Relevant bibliographies by topics / Teachers' thinking and practices

Contents

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

Academic literature on the topic 'Teachers' thinking and practices'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Teachers' thinking and practices"

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Teuscher, Dawn, J. Matt Switzer, and Tyler Morwood. "Unpacking the Practice of Probing Student Thinking." Mathematics Teacher Educator 5, no. 1 (2016): 47–64. http://dx.doi.org/10.5951/mathteaceduc.5.1.0047.

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Researchers have called on teacher educators to break down complex teaching practices to assist preservice teachers in learning these practices. In this article, we unpack the practice of probing student thinking while providing evidence that as sophisticated users of various teaching practices, mathematics teacher educators may be unaware of preservice teachers' varied and naïve images and understandings of teaching practices.
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Mohd Jelani, Nurul Syazana, Siti Suria Salim, and Zeinab Zaremohzzabieh. "TEACHERS SHAPE SECONDARY SCHOOL STUDENTS' BEHAVIOURS THROUGH THE USE OF LEARNING THEORIES: THE CASE OF MALAYSIA." International Journal of Education, Psychology and Counseling 6, no. 42 (2021): 30–39. http://dx.doi.org/10.35631//ijepc.642003.

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The aim of this study is to explore the understanding and the application of learning theories among the teacher in shaping students’ behaviour. In-depth one-to-one interviews with five experienced teachers were carried out to collect the data. Collected data were analysed based on a qualitative approach by using John Hattie’s eight-mind frame in order to build consistent data. Two themes and twelve sub-themes emerged from the interviews, including mindset (mind-frame 1 to 8) and practices (punishments, rewards, approaches the students, and way of thinking). The findings demonstrated that whil
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Bako, Aliyu. "Critical Thinking Skills of Physics Teachers for Inquiry Based Learning Practices." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 486–96. http://dx.doi.org/10.37200/ijpr/v24i5/pr201713.

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Jamil, Hazri, Rohani Arbaa, and Mohamad Zohir Ahmad. "Exploring the Malaysian Rural School Teachers’ Professional Local Knowledge in Enhancing Students’ Thinking Skills." Journal of Education and Learning 6, no. 2 (2016): 25. http://dx.doi.org/10.5539/jel.v6n2p25.

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This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students’ thinking skills in classroom practices. In this paper, a teacher’s professional local knowledge is viewed as a teacher’s professional knowledge and skills developed through the combination of the teacher’s expertise, theory, knowledge and experiences gained from professional practices in various and different contexts of students’ social backgrounds, environment and culture. In this case study, we investigate four teachers from various disci
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Ansori, Muhammad, Joko Nurkamto, and Suparno Suparno. "Teacher’s Beliefs and Practices in the Integration of Higher Order Thinking Skills in Teaching Reading." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 4 (2019): 541–55. http://dx.doi.org/10.34050/els-jish.v2i4.8164.

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Higher Order Thinking Skills (HOTS) is an essential skill for students to compete in this technological age. Hence, teachers need to hold strong beliefs about HOTS as it influences their classroom practices. Moreover, the study about HOTS in English language teaching has not been widely explored. This case study seeks to explore teacher’s beliefs in the integration of HOTS in teaching reading and how the beliefs are reflected in classroom practices. Further, it also investigates the factor influencing the teacher’s beliefs and practices. The participant was an experienced English teacher in a
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Qayyum, Abdul, Sidra Rizwan, and Nasir Mahmood. "PROFESSIONAL DEVELOPMENT OF SECONDARY SCHOOL TEACHERS: ASSOCIATING THINKING STYLE PROFILES AND INSTRUCTIONAL PRACTICES." Humanities & Social Sciences Reviews 9, no. 3 (2021): 372–283. http://dx.doi.org/10.18510/hssr.2021.9338.

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Purpose of the study: The study aimed to find the association between teachers' thinking style profile types (TSPT-I, II, and III) instructional practices (IPs) at the secondary school level in Pakistan.
 Methodology: The sample of the study was 550 teachers in public sector schools of district Sialkot. Thinking style inventory (TSI-RII) based on a 7-point Likert type scale was used to collect data for the identification of (TS). Frequency distribution and Pearson chi-square were used to analyze the data.
 Main Findings: The results revealed that the teachers in (TSPT-I) preferred us
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SEDHU, DALJEET SINGH, SIEW CHEE CHOY, and JOANNE SAU CHING YIM. "PRE-SERVICE TEACHERS’ REFLECTIVE PRACTICES: A MALAYSIAN PERSPECTIVE." Asia Proceedings of Social Sciences 5, no. 1 (2019): 19–23. http://dx.doi.org/10.31580/apss.v5i1.1069.

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This study aimed to explore the use of reflective thinking practices incorporated into classroom teaching by pre-service teachers (PSTs). Firstly, this study investigated the reflective thinking practices used by PSTs to analyse their teaching strategies and approaches in the classroom. Secondly, this study explored the ways PSTs use reflective thinking to analyse their teaching practice. The qualitative method employing semi-structured interviews was used in this study. A sample of 11 female final year PSTs enrolled in Bachelor of Education programmes in a Malaysian university, who had just c
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Choy, S. Chee, Judith Dinham, Joanne Sau-Ching Yim, and Paul Williams. "Reflective Thinking Practices Among Pre-Service Teachers: Comparison Between Malaysia and Australia." Australian Journal of Teacher Education 46, no. 2 (2021): 1–15. http://dx.doi.org/10.14221/ajte.2021v46n2.1.

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Reflective practices are considered an important part of a pre-service teachers’ (PSTs) professional learning experiences. However, there has been much criticisms on its efficacy as a learning tool for teacher professional development. This paper will relate a study that was designed to compare reflective teaching practices in two culturally different countries, namely Malaysia and Australia. These two countries were chosen as they offered an opportunity to study differences in reflective thinking practices from an Asian and a Western cultural perspective among PSTs. The study used a framework
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Rieger, Alicja, Barbara J. Radcliffe, and Gina M. Doepker. "Practices for Developing Reflective Thinking Skills Among Teachers." Kappa Delta Pi Record 49, no. 4 (2013): 184–89. http://dx.doi.org/10.1080/00228958.2013.845510.

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Elias, Habibah, Yueh Jiuan Tee, Rahil Mahyuddin, and Jegak Uli. "Reflective Thinking Practices among Secondary School Mathematics Teachers." International Journal of the Humanities: Annual Review 6, no. 2 (2008): 145–50. http://dx.doi.org/10.18848/1447-9508/cgp/v06i02/42373.

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Dissertations / Theses on the topic "Teachers' thinking and practices"

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Torvinen, Liisa Tuulikki. "The concept of orientation in teachers' thinking and practices in business education." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10019088/.

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Orientation is a major, but still developing, concept in the account of learning in an activity-theoretical framework. In this thesis orientation will be conceptualised as forming a basic idea of an object (phenomenon, activity, action, performance) to be learnt, and an idea of how to proceed towards the object. The research project of this thesis stems from activity-theoretical developments that have taken place at the Teacher Education Institute of the Finnish Business College (FBC) in Helsinki. The study will analyse nine cases of business college and polytechnic teachers to explore how the
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Fairfield, Sarah Mae. "Creative thinking in elementary general music: a survey of teachers' perceptions and practices." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/798.

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While creative thinking is often conceptually associated with performing and visual arts, research has suggested that music education often focuses more so on convergent skills, such as singing or music literacy, than on divergent skills, such as composing and improvising. The primary purpose of this study was to examine elementary general music teachers' (EGMTs) perceptions of creative thinking and its value as part of the elementary general music curriculum. The secondary purpose was to determine how, and to what extent, EGMTs designed and facilitated creative thinking activities for their s
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Laverick, Vincent T. "Thinking About Teaching: Does Mentoring a Student Teacher Cause a Cooperating Teacher to be More Reflective?" University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1460807098.

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Andin, Christina. "Teacher educators' conceptions of thinking skills and practices for modelling thinking skills teaching." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599917.

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Instructional reform requires learning by those who implement it. Learning involves a process of reconstructing knowledge and beliefs entailed by complex behavioral change. A cognitive perspective of policy implementation underscores that behavioural changes have a fundamental cognitive component. By assuming that policy implementation as a relatively straightforward process of transmitting behavioural rules drawn up by policy-makers to those responsible for implementing the rules, a top-down policy implementation tends to undermine the learning needs of those who are implementing instructiona
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Naxweka, Johanna Ndamononghenda. "Selected Namibian secondary school geography teachers’ pedagogical thinking and practices: the case of mapwork." Thesis, Rhodes University, 2019. http://hdl.handle.net/10962/76969.

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Learner performance in mapwork in secondary school geography in Namibia has been consistently poor. Examiners’ reports provide detailed feedback on the difficulties learners demonstrate with little, if any, attention paid to teachers’ perceptions, experiences and pedagogical practices of mapwork. This qualitative study generated insights to understand selected geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty geography teachers in fifteen secondary schools in the Ohangwena Circuit in the Ohangwena Region of
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Kanik, Figen. "An Assessment Of Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612523/index.pdf.

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This study aimed to explore teachers&rsquo<br>conceptions of critical thinking and practices for critical thinking development in Turkish, social studies, science and technology and mathematics courses at seventh grade level. The study was conducted with a phenomenological approach in which 70 teachers from 14 elementary schools in Ankara participated. Data were collected through in-depth interviews with teachers. The findings of the study revealed that there were cognitive skills, dispositions and criteria that teachers perceived to relate to critical thinking. The results also shed light on
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Van, Bodegraven Diane Beth. "Implementing Change: How, Why, and When Teachers Change Their Classroom Practices." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1807.

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Teacher implementation of school reforms varies widely and often results in inconsistent student outcomes. Teachers adopt or resist change for complex reasons that are not fully understood. This qualitative study explored how veteran teachers described their experiences with school reform and changes in classroom practices that occurred over the course of their careers; it also examined factors that teachers identified as having positive and negative influences on their adoptions of change. The conceptual framework was based on Senge's systems theory as applied to learning organizations and Go
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Lee, Boon Hua. "A teacher's mind's eye : a study of the congruity between teachers' metaphors and classroom practice." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286495.

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Schillinger, Tammy. "Mathematical Instructional Practices and Self-Efficacy of Kindergarten Teachers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2101.

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A local urban school district recently reported that 86% of third graders did not demonstrate proficiency on the Math Standardized Test, which challenges students to solve problems and justify solutions. It is beneficial if these skills are developed prior to third grade. Students may be more academically successful if kindergarten teachers have moderate to high self-efficacy when teaching lessons that focus on justifying solutions. Bandura's self-efficacy theory was incorporated into this study as the conceptual framework lens. Research questions were designed to investigate kindergarten teac
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Sorial, Lilian Albert. "High school English teachers' perceptions and practice of critical thinking." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0001/MQ34231.pdf.

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Books on the topic "Teachers' thinking and practices"

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Bennett, Neville. Teaching through play: Teachers' thinking and classroom practice. Open University Press, 1997.

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Hawley, Susan H. A teachers' handbook of practical strategies for teaching thinking in the classroom. ERA Press, 1987.

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The transformation of teacher education in Namibia: The development of reflective practice. Gamsberg Macmillan, 2003.

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C, Beisenherz Paul, ed. Learning to question, questioning to learn: A guide to developing effective teacher questioning practices. Allyn and Bacon, 2001.

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Jones, Paula. Putting it into practice: Developing student critical thinking skills in teacher education : the models, methods, experience and results. INFORMATION AGE Pub., INC., 2011.

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LaBoskey, Vicki Kubler. Development of reflective practice: A study of preservice teachers. Teachers College Press, 1994.

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Vaz, Arnaldo de Moura. Being challenged: Reflections on the contribution of Paulo Freire's work to teacher education : the Thematic Investigation of primary teachers' thinking and practice with regard to the teaching of science. University of Surrey, 1996.

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Project, Leicestershire Insights into Learning. Teachers studying children's thinking. (The Project), 1985.

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Brown, Alan. Academics thinking about teachers thinking: A review. Ontario Institute for Studies in Education, Dept. of Educational Administration, 1992.

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Rethinking language arts: Passion and practice. Garland Pub., 1997.

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Book chapters on the topic "Teachers' thinking and practices"

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Loughland, Tony. "Adaptive Teaching for Students’ Critical and Creative Thinking." In Teacher Adaptive Practices. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6858-5_1.

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Morais, Felicidade, Helena Silva, Gonçalo Cruz, et al. "Perceptions of Portuguese University Teachers About Critical Thinking Educational Practices." In Communications in Computer and Information Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20954-4_17.

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Yusuf, Muhammed. "Infusing Thinking-Based Learning in Twenty-First-Century Classroom: The Role of Training Programme to Enhance Teachers’ Skilful Thinking Skills." In Teacher Empowerment Toward Professional Development and Practices. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4151-8_14.

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Bullough, Robert V., and Stefinee E. Pinnegar. "Thinking about the Thinking about Self-Study: An Analysis of Eight Chapters." In International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-6545-3_9.

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Corbett, Michael. "Reading Lefebvre from the Periphery: Thinking Globally About the Rural." In Self-Study of Teaching and Teacher Education Practices. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17488-4_8.

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Thomas, Karen S. C. "Critical Thinking." In Research Anthology on Developing Critical Thinking Skills in Students. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch010.

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Teaching critical thinking skills to students has become a central focus the language arts classroom. It is therefore important to examine what critical thinking may look like for the language arts teacher: How do language arts teachers come to know and understand? How do language arts teachers engage in critical thinking in order to enhance their pedagogical practices? This chapter examines the ways in which teachers' involvement in developing their critical thinking skills can aid them in establishing their knowledge and understandings. The chapter explores findings from a study that involved teachers in Grades 2 and 4 in the development of a framework for reading instruction in the primary grades. These findings make a case for encouraging teachers to engage in critical thinking in professional learning communities that foster professional development and collaboration in an active and reflective process.
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Thomas, Karen S. C. "Critical Thinking." In Handbook of Research on Critical Thinking and Teacher Education Pedagogy. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7829-1.ch014.

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Teaching critical thinking skills to students has become a central focus the language arts classroom. It is therefore important to examine what critical thinking may look like for the language arts teacher: How do language arts teachers come to know and understand? How do language arts teachers engage in critical thinking in order to enhance their pedagogical practices? This chapter examines the ways in which teachers' involvement in developing their critical thinking skills can aid them in establishing their knowledge and understandings. The chapter explores findings from a study that involved teachers in Grades 2 and 4 in the development of a framework for reading instruction in the primary grades. These findings make a case for encouraging teachers to engage in critical thinking in professional learning communities that foster professional development and collaboration in an active and reflective process.
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Öztürk, Gökhan. "Prospective Teachers as Reflective Practitioners." In Research Anthology on Developing Critical Thinking Skills in Students. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch044.

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This study reports on the process in which practice teaching experiences of prospective teachers were supported by reflective practice elements during their practicum. The participants included five pre-service Turkish EFL teachers in the fourth year of the program. The data were collected through semi-structured interviews conducted at the end of the process, reflective reports written after practice teachings, video-recordings of teachings (two class-hours for each participant) and scaffolded feedback sessions based on these recordings. All the obtained data were analyzed through qualitative content analysis. The findings revealed that reflective practice integrated into the practice teaching experiences in the pre-service level improved the prospective teachers' awareness of their own teaching skills, critical thinking regarding their practices, recognition of school context and perception towards professional development.
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Peterson-Hernandez, Katie, and Steven S. Fletcher. "Critical Thinking in Teacher Education." In Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7823-9.ch001.

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This chapter documents the development of critical thinking skills in preservice teachers as they engaged in practicum settings in a teacher education program. Qualitative data helps illustrate the shifts in thinking that correlated with particular experiences in the program. Data is used to illustrate strategies that teacher preparation programs might draw on to help teacher education students develop critical thinking skills related to pedagogies and practices. The authors conclude by theorizing a relationship between the structure and strategies employed within a literacy methods course and the expansion of preservice teachers understanding of literacy, teaching, and learning.
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"Adults Learning—Teachers Thinking." In Insights Into Teachers' Thinking And Practice. Routledge, 2013. http://dx.doi.org/10.4324/9780203974216-16.

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Conference papers on the topic "Teachers' thinking and practices"

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Kong, Siu-Cheung, and Andrew Chan-Chio Lao. "Assessing In-service Teachers' Development of Computational Thinking Practices in Teacher Development Courses." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. ACM, 2019. http://dx.doi.org/10.1145/3287324.3287470.

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Blessing Funmi, Komolafe, and Qian Xusheng. "Critical Thinking an Antidote to Artificial Intelligence Threat: An Innovation in Teacher Education Practices." In International Conference on Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/24246700.2020.6205.

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: The role of Critical thinking skill in developing 21st-century teaching profession can’t be overstated. Projecting into the future, critical thinking is expected to serve as tools for integrating Artificial Intelligence into the teaching profession as well as an antidote to the threats of artificial intelligence to the teaching profession in the machine learning age. This study investigates John Dewey's philosophy on critical thinking and reviews existing literature on teaching profession. The questions raised by this study include: what is critical thinking requirement skill in 21st century
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"Introducing Computational Thinking Practices in Learning Science of Elementary Schools [Research-in-Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4327.

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Aim/Purpose: Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually being accepted as a required skill for the 21st century science student. Students deserve relevant conceptual learning accessible through practical, constructionist approaches in cross-curricular applications therefore it is required for educators to define, practice and assess practical ways of introducing CT to science education starting from elementary school. Background: Computational Thinking is a set of problem-solving skills evolving from the computer science field. This work-in-
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Sun, Yufeng, Yanwen Long, and Yuqin Yang. "INVESTIGATING TEACHERS’ PEDAGOGICAL PRACTICES AND BELIEFS REGARDING DEVELOPING CREATIVE THINKING IN ELEMENTARY SCHOOL STUDENTS." In 6th International Conference on Educational Technologies 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/icedutech2019_201902c002.

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Meskhi, Besarion, Svetlana Ponomareva, and Alla Belousova. "Collaborative Learning: How Teachers Use Thinking in Educational Practice." In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.1.

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Osmonbaeva, Zhypargul, and Damira Pakhirova. "IMPACT OF PROPER QUESTIONING IN TEACHING AND LEARNING." In Proceedings of the XXVI International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25022021/7422.

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The paper attempts to share some of the experiences regarding the proper questioning and literature review on this topic. The paper is based upon the outcomes of proper questioning in teachers’ lessons and impacts of those questions on their teaching and students’ learning. Main importance is given to teacher’s role in proper questioning in teaching English. Significance of the study is questioning can be used in different types of classroom and it helps students develop thinking skills, language skills and shaped closed relation and interaction between student-to- student and student-to- teac
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Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.

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In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and th
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Jonášková, Gabriela, and Ľubica Predanocyová. "POSITIVE INTERPERSONAL RELATIONSHIPS IN TERMS OF DEVELOPING CREATIVITY AND CRITICAL THINKING." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/08.

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The formation of a person's personality in his intellectual and moral improvement, the expansion of his independence, creativity and critical thinking is possible within his participation in the educational process. In the conditions of the Slovak Republic, the subject of civics plays an important role in this process. The aim of the paper is to point out the topicality of the researched problem and to present the given issue as a means of increasing the professional competencies of teachers in the field of development of critical and creative thinking of students. In this article, we pay atte
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Alonzo, Alice. "Learning progressions as models and tools for supporting classroom assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_5.

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Like all models, learning progressions (LPs) provide simplified representations of complex phenomena. One key simplification is the characterisation of student thinking in terms of levels. This characterisation is both essential for large-scale applications, such as informing standards, but potentially problematic for smaller-scale applications. In this paper, I describe a program of research designed to explore the smaller-scale use of LPs as supports for teacher classroom assessment practices in light of this simplification. Based on this research, I conclude that LP levels may serve as a ge
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Marstio, Tuija. "RE-THINKING PEDAGOGY FOR ONLINE LEARNING - EXPERIENCES OF DEVELOPING TEACHERS’ DESIGN PRACTICE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1543.

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Reports on the topic "Teachers' thinking and practices"

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Blundell, Chris. Exploring promising practices using design-based professional learning: A case study of teachers using design thinking to transform pedagogy with digital technologies. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints/200525.

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NIKOLOV, NIKITA. STUDY OF THE SCIENTIFIC THINKING STYLE OF TEACHERS. SIB-Expertise, 2021. http://dx.doi.org/10.12731/er0436.18052021.

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THE SCIENTIFIC APPROBATION OF THE RESEARCH OF THE PECULIARITIES OF THE DEVELOPMENT OF THE SCIENTIFIC STYLE OF THINKING OF YOUNG TEACHERS OF ADDITIONAL PROFESSIONAL EDUCATION INSTITUTIONS IS PRESENTED. THE DEVELOPED PRODUCT ALLOWS TO OBTAIN OBJECTIVE DATA ON THE PECULIARITIES OF PROFESSIONAL AND PERSONAL GROWTH OF MODERN PEDAGOGICAL WORKERS. THE DEVELOPED FEEDBACK SYSTEM ALLOWS TO USE ADDRESSED EDUCATIONAL CONSULTING IMPROVING THE MONITORING SYSTEM OF SUCH NEW FORMATION AS A SCIENTIFIC STYLE OF THINKING.
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Mahat, Marian, and Wesley Imms. A Day in the Life of a Student: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124325.

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A Day in the Life of a Student workshop is a design thinking workshop developed by DLR Group (an integrated design firm) and adapted by the Innovative Learning Environment and Teacher Change project at the University of Melbourne, Australia. The activities involve educators mapping out how one student spends his/her day in school and building a model of the learning environment based on this one student. With an emphasis on the visual learning that comes from modelling experiences, this workshop helps participants develop student-improvement focused practices in innovative learning environment
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learn
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Cavedon, Carolina. The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2074.

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al.
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Scannell, Stephen. Next Generation Science Standards and Physics First: A Case Study of High School Teachers' Beliefs and Practices. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6878.

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Wells, Jennifer. Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1423.

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Harrison, Jessica. Assessing Generic and Program-Specific Dose-Response Relations Between Engagement in Contemplative Practices and Reductions in Teachers' Occupational Stress and Burnout. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2105.

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Berlinski, Samuel, and Alejandra Ramos. Research Insights: Does Merit Pay among Public School Teachers Affect the Mobility of Teachers Out of Teaching or within the School System? Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002862.

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This paper analyzes the effect on teacher mobility of a program that rewards excellence in teaching practices in Chile. Successful applicants receive a 6 percent annual wage increase for up to 10 years and an award that publicly recognizes their excellence. The paper uses a regression discontinuity design to identify the causal effect of the public merit award. The program does not alter transitions out of teaching. The program does, however, increase the mobility of awardees within the school system. This is consistent with the program providing a credible public signal of teacher quality.
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