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Allen, David – Teachers and Teaching: Theory and Practice, 2016
The use of teacher peer groups is a prevalent strategy for school-based professional development and instructional improvement. Facilitation of such groups is an increasingly vital dimension of teacher leadership as a component of school improvement efforts. Drawing on a qualitative study of facilitation of teacher peer groups, the article…
Descriptors: Teacher Leadership, Facilitators (Individuals), Faculty Development, Professional Identity
Picower, Bree – Teachers and Teaching: Theory and Practice, 2015
Within the field of teacher education, increased emphasis has been placed on social justice education (SJE). This qualitative study examined a group of beginning teachers who voluntarily participated in a social justice critical inquiry project (CIP). The findings indicate that while many of them were successful at teaching social issues, they…
Descriptors: Social Change, Social Problems, Social Justice, Teacher Education
Darvin, Jacqueline – Teachers and Teaching: Theory and Practice, 2011
This inquiry investigates teachers' perceptions regarding the impact of Cultural and Political Vignettes (CPVs) and situated performance activities in their graduate teacher education course, Literacy Instruction for Diverse Learners, at a large urban university in New York City. The study involved a pedagogical strategy that the author created…
Descriptors: Inservice Teacher Education, Education Courses, Urban Universities, Program Effectiveness
Holzer, Madeleine Fuchs – Teachers and Teaching: Theory and Practice, 2009
Most people think of the arts in education as a way of teaching arts skills, and in times when the emphasis is on achieving literacy and numeracy (necessary, but not sufficient, educational goals) the arts can often be seen as "fringe." This article makes the case that study of artworks in the service of developing perceptive and…
Descriptors: Art Education, Aesthetic Education, Role of Education, Creativity
Clayton, Christine Del Gaudio; Schoonmaker, Frances – Teachers and Teaching: Theory and Practice, 2007
This article examines the career trajectories and biographies of three women who completed the same graduate preservice program in elementary education. While two have become successful teacher leaders, the third has moved in and out of teaching. This inquiry draws on a ten-year longitudinal study of one of these teachers, positioning that…
Descriptors: Grounded Theory, Preservice Teacher Education, Universities, Elementary Education