Professional development is critical in providing constant updates on EFL teachers’ teaching practice. This mixed methods study was conducted to explore the effects of participation in action research on EFL teachers’ practice. Eighteen junior school English teachers participated in this study. Teacher participants conducted their action research during a five-month period. The quantitative pha...

This qualitative case study of four middle school and secondary mathematics teachers examines how teachers’ reflective practice supported their selection strategies that align with the needs current education according to 10 dimensions education. The findings suggest reflection practice, through collaboration other creating a positive safe environment within classroom for students’ feedback, im...

 In view of the fact that pre-service teachers’ critical reflection through evaluating teaching activity of their peers is an important part of practicum activity, the current study aimed to analyze the recall and reflection journals written by pre-service teachers to identify and evaluate the discoursal features of their journals. To this end, a total of 272 recall and reflection journals writ...

In 2006, the Taiwanese Ministry of Education launched a kindergarten supervision project with the aim of advancing curriculum and instruction quality, and reinforcing teachers’ professional development. As a supervisor, I visited 12 kindergartens between 2007 and 2011, spending 60 hours per year at each, spread across 10 visits. My particular roles were to facilitate the arts curriculum and pro...

Teacher training programs in EFL contexts pursue the goal of promoting teaching skills and critical dispositions in prospective and experienced teachers and their ability to reflect on and enhance their mediating roles to maximize learning outcomes. Yet, discrepancies in teachers’ roles during and after the programs are not uncommon and accentuate the need to assess outcomes. This quasi-experim...

Over the past decades, education took a critical-oriented shift. This perspective changed the role of teachers, students, and classrooms. A teacher's role changes from an instructor to a reflective practitioner, a student is considered an active agent of his/her learning, and a classroom is a place for identity endeavor. The assumption underlying such an approach conceptualizes educatio...

One respected tradition in medical education holds that physicians should struggle to maintain sensibility, openness, and compassion in the face of strong contravening tendencies. However, today's medical education is structured around a more recent tradition, which maintains that physicians should struggle to develop emotional detachment as a prerequisite for objectivity. In this model, sensib...

BACKGROUND How students are introduced to their studies will affect the quality of learning. This project deals with tools for lifelong learning to increase students' awareness of learning how to learn. In parallel to an introductory course for students, a course for teachers was given with a focus on tutoring students. AIMS To evaluate an interprofessional transition course for first-year he...