This paper introduces the results of an evaluation of the Forum-theatre workshop method, which was designed within the framework of a resilience-building intervention. About 230 in-service vocational school teachers in Canton of Ticino participated in the study. A mixed-methods research design was applied to investigate potentialities of the…

Research indicates that peer interaction in the online classroom engages students in academic reflective deliberations. This study assesses student peer interactions on a purposefully designed collaborative website in an American politics course offered across two courses. Significant evidence reveals that students are open, candid, and…

Discusses the need to address spiritual beliefs in teacher education, arguing that: because spiritual impulses are so primary for many people, they must be addressed in teacher education; educators must recognize and cultivate students' spiritual motivations to teach and foster reflectivity; and student teachers must learn what they can legally…

Among the most critical professional characteristics of teacher educators is that of reflectivity. The ability to self-judge our own practice context, capability, and performance against the broader professional contexts of practice by teacher educators has been noted by the National Council for Accreditation of Teacher Education (NCATE). The…

The purpose of this study was to investigate the probable effects of cognitive in linguistics properties of descriptive writing. The cognitive was studied on reflectivity and impulsivity in which students were categorized in to two groups. The linguistics properties of the learners' descriptive writings were examined through syntactic complexity…

Recent migration patterns have brought major change to the experience of schooling for students, parents and teachers. This paper focuses on teachers, and explores their roles, functions and challenges in classrooms with diverse student populations. It examines initial and in-service teacher education and professional development programmes and…

Reflective practice is a crucial element of professional growth that is gaining in popularity in teacher education, yet the ability to reflect is a skill that is neither natural nor easy to develop. This paper reports on an investigation that sought to establish if pre-service teachers at a South African university -- in the process of learning to…

This article draws on a recently completed study in which preservice teachers identify aspects of their initial teacher education that act as hindrances or aids to developing reflectivity. It articulates the concept that reflection must be seen not as something to be done or acquired but rather as a disposition or way of being. Also identified are…

Reflective practice is an important skill that teachers must develop to be able to assess the effectiveness of their teaching and modify their instructional behavior. In many education programs reflective narratives, which are often part of teaching portfolios, are intended to assess students' abilities in these areas. Research on reflectivity in…

Describes a study that examined undergraduate physical education teacher education majors' levels of reflectivity. During one semester, students wrote about reflective teaching following various reading assignments, teaching experiences, and classroom observations. Analysis of the writing assignments for levels of reflectivity indicated that…

Recall of teaching events from a lesson is an important part of reflectivity for preservice teachers. Researchers examined questions about the differences between unaided and aided recall of deviations from planned lessons. Results indicated student teachers recalled less than half their deviations and were prone to forgetting student-initiated…

This paper discusses and examines the effectiveness of course assignments designed to promote reflection processes and critical thinking of pre-service teachers. Specifically, the study explores and identifies the range of students' level of reflectivity and critical examination of their own developing pedagogy, with foci on content knowledge,…

This grounded theory study explored the conceptualization of authenticity in language education. The participants were 30 Iranian English language educators, who were studied as adult learners. The findings revealed that authenticity was conceptualized by language educators as a social and reflective practice under the influence of the…

The public discourse about teaching has been shaped by actors often far removed from the classroom. In the face of education reform organizations, neoliberal and conservative politicians, and news media that amplify salacious and simplistic stories, teachers' voices have often been drowned out. However, the rise of blogging, social media, and…

The structures of meaning preservice teachers perceived and interpreted as a result of field placements in a methods course and through the use of ethnographic tools were studied in an ethnographic design. The study involved 11 preservice teachers. It described how they shaped each other's thinking about teaching and it examined how ethnographic…