The purpose of this qualitative study was to examine how teacher candidates’ responses to a case provided an opportunity to make inferences about their dispositions and thus, build awareness of their assumptions. The article concludes with an analysis of the policy implications of this explication of quality teaching. The analysis of the concept of teaching is then used to explore three programs of research on teaching: process-product, cognitive science, and constructivist.
For teaching to be both good and successful, it must be conjoined with factors well beyond the range of control of the classroom teacher. Good teaching is not the same as successful teaching, nor does one logically entail the other. The analysis suggests that any determination of quality in teaching must account for both the worthiness of the activity (good teaching) as well as the realization of intended outcomes (successful teaching). We begin by analyzing the concept of teaching, separating it into its task sense (what teachers try to do) and its achievement sense (the student learning that teachers foster). This article examines the notion of quality teaching, exploring its conceptual, empirical and normative properties. The implications, including recommendations and thoughts for the future, are outlined within the paper. The findings demonstrated that whilst there were tangible benefits to the use of reflective practice (such as perceived additional competency and critical thinking), there were also limitations centred on time constraints, and an over-focus on negative emotions with a subsequent adverse impact on self-confidence and anxiety. Situated within the UK context, the methodology comprised of semi-structured interviews conducted with six beginner-coaches. This study, therefore, aimed to explore the benefits and limitations of reflective practice, and to identify aspects of ideal learning for in-situ, practice-based context as perceived by beginner-coaches who operate more within recreational (although still competitive) sport fields.
However, whilst the general consensus within academia and the vocational sector of coaching continue to espouse this approach, there is a lack of evidence to suggest how this is useful for beginner-coaches (defined as emerging-new, with less than three years of experience) as studies generally focus on expert coaches and oftentimes sit within the context of performance and/or elite sport.
In the field of sports coaching education and learning, reflective practice is considered central to transforming experience and knowledge into expertise, and many governing bodies execute this through professional development and specific guidelines (Vallance, 2019).
They need to be able to position their professional inquiries within a bigger picture of research An argument emerges, that developing an increased emphasis on research literacy within teacher education and professional development must help teachers to develop technical understanding of educational research, but also a critical and philosophical perspective on the purposes of education and the field of education within a post-truth world. Reveals how teacher development through professional inquiry is widely valuedĪnd used, but not always with an explicit emphasis on research literacy. They show how it is currently understood and addressed by teacher educators working with student teachers and more experienced expert teachers. Drawing together the expertise of teacher educators from a range of international contexts, the editors, Pete Boyd, Agnieszka Szplit and Zuzanna Zbróg, propose and refine a definition of teachers’ research literacy. Research literacy are under threat in the post-truth world. Literacy if teachers are to contribute to collective leadership in schoolsĪnd develop research-informed practice. This professional judgment of teachers requires a level of research
This is essential due to the values-based nature of education inĬombination with the complexity of the classroom and a contested researchĮvidence base. Schoolteachers need to use professional judgments to decide what and how