching practices.
In: Forced migration review, Heft 22, S. 18-21
ISSN: 1460-9819
In: Journal of Language and Education, Band 2015, Heft 1(1)
SSRN
In: Reflective practice, Band 10, Heft 4, S. 529-541
ISSN: 1470-1103
In: Reflective practice, Band 11, Heft 2, S. 259-269
ISSN: 1470-1103
In: Journal of Language and Education, Band 2016, Heft 2(1)
SSRN
In: Action research, Band 6, Heft 1, S. 29-48
ISSN: 1741-2617
This article describes an action research study on reflective development at school and discusses methodological and pedagogical issues arising from teacher beliefs and expectations. Teachers and researchers participated in four cooperative cycles of inquiry, where situated learning and reflection supported their conceptual change and meaning-making. Teachers underwent a gradual shift from imposed, predefined teaching and learning to reflective collaboration and response to different needs of different students, while researchers gained a contextualized understanding of teachers' attitudes and beliefs about teaching and learning and examined their own and the teachers' roles as action researchers. Issues related to school ethos, teachers' defensive attitudes and trust-building among teachers are discussed in light of the reflective paradigm of participants' development.
In: Journal of Educational and Social Research
ISSN: 2240-0524
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 26, Heft 4, S. 385
ISSN: 1467-873X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 26, Heft 4, S. 385-415
ISSN: 1467-873X
SSRN
In: ScienceRise: Pedagogical Education, (1(40), 4–8, 2021. doi: 10.15587/2519-4984.2021.221283
SSRN
In: Reflective practice, Band 13, Heft 1, S. 149-165
ISSN: 1470-1103
In: Bodhi: An Interdisciplinary Journal, Band 2, Heft 1, S. 219-223
DOI: 10.3126/bodhi.v2i1.2874 Bodhi Vol.2(1) 2008 p.219-223