This paper reports the development and implementation of a collaborative professional experience learning community for a group of nine pre-service secondary mathematics teachers. The preservice teachers and their methods lecturer made 12 school visits over one academic year to a local secondary school. The pre-service teachers observed and co-taught problem-solving lessons in two Year 8 classe...

The purpose of this study was to determine the effect of using concept mapping to promote reflective instructional decision-making among junior level education preservice teachers when planning lessons for elementary and secondary students. The researchers were interested in determining if there was a connection between the use of concept mapping to help preservice teachers improve their instru...

as the main part of a large-scale project, the present study investigated the relationship among reflective thinking, listening anxiety, and listening comprehension of iranian efl learners with regard to their proficiency level. to this end, 223 (106 intermediate and 117 advanced) adult male and female iranian efl learners from a private language institute took part in the study by completing t...

This article addresses how the professional identity of a teacher is constructed through narrative with two intended goals: 1) to examine the ways in which theories of teacher education are embedded in professional identity, and 2) to suggest the inclusion of individual narrative analysis as a reflective tool in professional development and teacher education. A teacher’s spontaneous conversatio...

Thinking, particularly reflective thinking or inquiry, is essential to both teachers’ and students’ learning. In the past 10 to 15 years numerous commissions, boards, and foundations as well as states and local school districts have identified reflection0 inquiry as a standard toward which all teachers and students must strive. However, although the cry for accomplishment in systematic, reflect...

In this article, I examine the potential roles of reflective writing in ESOL teachers' learning and professional renewal. I demonstrate its importance with insights from aspects of a study on the accounts ESOL teachers construct when they do write about teaching.

Discourse has been thought to be an essential aspect of high quality education (Bean & Stevens, 2002; Harkness, D’Ambrasio & Marrone, 2006; Wade, Fauske & Thompson, 2008; NCTM, 2000; Heller, 2004). But because the teaching profession is sometimes one of isolation and disconnecteness (Wong & Wong, 2001; Zmuda, Kuklis & Kline, 2004; Sparks & Hirsh, 1997), teachers may not get opportunities to eng...