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Journal articles on the topic 'Refelection in teacher teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Sadtyadi, Hesti. "Evaluasi Reflektif Pengembangan Karakter Bangsa (Nasionalisme) Dalam Pendidikan Agama Buddha Tingkat Sekolah Dasar." INFERENSI: Jurnal Penelitian Sosial Keagamaan 12, no. 2 (2019): 371–94. http://dx.doi.org/10.18326/infsl3.v12i2.371-394.

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The Objective of this Study is to a reflective evaluation of Indonesian national character in the education of Buddhism in elementary schools, which can produce a picture that poures national values character (nationalism) in the context of learning that is administered. The reflective evaluation is carried out with the CIPP evaluation model, which includes five constructs and five reflective Buddhism educational instruments wich consits of context dimensions, the teacher’s interest, the teaching materials, the learning process and the product. All instruments are valid and reliable. The resul

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2

Maggs, Christopher. "Teaching the teacher." Nursing Standard 4, no. 38 (1990): 54–55. http://dx.doi.org/10.7748/ns.4.38.54.s48.

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3

Trumble, Steve. "Teaching the teacher." Clinical Teacher 10, no. 4 (2013): 207–8. http://dx.doi.org/10.1111/tct.12091.

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4

Kleinsasser, Robert C. "Teacher efficacy in Teaching and Teacher Education." Teaching and Teacher Education 44 (November 2014): 168–79. http://dx.doi.org/10.1016/j.tate.2014.07.007.

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5

김아영. "Teacher Educator’s Reflective Teaching." Journal of Educational Idea 26, no. 3 (2012): 85–105. http://dx.doi.org/10.17283/jkedi.2012.26.3.85.

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6

Dorph, Gail Z. "Teaching and Teacher Development." Journal of Jewish Education 75, no. 3 (2009): 199–202. http://dx.doi.org/10.1080/15244110903129865.

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7

Cochran-Smith, Marilyn. "Teaching and Teacher Education." Educational Researcher 45, no. 2 (2016): 92–99. http://dx.doi.org/10.3102/0013189x16639040.

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8

Jogalekar, Ashutosh. "Blogroll: Teaching the teacher." Nature Chemistry 4, no. 11 (2012): 867. http://dx.doi.org/10.1038/nchem.1484.

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9

Cass, Philip. "‘Teacher! Teacher! I want “A”, teacher!’." Pacific Journalism Review : Te Koakoa 17, no. 2 (2011): 130–47. http://dx.doi.org/10.24135/pjr.v17i2.355.

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This article broadly examines the teaching of journalism and media studies in the countries of the Gulf Co-operation Council and focuses specifically on the authors’ experiences of teaching these subject areas in the Colleges of Applied Science in Oman. Written partly in response to O’Rourke and Belushi (2010) and drawing on earlier work by Quinn (2001) and Al Hasani (2006), the paper addresses a number of broader questions about journalism and media education in the GCC countries. It asks whether the use of English as a language of instruction is sustainable in countries like Oman and whether

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10

Perkins, Victoria, Annmarie Hemenway, and Suzanne Muentener. "Student, Student Teacher, or Teacher: The Teaching Transition." Kappa Delta Pi Record 22, no. 4 (1986): 118–19. http://dx.doi.org/10.1080/00228958.1986.10517783.

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11

Subramanian, A. "TEACHER EDUCATION FROM E-LEARNER TO E-TEACHER." International Journal of Research -GRANTHAALAYAH 5, no. 4(SE) (2017): 25–31. http://dx.doi.org/10.29121/granthaalayah.v5.i4(se).2017.1946.

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E-learning and e-teaching systems are involved in teachers professional activities and development in several ways (a) If e-learning/e-teaching is the technology which supports the process of teachers learning of university courses, the teacher is in the position of e-learner; (b) If e-learning/e-teaching is the content of the teachers university curricula in order to be applied in the teaching process, the teacher switches from the position of e learner to the one of e-teacher in blended or total e-learning systems. Systematic formal teacher education concerning e-learning/e-teaching implemen

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12

Anderson, Robert. "Teaching Augustine’s On the Teacher." Religions 6, no. 2 (2015): 404–8. http://dx.doi.org/10.3390/rel6020404.

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13

Mammadova, Sevinj. "Teacher quality vs. Teaching quality." Azerbaijan Journal of Educational Studies 686, no. 686 (2019): 25–32. http://dx.doi.org/10.29228/edu.39.

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14

Moeller, Aleidine J., Donald Freeman, and Jack C. Richards. "Teacher Learning in Language Teaching." Modern Language Journal 81, no. 2 (1997): 257. http://dx.doi.org/10.2307/328795.

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15

Bowers, Tony. "Stress, teaching and teacher health." Education 3-13 32, no. 3 (2004): 73–80. http://dx.doi.org/10.1080/03004270485200361.

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16

Toh, Kok-Aun, Boon-Tiong Ho, Charles M. K. Chew, and Joseph P. Riley II. "Teaching, Teacher Knowledge and Constructivism." Educational Research for Policy and Practice 2, no. 3 (2003): 195–204. http://dx.doi.org/10.1023/b:erpp.0000034497.95193.24.

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17

Ryan, Kevin. "On Teaching Graduate Teacher Education." Teaching Education 1, no. 1 (1987): 60–63. http://dx.doi.org/10.1080/1047621870010115.

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18

Monteiro, Rute, José Carrillo, and Santiago Aguaded. "Teacher scripts in science teaching." Teaching and Teacher Education 26, no. 6 (2010): 1269–79. http://dx.doi.org/10.1016/j.tate.2010.01.004.

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19

Rosenshine, Barak. "Explicit Teaching and Teacher Training." Journal of Teacher Education 38, no. 3 (1987): 34–36. http://dx.doi.org/10.1177/002248718703800308.

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20

McCormick, Bruce. "Teaching the teacher a lesson." BMJ 331, no. 7518 (2005): 677. http://dx.doi.org/10.1136/bmj.331.7518.677.

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21

O'Neill, Tara, Lisa Yamagata, Justin Yamagata, and Susan Togioka. "Teaching STEM Means Teacher Learning." Phi Delta Kappan 94, no. 1 (2012): 36–40. http://dx.doi.org/10.1177/003172171209400107.

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22

Etoundi, A., M. 'Balla, C. Bertrand, et al. "Teaching the Teacher Disaster Medicine." Prehospital and Disaster Medicine 16, S1 (2001): S26. http://dx.doi.org/10.1017/s1049023x00035408.

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23

Hollins, Etta R. "Teacher Preparation For Quality Teaching." Journal of Teacher Education 62, no. 4 (2011): 395–407. http://dx.doi.org/10.1177/0022487111409415.

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24

Wang, Jian, Emily Lin, Elizabeth Spalding, Cari L. Klecka, and Sandra J. Odell. "Quality Teaching and Teacher Education." Journal of Teacher Education 62, no. 4 (2011): 331–38. http://dx.doi.org/10.1177/0022487111409551.

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25

White, Paul, Sue Wilson, and Michael Mitchelmore. "Teaching for Abstraction: Teacher Learning." Southeast Asian Mathematics Education Journal 2, no. 1 (2012): 11–30. http://dx.doi.org/10.46517/seamej.v2i1.15.

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Working collaboratively with the researchers, a small team of teachers developed and taught two Grade 6 mathematics lessons based on the Teaching for Abstraction model (White & Mitchelmore, 2010). This paper reports how one teacher learned about the model and implemented it in practice. It was found that she assimilated several key features of the model, such as starting with several embodiments of the target concept and guiding students to look for similarities between them. However, it was more difficult for her to help students abstract and reify the target concept and link it to other

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26

Hunter, Collin, John Elliot, Elliot Marland, and Eileen Eileen. "Teacher Education and Teaching Qualit." British Journal of Sociology of Education 6, no. 1 (1985): 97–116. http://dx.doi.org/10.1080/0142569850060107.

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27

Haddix, Marcelle M. "Diversifying Teaching and Teacher Education." Journal of Literacy Research 49, no. 1 (2017): 141–49. http://dx.doi.org/10.1177/1086296x16683422.

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28

Downing, Jillian. "VET teaching and teacher education." International Journal of Training Research 15, no. 1 (2017): 1–3. http://dx.doi.org/10.1080/14480220.2017.1358893.

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29

Rakes, Glenda C., and Karee E. Dunn. "Teaching Online: Discovering Teacher Concerns." Journal of Research on Technology in Education 47, no. 4 (2015): 229–41. http://dx.doi.org/10.1080/15391523.2015.1063346.

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30

Sharma Sen, Rekha, and Neerja Sharma. "Teacher Preparation for Creative Teaching." Contemporary Education Dialogue 6, no. 2 (2009): 157–92. http://dx.doi.org/10.1177/0973184913411185.

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31

Courchene, Robert. "Teaching Canadian Culture: Teacher Preparation." TESL Canada Journal 13, no. 2 (1996): 01. http://dx.doi.org/10.18806/tesl.v13i2.666.

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With the transformation of cultural content from an add-on to an integral part of the K-Adult ESL classroom, L2 specialists must come to grips with three separate but related issues in the Canadian context: What is Canadian culture? How do we prepare teachers to teach Canadian culture? How do we teach about culture in the classroom? After presenting a new vision of Canadian culture that is to serve as a framework for deciding what to teach in the L2 classroom, I discuss three important pedagogical issues: (a) consciousness raising-making both teachers and students more aware of the origins and

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32

Mousley, Judith. "Bringing teaching to teacher education." Mathematics Education Research Journal 11, no. 2 (1999): 149–53. http://dx.doi.org/10.1007/bf03217067.

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33

Calderhead, James. "Reflective teaching and teacher education." Teaching and Teacher Education 5, no. 1 (1989): 43–51. http://dx.doi.org/10.1016/0742-051x(89)90018-8.

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34

MELARA GUTIÉRREZ, Francisco José, and Ignacio GONZALEZ LÓPEZ. "Teacher Training for Effective Teaching." Education in the Knowledge Society (EKS) 22 (March 12, 2021): e25290. http://dx.doi.org/10.14201/eks.25290.

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This paper identifies the training needs of primary and secondary school teachers related to their daily work so that it may be understated as effective professional practice. To this end, a questionnaire has been compiled, completed by teachers from Spain, China, and South Korea, to determine the discrepancies between the aspirational ideal and the actual reality of classroom instruction, with a view to achieving quality teaching. The shared training requirements detected among the informants pertain to learning goals, the curriculum, expectations, autonomy, and formative and responsible eval

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35

Kay Vetter, R. "Teacher to Teacher: The Learning Connection: Talk-throughs." Arithmetic Teacher 40, no. 3 (1992): 168. http://dx.doi.org/10.5951/at.40.3.0168.

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For the last two years, I have been implementing as much peer teaching as possible in my fourth -grade classroom. Teaching in a self-contained room, I have seen benefits in all subject areas, but I have to say that the area of most benefit has been mathematics.

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36

Brinkman, David J. "Thinking about Teaching: Thinking about Teaching." Journal of Music Teacher Education 5, no. 1 (1995): 8–14. http://dx.doi.org/10.1177/105708379500500103.

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37

Noddings, Nel. "Fidelity in Teaching, Teacher Education, and Research for Teaching." Harvard Educational Review 56, no. 4 (1986): 496–511. http://dx.doi.org/10.17763/haer.56.4.34738r7783h58050.

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Viewing fidelity from the perspective of an ethic of caring, Nel Noddings explores how this virtue might be moved from the periphery to the center of educational work. She argues that such a reorientation would not undermine, but rather enhance, the quality and depth of teaching, learning, and research. She urges, further, that fidelity to persons be taken as the proper measure and guide for the implementation of educational reform.

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38

Baechtold, Ted, Bob Blaisdell, and Justine Domuracki. "Teacher to Teacher: Who Has Influenced Your Teaching of Writing?" English Journal 94, no. 1 (2004): 21. http://dx.doi.org/10.2307/4128842.

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39

Krumphals, I., M. Hopf, and C. Haagen-Schützenhöfer. "Teacher students’ beliefs about teaching physics and their teacher education." Journal of Physics: Conference Series 1287 (August 2019): 012039. http://dx.doi.org/10.1088/1742-6596/1287/1/012039.

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40

Feng, Li, and Tim R. Sass. "Teacher Quality and Teacher Mobility." Education Finance and Policy 12, no. 3 (2017): 396–418. http://dx.doi.org/10.1162/edfp_a_00214.

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There is growing concern among policy makers over the quality of the teacher workforce in general, and the distribution of effective teachers across schools. The impact of teacher attrition on overall teacher quality will depend on the effectiveness of teachers who leave the profession. Likewise, teacher turnover may alleviate or worsen inequities in the distribution of teachers, depending on which teachers change schools or leave teaching and who replaces them. Using matched student–teacher panel data from the state of Florida, we examine teacher mobility across the distribution of effectiven

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41

Batool, Sadia, and Syed Mubarak Abbas Shah. "Causative Factors behind an Efficacious Teacher: Evaluating Teacher Efficacy." Journal of Human Psychology 1, no. 1 (2018): 18–26. http://dx.doi.org/10.14302/issn.2644-1101.jhp-18-2261.

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In the third world school dropout rates are the highest, which is largely attributable to a dearth of efficacious teachers. The present research is an analysis of the teacher efficacy based on the teaching milieu. The Ohio State Teacher Efficacy Scale was used for data collection. Probability sampling design was used to select 171 secondary school teachers. As per the results, subject specialization affects teacher efficacy the most whereas, institution type influences teacher efficacy the least. The less experienced teachers have a greater self-efficacy than the experienced teachers, teachers

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42

Senne, Terry A., and G. Linda Rikard. "A Developmental Intervention Via the Teaching Portfolio: Employing the Teaching/Learning Framework." Journal of Teaching in Physical Education 23, no. 1 (2004): 88–104. http://dx.doi.org/10.1123/jtpe.23.1.88.

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Nine teacher candidates from each of two PETE programs, University A and University B, developed teaching portfolios over three consecutive semesters of comparable courses. University A teacher candidates underwent a deliberate, developmental portfolio intervention based on the Teaching/Learning Framework (Sprinthall & Thies-Sprinthall 1983), while University B candidates employed a series of portfolio categories based on reflective practice theory (Wallace, 1991) to guide their developmental growth. All teacher candidates completed Rest’s (1986) Defining Issues Test (DIT) to determine one

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43

Nichols, Susan, Amy Maynard, and Christopher Brown. "Teacher Resources Online." Language and Literacy 14, no. 2 (2012): 62. http://dx.doi.org/10.20360/g2tp4b.

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The role of the internet is becoming ever more significant in the production and circulation of resources for literacy teaching, and in the process is changing teachers’ relationships with educational resources and professional communities. In this paper, we present case studies of four online resource networks established specifically for educational practitioners: TeacherTube, TES, TWRC Tank and Teacher Toolbox. We explore how and why the managers of these sites engage teachers, the online activities of educators using the sites, and the kinds of literacy teaching resources that are availabl

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44

Maroto, José Luis San Fabián. "Teacher Training Policies: Deconstructing Teaching Professionality." European Educational Research Journal 6, no. 4 (2007): 458–65. http://dx.doi.org/10.2304/eerj.2007.6.4.458.

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45

Gravett, Sarah, and Sarita Ramsaroop. "Teaching schools as teacher education laboratories." South African Journal of Childhood Education 7, no. 1 (2017): 8. http://dx.doi.org/10.4102/sajce.v7i1.527.

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This study emanated from the <em>Integrated Strategic Planning Framework for Teacher Education and Development in South Africa</em>. This Framework proposes that teaching schools should be established in the country to improve the teaching practicum component of pre-service teacher education. A generic qualitative study was undertaken to explore the affordances of a teaching school to enable student teacher learning for the teaching profession. The overarching finding of the study is that a teaching school holds numerous affordances for enabling meaningful student teacher learning

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46

KimEunSung. "Korean grammar teacher’ and grammar teaching." Grammar Education 28, no. ll (2016): 1–23. http://dx.doi.org/10.21850/kge.2016.28..1.

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47

Masih, Yalda Waez. "Role of teacher in teaching process." International Journal of Advanced Academic Studies 2, no. 4 (2020): 44–46. http://dx.doi.org/10.33545/27068919.2020.v2.i4b.324.

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48

LoCastro, Virginia, and Gordon Tapper. "International Teaching Assistants and teacher identity." Journal of Applied Linguistics and Professional Practice 3, no. 2 (2015): 185–218. http://dx.doi.org/10.1558/japl.v3i2.185.

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49

Annan, Bryan, Mei Kuin Lai, and Viviane Robinson. "Teacher talk to improve teaching practices." Set: Research Information for Teachers, no. 1 (May 1, 2003): 31–35. http://dx.doi.org/10.18296/set.0685.

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50

Drucker, Jason P. "Teaching as Pointing in ‘The Teacher’." Augustinian Studies 28, no. 2 (1997): 101–32. http://dx.doi.org/10.5840/augstudies199728211.

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