Relevant bibliographies by topics / Reinforcement and teacher-centred strategies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Reinforcement and teacher-centred strategies'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Reinforcement and teacher-centred strategies"

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Harriet, Ludigo, B. Mugimu C., and M. Mugagga A. "Teacher centred strategy and academic achievement of students in public Universities of Uganda." DIRECT RESEARCH JOURNAL OF EDUCATION AND VOCATIONAL STUDIES 1, no. 1 (2019): 1–10. https://doi.org/10.5281/zenodo.3497108.

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This study explored the relationship between teacher-centred strategies and academic achievement of students in Ugandan public universities. Using the cross-sectional research design, data were collected using a questionnaire and an interview guide on a sample of 375 students and 8 heads of departments. Quantitative data involved use of descriptive and inferential statistical analyses while qualitative data were analysed using thematic and content analyses. Correlation results revealed that teacher centred strategies including immediate feedback, continuous/repeat practice and reinforcement ha
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Arista, D., L. P. Artini, and M. Ratminingsih. "The Types of Reinforcement Strategies Used by the Teacher in Motivating EFL Students at KG B Class in Bali Kiddy School." Journal of Psychology and Instructions 2, no. 1 (2018): 9. http://dx.doi.org/10.23887/jpai.v2i1.13736.

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This study aimed at describing types and implementation of reinforcement strategies in motivating EFL students at KG B Class in Bali Kiddy School. This research was conducted in the second semester in the academic year of 2016/2017. The subjects of the research were a teacher and 22 students aged 5-7 years old. The data collected by two methods: observation and interview. It was found that Bali Kiddy used 5 types of reinforcement strategies, namely verbal reinforcement, gestural, contact, activity and token reinforcement. Each of these types consists of positive and negative reinforcement. For
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Maran, Theresua Uto, Femberianus S. Tanggur, and Vera Rosalina Bulu. "INNOVATIVE TEACHER REINFORCEMENT STRATEGIES TO ENHANCE STUDENT MOTIVATION IN ONLINE LEARNING." Journal of Innovative Technologies in Learning and Education 1, no. 1 (2024): 36–45. http://dx.doi.org/10.37792/jitle.v1i1.1379.

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This study examines the effectiveness of innovative reinforcement strategies by teachers in enhancing students’ motivation in online learning environments. Using a qualitative research approach with descriptive methods, the study explores how verbal, non-verbal, and digital reinforcement are implemented by teachers and how these strategies affect students’ engagement and academic achievement. The results show that reinforcement plays a significant role in maintaining students’ motivation, with a significant impact on students’ engagement in online classes and academic achievement. Despite the
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Sri, Wuli Fitriati, Fatmala Devi, and Ginanjar Anjaniputra Agung. "Teachers' classroom instruction reinforcement strategies in english language class." Journal of Education and Learning (EduLearn) 14, no. 4 (2020): 599–608. https://doi.org/10.11591/edulearn.v14i4.16414.

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In the context of this study, reinforcement is an act of teachers to strengthen students’ positive behaviour in learning English in the classroom. This qualitative case study was a classroom discourse which employed necessary quantification. The aim was to investigate the use of classroom instruction reinforcement strategies by two English language teachers and their perceptions at a state secondary school in Semarang in the academic year of 2019. The two English teachers were observed in five different lessons. The teachers were interviewed to explore their perceptions of using reinforc
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Frahesti, Dian, and Harum Natasha. "Teacher's Reinforcement in Teaching English at High School Level." Lingua Susastra 1, no. 1 (2020): 31–40. http://dx.doi.org/10.24036/ls.v1i1.4.

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This study aims to determine the teacher's reinforcement in teaching English at the high school level. This is important to do because strengthening is one of the strategies that teachers can apply in increasing interest and motivation to learn to achieve satisfactory student achievement. This research uses qualitative methods with descriptive techniques. In data collection, researchers conducted interviews and observations on teachers of SMA Islam Negeri 2 Kuantan Singingi to determine the components of reinforcement used by teachers in learning English. The results of this study indicate tha
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Scurto, Hugo, Bavo Van Kerrebroeck, Baptiste Caramiaux, and Frédéric Bevilacqua. "Designing Deep Reinforcement Learning for Human Parameter Exploration." ACM Transactions on Computer-Human Interaction 28, no. 1 (2021): 1–35. http://dx.doi.org/10.1145/3414472.

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Software tools for generating digital sound often present users with high-dimensional, parametric interfaces, that may not facilitate exploration of diverse sound designs. In this article, we propose to investigate artificial agents using deep reinforcement learning to explore parameter spaces in partnership with users for sound design. We describe a series of user-centred studies to probe the creative benefits of these agents and adapting their design to exploration. Preliminary studies observing users’ exploration strategies with parametric interfaces and testing different agent exploration
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Kurniasih, Ani, Wahyuni Fitria, and Reni Andriani. "REINFORCEMENT STRATEGIES EMPLOYED BY THE ENGLISH TEACHERS AT JUNIOR HIGH SCHOOL 17 KOTA JAMBI." International Journal of Research on English Teaching and Applied Linguistics 2, no. 1 (2022): 42–46. http://dx.doi.org/10.30863/ijretal.v2i1.2445.

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Reinforcement is any response both in verbal and non verbal which modift students’ behavior in order to give feedback on their behavior either as a support or correction (Uzer Usman, 2005). This study focuses on investigating the kinds of reinforcement employed by English teacher at Junior High School 17 Kota Jambi class VIII. Researcher used qualitative method. The researcher also took 2 teachers who teaching in VIII class of Junior High School 17 Kota Jambi as the subject of the study. Techniques of collecting the data were interview and observation. In supporting the data was the observatio
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Yang, Chuanguang, XinQiang Yu, Han Yang, et al. "Multi-Teacher Knowledge Distillation with Reinforcement Learning for Visual Recognition." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 9 (2025): 9148–56. https://doi.org/10.1609/aaai.v39i9.32990.

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Multi-teacher Knowledge Distillation (KD) transfers diverse knowledge from a teacher pool to a student network. The core problem of multi-teacher KD is how to balance distillation strengths among various teachers. Most existing methods often develop weighting strategies from an individual perspective of teacher performance or teacher-student gaps, lacking comprehensive information for guidance. This paper proposes Multi-Teacher Knowledge Distillation with Reinforcement Learning (MTKD-RL) to optimize multi-teacher weights. In this framework, we construct both teacher performance and teacher-stu
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Aiyuda, Nurul, Nasywa Hafizah, and Nengsi Fitria. "Becoming an Effective Shadow Teacher: Characteristics, Skills, and Strategies." KnE Social Sciences 10, no. 7 (2025): 103–17. https://doi.org/10.18502/kss.v10i7.18307.

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Shadow teachers, or additional educators, play a crucial role in inclusive education by supporting students with special needs. This study explores the characteristics, skills, and strategies required for shadow teachers to be effective educators. A literature review was conducted, searching relevant databases with keywords such as “effective shadow teacher,” “good shadow teacher,” and “strategic shadow teacher.” The search was broadened with terms like “special needs” and “inclusive,” identifying 10 articles published between 2014 and 2024. The analyzed articles highlight several essential at
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Fatma Yulita, Deslina Fitri, and Muhamad Yahya. "Strategies to Strengthen Teacher Professionalism Through Competency Development." Al Bahri: Journal of Islamic Education 2, no. 1 (2025): 37–45. https://doi.org/10.69880/albahri.v2i1.263.

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Education is the main foundation in nation building, and teachers play a strategic role in creating a quality learning process. The professionalism of teachers greatly determines the success of education, especially in facing the challenges of globalization and technological developments. This article aims to examine the importance of teacher competency development as a strategy to strengthen professionalism in improving the quality of education. This study uses a qualitative approach through the literature review method by examining various academic sources, government policies, and related r
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Dissertations / Theses on the topic "Reinforcement and teacher-centred strategies"

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Rajcoomar, Ronesh. "Strategies for promoting active learning in large underfunded Physics classrooms in Kerala, India." Diss., 2013. http://hdl.handle.net/10500/11885.

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Large underfunded classrooms are indicative of the situation found in many developing countries. These limitations often lead to the ineffective teacher-centred approach dominating classroom instruction in these countries. The aim of the study was to examine active learning strategies used by teachers in large unfunded Physics classrooms, in Kerala, India. This study used a qualitative approach utilising a case study method. The data collection process involved mainly unstructured interviews, lesson observations and the analysis of documents. The results of the study indicate that despite the
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Ravhudzulo, Anniekie Nndowiseni. "An assessment of the present teacher upgrading programme in Ramaano Mbulaheni Traning Centre." Diss., 1997. http://hdl.handle.net/10500/17598.

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The aim of this study was to assess the primary teacher upgrading programme at Ramaano Mbulaheni Training Centre (RMTC). The literature review in this work includes a selection of related studies and articles in developing countries such as South Afric~, Nigeria, Kenya and Zimbabwe and in developed countries like Japan, Britain and United States of America. These together formed I the theoretical base of the research. A survey was carried out in the Malamulele, · Mutale, Sekgosese, Soutpansberg, Thohoyandou and Vuwani areas in the Northern Province Region 3, to find out whether the R
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Bilankulu, Hasani Justice. "An exploration of the teaching practices of education officers at a science centre in Pretoria, Gauteng Province." Diss., 2018. http://hdl.handle.net/10500/26864.

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Abstract in English, Tswana and Xitsonga<br>Education officers based at science centres and museums play a significant role in teaching the visiting learners science. However, little is known about their teaching practices at these centres. The purpose of this study was to investigate the teaching practices of education officers when teaching science in a science centre environment. The focus of this study was on the education officers’ knowledge and instructional strategies used in teaching science at a science centre in Pretoria, Gauteng province. A qualitative case study approach was used.
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Books on the topic "Reinforcement and teacher-centred strategies"

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Marchese, Dana D., Kimberly D. Becker, Jennifer P. Keperling, et al. A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190609573.001.0001.

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A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions highlights the consultation strategies used by the coaches on the PATHS to PAX Project with the Johns Hopkins Center for Prevention and Early Intervention working with classroom teachers in Baltimore City public schools. The PATHS to PAX Project is the integration of two of the most widely disseminated, evidence-based, universal school-based preventive interventions: the PATHS curriculum and the PAX Good Behavior Game, or PAX GBG. This book reviews the Universal Coaching Model and the Indicated Coaching Model
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Book chapters on the topic "Reinforcement and teacher-centred strategies"

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Marin, Elena, and Kallia Katsampoxaki-Hodgetts. "University Teachers’ Willingness to Support Inclusive and Effective Student-Centred Learning." In European Higher Education Area 2030: Bridging Realities for Tomorrow’s Higher Education. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-75140-0_35.

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Abstract Teachers’ beliefs regarding inclusive pedagogy, as well as sustainable and effective student-centred learning, play a crucial role in fostering a positive attitude towards inclusive education and implementing inclusive teaching practices. Embracing underpinning inclusive student-centred pedagogies (I-ScP) is imperative for teachers so they can consciously employ instructional methods that benefit all learners and cultivate a sense of community to promote inclusive education (Florian, 2014; Erby et al., 2021). This is often expected without an unanimously acknowledged process or shared
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Marchese, Dana D., Kimberly D. Becker, Jennifer P. Keperling, et al. "Indicated Coaching Model." In A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190609573.003.0004.

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Chapter 4 outlines the Indicated Coaching Model, which was developed for times when the Universal Coaching Model may not be sufficient to increase teacher implementation. Specific procedures and strategies are reviewed for working with teachers who need additional support using the same principles of engagement, collaboration, feedback, and positive reinforcement, but are influenced more heavily by behavioral assessment, principles, and strategies. Also described are how to identify barriers and facilitators of teacher implementation. The Teacher Implementation Support Planning Checklist (asse
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Marchese, Dana D., Kimberly D. Becker, Jennifer P. Keperling, et al. "Conclusion." In A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190609573.003.0007.

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The Conclusion chapter briefly reviews strategies outlined in the book to effectively support teacher proficiency with PATHS to PAX GBG. It stresses that prevention and evidence-based interventions are needed to bring about important change that improves the outcomes of students. It highlights several of the strategies that coaches can use, such as modeling, reinforcement, and performance feedback. It reviews the Universal Coaching Model and the Indicated Coaching Model, and offers encouragement to coaches in support of teacher implementation of school-based interventions.
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Marchese, Dana D., Kimberly D. Becker, Jennifer P. Keperling, et al. "Universal Coaching Model." In A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190609573.003.0003.

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Chapter 3 discusses the Universal Coaching Model, a collaborative approach that includes specific activities and strategies used with every teacher implementing the program. Coaching activities are grouped into three phases: (a) connect, (b) cultivate, and (c) consolidate. Strategies for establishing the coach–teacher team, visiting the classroom, engaging students as active participants, and starting the PATHS Curriculum and the PAX Good Behavior Game are discussed. The importance of timelines, pacing guides, and data collection are reviewed, as is the process of being a collaborative coach.
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Kearney, Christopher A. "Interventions for Negatively Reinforced School Refusal Behavior." In Helping School Refusing Children and Their Parents. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190662059.003.0005.

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This chapter covers intervention strategies for children with considerable anxiety about attending school, or refusing school for negative reinforcement. These strategies focus on the key response components of anxiety, including physical, cognitive, and behavioral aspects. Interventions for the physical aspect of anxiety include somatic management techniques such as muscle relaxation training and breathing retraining. Interventions for the cognitive aspect of anxiety include cognitive restructuring techniques that focus on developing more realistic thoughts and challenging negative thoughts.
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Shweta, Praveen Dhyani, and O. P. Rishi. "Agent-Based Distributed Intelligent Tutoring System Using Case-Based Reasoning." In Artificial Intelligence Applications in Distance Education. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6276-6.ch013.

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Intelligent Tutoring Systems have proven their worth in multiple ways and in multiple domains in education. In this chapter, the proposed Agent-Based Distributed ITS using CBR for enhancing the intelligent learning environment is introduced. The general architecture of the ABDITS is formed by the three components that generally characterize an ITS: the Student Model, the Domain Model, and the Pedagogical Model. In addition, a Tutor Model has been added to the ITS, which provides the functionality that the teacher of the system needs. Pedagogical strategies are stored in cases, each dictating,
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Shweta, Praveen Dhyani, and O. P. Rishi. "Agent-Based Distributed Intelligent Tutoring System Using Case-Based Reasoning." In Intelligent Systems. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5643-5.ch037.

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Intelligent Tutoring Systems have proven their worth in multiple ways and in multiple domains in education. In this chapter, the proposed Agent-Based Distributed ITS using CBR for enhancing the intelligent learning environment is introduced. The general architecture of the ABDITS is formed by the three components that generally characterize an ITS: the Student Model, the Domain Model, and the Pedagogical Model. In addition, a Tutor Model has been added to the ITS, which provides the functionality that the teacher of the system needs. Pedagogical strategies are stored in cases, each dictating,
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Rozo Leonel, Jiménez Pablo, and Torras Carme. "Learning Force-Based Robot Skills from Haptic Demonstration." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2010. https://doi.org/10.3233/978-1-60750-643-0-331.

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Locally weighted as well as Gaussian mixtures learning algorithms are suitable strategies for trajectory learning and skill acquisition, in the context of programming by demonstration. Input streams other than visual information, as used in most applications up to date, reveal themselves as quite useful in trajectory learning experiments where visual sources are not available. For the first time, force/torque feedback through a haptic device has been used for teaching a teleoperated robot to empty a rigid container. The memory-based LWPLS and the non-memory-based LWPR algorithms [1,2,3], as we
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Marshall, Jason, Karen Thomas, and Sandra Robinson. "21st-Century Students in 20th Century Classrooms." In Student-Driven Learning Strategies for the 21st Century Classroom. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1689-7.ch010.

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This chapter focuses on the transition from teacher-centred learning to student-centred learning. First, we situate the importance of student-centred learning within the Angloplone Caribbean experience. Second, we outline ways in which on-going professional development centers institutions interested in making the transition to student-centered learning. Third, we describe some techniques that can be used to engender student-centered approaches to teaching and learning. Finally, we conclude by summarizing student-centred pedagogical challenges and implications.
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Larraz-Rábanos, Natalia. "Development of Creative Thinking Skills in the Teaching-Learning Process." In Teacher Education [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97780.

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Creativity is one of the most appreciated learning skills current the XXI century. The development of creativity has been considered essential in order to achieve an effective and a high-level learning. As different approaches to its study, creativity has been defined as a result, as a process, as a construct derived from the influence of the context and of the experience and as a personality feature of human nature. The aim of this contribution is to explain the study of creativity from the mentioned approaches to achieve a comprehension of such construct. In addition, the focus has been cent
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Conference papers on the topic "Reinforcement and teacher-centred strategies"

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Eleftheria, Lagiokapa, Loupas Georgios, Makrina Viola Kosti, Nefeli Valeria Georgakopoulou, Sotiris Diplaris, and Stefanos Vrochidis. "Distilling Gaming Strategy through Explainability in Tetris." In Proceedings of the ACM International Conference on Interactive Media Experiences Workshops. Sociedade Brasileira de Computação, 2025. https://doi.org/10.5753/imxw.2025.4388.

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As artificial intelligence (AI) systems become increasingly integrated into game design, the demand for transparent and adaptive decision-making grows. While Explainable AI (XAI) has illuminated the internal reasoning of AI agents, most explanation-based training methods have traditionally prioritized alignment with a teacher model over the exploration of strategic diversity. In this paper, we introduce a novel framework that leverages explanation-based knowledge distillation to modulate agents’ internal reasoning, yielding both convergent and divergent behavioral strategies. To demonstrate th
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Logue, Pauline Anne. "Promoting Innovation and Creativity in Initial Teacher Technical Education in Ireland: A Case Study." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5595.

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The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE).Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&amp;amp;L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving a total of 42 GMIT student teacher particip
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GOLUBOVSCHI, Oxana. "Interactive strategies for teaching english: enhancing language acquisition through communicative and task-based learning." In "Higher education: traditions, values, perspectives", international scientific conference. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p240-244.

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To better understand how interactive techniques can improve language acquisition, this article focuses on communicative and task-based learning approaches. It emphasises the necessity of moving away from classic teacher-centred practices and toward more dynamic, student-centred ones that emphasise engagement and practical communication. The communicative approach helps students become more fluent and self-assured by emphasising meaningful discourse and the integration of language in context. Task based learning, on the other hand, motivates students to complete real-world assignments, fosterin
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Hermawan, Hengki Anggra. "JUNIOR HIGH SCHOOL TEACHER CHALLENGES, PRACTICES AND STRATEGIES ON IMPLEMENTING DIFFERENTIATED INSTRUCTION IN EFL CLASSROOM." In Bangkok International Conference on Teaching, Education & Learning, 15-16 December 2024. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2024.233234.

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Indonesia through the Ministry of Education, Culture, Research and Technology has launched a new curriculum called Emancipated Curriculum as an answer to the learning loss that occurred during the Covid-19 pandemic. The Emancipated Curriculum demands that teachers should be responsive to student needs and student diversity by implementing Differentiated Instructions, but in its implementation, many teachers still face challenges in the implementations. This study aims to find out the teacher challenges, practices, and strategies in implementing differentiated Instruction in EFL Classroom in Pa
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Anggra Hermawan, Hengki, and Fazri Nur Yusuf. "JUNIOR HIGH SCHOOL TEACHER CHALLENGES, PRACTICE AND STRATEGIES ON IMPLEMENTING DIFFERENTIATED INSTRUCTION IN EFL CLASSROOM." In Bangkok International Conference on Teaching, Education & Learning, 15-16 December 2024. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.301323.

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Indonesia through the Ministry of Education, Culture, Research and Technology has launched a new curriculum called Emancipated Curriculum as an answer to the learning loss that occurred during the Covid-19 pandemic. The Emancipated Curriculum demands that teachers should be responsive to student needs and student diversity by implementing Differentiated Instructions, but in its implementation, many teachers still face challenges in the implementations. This study aims to find out the teacher challenges, practices, and strategies in implementing differentiated Instruction in EFL Classroom in Pa
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Soare, Ioanlaurian, and Mariacristina Munteanubanateanu. "NEW TRENDS IN MANAGING OUR FOREIGN LANGUAGE (VIRTUAL) CLASSROOM IN PANDEMIC TIMES." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-038.

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Teaching languages in pandemic times takes on both pedagogical and technological challenges. This is the moment where teachers and students explore and adapt to a new environment. This is a place (shall we call it a "cyberspace"?) where tradition has to be reconsidered more closely and facilitate significant innovations. The year 2020 will be remembered as a turnaround point in human modern history for many scientific domains. Teaching languages in schools is facing big challenges alongside with other teaching subjects (arts, humanities, natural sciences). Nonetheless, (foreign) language teach
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Chicioreanu, Teodora daniela. "HIERARCHISATION OF THE TECHNICAL COMPETENCIES REQUIRED FOR USING THE MOBILE TECHNOLOGIES AND WEB2.0 IN THE TEACHING ACTIVITY." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-028.

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Technology influences how people using the computer in their daily activity think and behave. Knowledge is more accessible than ever thanks to the internet. Its true potential however has only just started being noticed. WEB2.0, live web, hyperlink, 2.0 software, active web, writing and reading web. Internet has become a global, active, connected computer, allowing everyone not only to contribute, but also to change the nature of information. The strong impact caused by the avalanche of new technologies on the formal educational system required the latter's adaptation to this context by renoun
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Dumitrescu, Virginia mihaela. "EFFECTIVE WEB 2.0 TECHNOLOGIES FOR SECOND-LANGUAGE TEACHING AND LEARNING." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-163.

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Technology is playing and increasingly significant role in transforming the present-day education process, which is becoming more and more learner-centred and collaborative, as we can notice from our own teaching experience. This is in keeping with the mindset and expectations of the new generation of students (often identified generically as "the Net Generation", "Net Geners", "Generation Y" or "the Millenials") which, among other characteristics, distinguishes itself from previous generations by being technology savvy and eager to create (not just "consume") Internet content such as blogs or
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Garnett, Fred, and Nigel Ecclesfield. "CRAFT OF E-TEACHING; LESSONS FROM THE DIGITAL PRACTITIONER RESEARCH." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-083.

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In discussing e-learning at ELSE 2013 the question was asked, "shouldn't we be researching e-teaching?" The authors have spent some years doing this, through their Craft of Teaching work (Garnett, Ecclesfield 2014) and the Digital Practitioner Research (Ecclesfield, Rebbeck, Garnett, 2011-13). The Craft of Teaching work came about when the authors were challenged at the iPed 2009 conference on Pedagogies as to what the role of the teacher would be if Web 2.0 tools allowed learners to generate their own learning contexts, as we argued. We answered this at iPEd 2010 with "The Open Context Model
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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teachi
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