SoTL in the Commons: Elephant, Authenticity and Journey

Excerpt: I find it useful to refer to the metaphor of an international feel of the ‘elephant’ presented by Pat Hutchings in the inaugural issue of this journal. Indeed, definitions of scholarship of teaching and learning can be very different depending on which parts of the anatomy one is feeling (or seeing, or experiencing). With a specific focus on the role of theory, Pat took readers through variations of how theory is perceived in different traditions to reach a common ground for all: theory is not an end in itself, but a condition for doing better what we most care about as educators as essential to a meaning-making, knowledge-building process

Activating peer support: a strategic resource for quality enhancement in the teaching practicum

Includes bibliographical references (p. 35-36)published_or_final_versionRapport-building As a Basis For Peer Coaching 16Approach to Classroom Action Research 10Sect.III Peer Rapport-building For Open Sharing and Non -judgemental Feedback 16Sect.II Generating Problem-based Learning Cycles For Action Research 9Sect.I Creating the Framework and Culture For Professional Learning 2References 35Moving Targets in Professional Learning 32Introduction: Challenges in Professional Learning 1Foreword Gretchen B. Rossman Rossman, Gretchen B. iiAcknowledgement iAn Illustration of Action Learning Cycles With Peer Support 13Setting Up a Schedule For Peer Coaching 11Rapport-building For Effective Communication 17Professional Learning and Classroom Action Research 9Setting Realistic Expectations For Peer Support 24Towards a Sharing Culture in Professional Learning 7Facing the Traditional Culture of Learning to Teach 5Building a Positive Frame For Professional Learning 3Towards Theory-practice Integration 26Identifying Ourselves As Learners 2A Framework For a Direction-oriented Process of Professional Learning 26Applying the Framework to Peer Coaching 27Sect.IV Professional Learning As a Direction-oriented Process 2

Professional learning together: building a collaborative culture in teaching practicum supervision

Includes bibliographical references.published_or_final_versionCh.5 Probing the depth of student teachers' reflections Cheung, Elizabeth Cheung, Elizabeth Yung, Benny Yung, Benny 50Ch.3 Encouraging pre-service mathematics teachers to change old beliefs Taplin, Margaret Taplin, Margaret 31Ch.6 Pre-lesson discussion in supervision: can it be more than a ritual? Lopez-Real, Francis Lopez-Real, Francis 59Ch.2 Beyond expectations Adamson, Bob Adamson, Bob 23Ch.1 Professional learning in a context of change Kwo, Ora Kwo, Ora 9Ch.7 Taking over a class from student teachers: a decision about intervention Lo, Mun-ling Lo, Mun-ling 68Pt.Two Dilemmas in supervisionCh.8 Assessing the teaching practicum at the pass/fail borderline Bunton, David Bunton, David 77Pt.One Learning with student teachers and promoting positive changeCh.10 Towards improved understanding of professional learning: future perspectives and actions Kwo, Ora Kwo, Ora 99ConclusionIntroductionForeword Cooke, Brian Cooke, Brian 2Acknowledgements 1Ch.9 Tensions between school expectations and the need for professional learning Tse, Shek-kam Tse, Shek-kam 87Ch.4 Survival support for student teachers Lo, Mun- ling Lo, Mun-ling Lee, Chi-kin Lee, Chi-kin 4

A study of the instructional behaviour and information processing of student teachers during the interactive phase of teaching: a thesis

published_or_final_versionCurriculum StudiesDoctoralDoctor of Philosoph