Education Commons^™

Using Embodied Practices With Preservice Teachers: Teaching And Reflecting Through The Body To Re-Think Teacher Education, Emily Klein, Monica Taylor, Rachel Forgasz

Journal of Practitioner Research

This action research describes how three teacher educators invited preservice teachers to be in their bodies, or learn through “embodied pedagogy.” We wanted see how this pedagogy helped preservice teachers learn to reflect through their bodies, confront their own bias to cognitive ways of knowing, and ultimately begin to consider the use of embodied instructional strategies. We describe our questions, the activities we designed to help us answer them, and data collected from the first course in a pre-service teacher education program. Finally, we analyze these data and identify themes related to embodied learning and reflection and describe some potential …

Supervisor Facilitation Of Action Research: Fostering Teacher Inquiry, Rachel Solis, Stephen P. Gordon

Journal of Practitioner Research

This study was conducted at a Central Texas private school that offers a full curriculum exclusively for students with dyslexia. A supervisor facilitated fifty members of the school’s teaching faculty as they engaged in voluntary, long-term action research at the individual and team levels to address authentic problems of practice. The study examined the types of inquiry undertaken by the teachers as well as their perceptions of the supervisory support for, impact of, and ways to improve action research at their school. The authors conclude that the supervisor facilitating action research needs to provide ongoing support to teachers engaged in …

Exploring New Teacher Beliefs: Identity, Home-Life, And Culture In The Classroom, Frederick B. Bradley Iii

USF Tampa Graduate Theses and Dissertations

A persistent shortage of science, technology, engineering, and math (STEM) students, teachers, and professionals is seen by many as a threat to the nation’s global economic standing. Deficits in these areas are often attributed to a lack of quality K-12 STEM education, which is due in large part to a high rate of teacher turnover. Moreover, such teacher attrition has been shown to occur far more often in high-need schools and districts; thus serving to further marginalize disadvantaged members of society.

This study occurs within the context of The Robert Noyce Scholarship Program at our research-intensive university in the southeastern …