Elena Frolikova Abstract Nowadays being a teacher is impossible without being a reflective practitioner. This means that the system of higher education in teacher-training universities should be aimed at both achieving educational goals and developing students’ reflection. In this paper… Read More ›
Reflective Practice and Teaching for Thinking
Crisis Preparedness: A Multifaceted Approach
Sondra R. Dennison, Theresa Messina Horner Abstract Disruptive student behavior is a global concern. Campus communities are expected to be safe havens for learning. Realistic threats to safety require a proactive institutional-wide approach to crisis prevention and preparedness. The Assessment-Intervention… Read More ›
Group Mentoring: a Way to Retain ´High–Risk´ Teachers on the Job
Lisbeth Lunde Frederiksen Abstract The present article concerns group mentoring combined with action learning as a way to counteract work related sickness and early retirement for´ high risk´ teachers. Focus has been on reflection and vitalization. The data shows that… Read More ›
Reflective Practice: Two Essentials and Three Applications
Danhua Wang Abstract Reflective practice is a special learning process in which past experiences are carefully evaluated in relation to relevant theories. But its distinct qualities are yet to be defined, making it harder to measure its effect. Moreover, the… Read More ›
Teacher Educator, Go Measure Thyself: Self-Reflection and Judgement of the Teachers of Teachers
Christopher Andrew Spencer Abstract In offering a reflection on my original 2008 study, “Teacher educator, go educate thyself: who teaches the teachers of teachers? Establishing a Model of Professional Formation for Teacher Educators in Further Education Colleges, I offer a… Read More ›
Different Understandings of the Relationship Between Teacher Education and Professional Practice
Lisbeth Lunde Frederiksen, Jens H Lund, Mette Beck Abstract In the Center for Didactic Methods and Approaches, VIA University College, we have developed a didactic model of reflection for teachers and managers with the purpose of reflecting on education, teaching,… Read More ›
The Relationship Between Science Teachers’ Career Expectations and Different Professional Development Experiences
Peer Schrøder Daugbjerg Abstract The relation between teachers’ experience, foreground and the intentions of professional development programs (PDP) has been investigated in a Danish case, where a balance between top-down and bottom-up processes intended to integrate local and individual perspectives… Read More ›
#FramingFragmentsofThought – Exploring the Role of Social Media, in Developing Emergent Reflective Practitioners in Initial Teacher Training
#FramingFragmentsofThought – Exploring the Role of Social Media, in Developing Emergent Reflective Practitioners in Initial Teacher Training Chris Warnock Abstract Abstract #framingfragmentsofthoughtconsiders the changing dynamic of teacher education and the relevance of digital pedagogical changes in course instruction. It explores… Read More ›
ETEN Journal 