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Full-Text Articles in Teacher Education and Professional Development
Action Research As Evidence-Based Practice: Enhancing Explicit Teaching And Learning Through Critical Reflection And Collegial Peer Observation, Renee Crawford
Action Research As Evidence-Based Practice: Enhancing Explicit Teaching And Learning Through Critical Reflection And Collegial Peer Observation, Renee Crawford
Australian Journal of Teacher Education
: In an era where teachers are increasingly being asked to demonstrate evidence of their impact, action research is identified as a practical and critically reflective research approach for enhancing explicit teaching and learning. Using a historical perspective, foundations for reflective practice and action research in educational contexts are explored. A discussion of the processes and techniques that may be employed, including how collegial peer observation is embedded to strengthen application is provided. An action research model, encapsulating the approach discussed, demonstrates its practicality for teachers to engage in critically reflective practice and provide an evidence-base for their work. As …
Factors In Instructional Decision-Making, Ratings Of Evidence And Intended Instructional Practices Of Australian Final Year Teacher Education Students, Mark Carter, Jennifer Stephenson, Toni Hopper
Factors In Instructional Decision-Making, Ratings Of Evidence And Intended Instructional Practices Of Australian Final Year Teacher Education Students, Mark Carter, Jennifer Stephenson, Toni Hopper
Australian Journal of Teacher Education
There has been increasing interest in an evidence-based approach to education in Australia but relatively little research has provided relevant data on knowledge of the evidence base for instructional practices among teachers preparing to enter the profession. Final year teacher education students (N = 290) in 15 Australian tertiary institutions were surveyed on their understanding of the strength of evidence for 14 instructional strategies and their intended frequency of use of the strategies following graduation. They were also asked to rate the importance of factors they considered in instructional decision-making. Empirical evidence was important in selection of instructional practices but …