Reflecting on Pedagogy: A Guide for School Teachers
As a high school teacher, reflecting on your pedagogy is crucial to ensuring that your teaching methods are both effective and aligned with your educational goals. Pedagogy, the art and science of teaching, encompasses everything from how you deliver content and manage your classroom to how you assess student progress and engage with your students. This article provides a detailed overview of the key areas and considerations that can help you reflect on your pedagogical style and practice, especially if you are new to the profession.
1. Teaching Philosophy
Core Beliefs: Your teaching philosophy is your guiding compass in education. It reflects your fundamental beliefs about teaching and learning. Ask yourself:
What do you believe is the purpose of education?
How do you think students learn best?
Educational Goals: Consider the overarching goals you aim to achieve through your teaching. These goals should align with your core beliefs and guide your decisions in the classroom.
2. Student Outcomes
Academic Achievement: Reflect on whether your students are meeting the learning objectives. How well are they performing on assessments? This can give you a clear indication of the effectiveness of your teaching methods.
Engagement: Consider how engaged your students are. Are they actively participating in class? Are they motivated to learn? Student engagement is often a good measure of how well your teaching strategies are working.
Behavior: How do your students respond to your teaching methods? Reflect on the overall classroom atmosphere and whether your strategies foster a positive learning environment.
3. Instructional Strategies
Methods Used: Identify the teaching strategies you regularly employ, such as direct instruction, collaborative learning, or inquiry-based learning. Reflect on which methods work best with your students and which might need adjustment.
Effectiveness: Evaluate the effectiveness of your strategies. Are some approaches consistently more successful than others? This reflection can help you refine your teaching methods.
Variety: Consider whether you use a variety of teaching methods to cater to different learning styles. Diverse strategies can help reach a broader range of students.
4. Assessment Practices
Types of Assessments: Reflect on the types of assessments you use, whether they are formative, summative, peer assessments, or self-assessments. Consider how well these assessments measure student learning and whether they align with your learning objectives.
Feedback: Consider how you provide feedback to your students. Is it timely, constructive, and helpful in guiding students toward improvement?
5. Classroom Management
Environment: Reflect on the learning environment in your classroom. Is it conducive to learning? Do you establish and maintain a positive atmosphere that supports student success?
Routines and Procedures: Consider whether your classroom routines and procedures are effective in maximizing instructional time and minimizing disruptions.
6. Differentiation
Meeting Diverse Needs: Reflect on how well you accommodate different learning needs, including those of students with disabilities, English language learners, and gifted students. Differentiation is key to ensuring that all students can succeed.
Personalization: Consider whether you provide personalized learning opportunities based on student interests and abilities. This can increase student engagement and motivation.
7. Professional Development
Ongoing Learning: Reflect on how you stay updated with new teaching methods, technologies, and educational research. Continuous professional development is crucial for staying effective in the classroom.
Collaboration: Consider whether you collaborate with colleagues to share strategies and reflect on teaching practices. Collaborative reflection can enhance your teaching skills and provide new insights.
8. Student Feedback
Student Voice: Reflect on how often you seek feedback from your students about your teaching. Consider how you incorporate their feedback into your practice to improve their learning experience.
Surveys and Evaluations: Do you use surveys or informal evaluations to gauge student satisfaction and areas for improvement? This data can provide valuable insights into your teaching effectiveness.
9. Use of Technology
Integration: Reflect on how effectively you integrate technology into your teaching. Is it enhancing student learning, or is it just a distraction? Technology should be a tool for learning, not an end in itself.
Accessibility: Consider whether the technologies you use are accessible to all students, including those with disabilities. Ensuring accessibility is key to creating an inclusive classroom environment.
10. Adaptability
Response to Challenges: Reflect on how you adapt your teaching to unexpected challenges, such as changes in curriculum, student needs, or external factors like remote learning. Adaptability is a crucial skill in today's educational landscape.
Flexibility: Consider whether you are open to changing your methods if they are not yielding the desired results. Flexibility allows you to adjust your teaching to better meet the needs of your students.
11. Cultural Relevance
Inclusion: Reflect on whether your teaching reflects and respects the diverse cultural backgrounds of your students. Culturally relevant teaching helps all students feel seen and valued.
Content Relevance: Consider whether the materials and examples you use are relevant to your students' lives and experiences. Relevant content can increase engagement and make learning more meaningful.
12. Reflection on Practice
Self-Assessment: Reflect on whether you regularly assess your teaching practices. What tools or frameworks do you use for self-reflection? Regular self-assessment is key to ongoing improvement.
Journaling: Consider keeping a reflective teaching journal to document your experiences, thoughts, and growth over time. Journaling can help you track your development and identify areas for improvement.
13. Student Progress
Tracking Growth: Reflect on how you track and measure student progress over time. What data do you use, and how does it inform your teaching?
Intervention: Consider how you identify students who are struggling and what interventions you provide to support them. Early intervention can prevent small issues from becoming larger problems.
14. Collaboration and Support
Peer Observation: Reflect on whether you have participated in peer observations or allowed others to observe your teaching. What feedback have you received, and how has it influenced your practice?
Mentorship: Consider whether you are mentoring new teachers or seeking mentorship for yourself. Mentorship can provide valuable guidance and support for professional growth.
15. Alignment with Standards
Curriculum Standards: Reflect on whether your teaching methods and content are aligned with state or national standards. Meeting these standards ensures that your students are on the right track.
Learning Objectives: Consider whether you are consistently meeting the learning objectives outlined in your curriculum. Clear objectives guide your teaching and help students understand what they are expected to learn.
Understanding Different Pedagogical Approaches
Reflecting on your pedagogy also involves understanding the various approaches and schools of thought in education. Each approach offers different methods and philosophies regarding teaching and learning. Here's an overview of some key approaches:
1. Behaviorism
Overview: Focuses on observable behaviors and the responses to stimuli. Learning is viewed as a change in behavior due to reinforcement.
Key Theorists: B.F. Skinner, Ivan Pavlov, John Watson.
Application: Use of rewards and punishments to shape student behavior. Common in classroom management strategies.
2. Cognitivism
Overview: Emphasizes internal processes of the mind and how they influence learning. Learning is seen as an active process where information is acquired, processed, and stored.
Key Theorists: Jean Piaget, Jerome Bruner.
Application: Use of scaffolding, concept mapping, and strategies to enhance cognitive processing and understanding.
3. Constructivism
Overview: Learning is seen as an active, constructive process where learners build new knowledge upon the foundation of previous learning. Emphasizes the role of the learner in making sense of information.
Key Theorists: Jean Piaget, Lev Vygotsky.
Application: Use of collaborative learning, problem-based learning, and inquiry-based activities. The teacher acts as a guide or facilitator rather than a direct instructor.
4. Social Constructivism
Overview: A branch of constructivism that emphasizes the role of social interaction and culture in learning. Knowledge is constructed through collaboration and social interaction.
Key Theorists: Lev Vygotsky.
Application: Group work, peer teaching, and discussions that allow students to learn from each other.
5. Humanism
Overview: Focuses on the whole person and the development of their potential. Emphasizes self-actualization, personal growth, and the emotional well-being of students.
Key Theorists: Abraham Maslow, Carl Rogers.
Application: Creating a supportive and nurturing classroom environment, personalized learning, and student-centered approaches.
6. Progressivism
Overview: Emphasizes learning by doing and the development of critical thinking and problem-solving skills. Education is seen as a tool for social reform.
Key Theorists: John Dewey.
Application: Project-based learning, experiential learning, and curriculum that is relevant to students' lives and societal needs.
7. Critical Pedagogy
Overview: Encourages students to question and challenge power structures and societal norms. Focuses on empowering students to become active participants in their own education and society.
Key Theorists: Paulo Freire, Henry Giroux.
Application: Discussions on social justice, equity, and power dynamics. Encourages students to think critically about their world and become agents of change.
8. Montessori Method
Overview: An educational approach based on self-directed activity, hands-on learning, and collaborative play. The teacher guides the process rather than directly instructing.
Key Theorist: Maria Montessori.
Application: Use of specially designed learning materials, mixed-age classrooms, and a focus on fostering independence in students.
9. Reggio Emilia Approach
Overview: A student-centered, constructivist approach that emphasizes collaboration, self-expression, and critical thinking. Learning is seen as a process of exploration and discovery.
Application: Focus on projects, documentation of student work, and the environment as a “third teacher.”
10. Experiential Learning
Overview: Learning through reflection on doing, focusing on the process of learning from direct experience.
Key Theorist: David Kolb.
Application: Field trips, internships, simulations, and other hands-on activities that allow students to apply their learning in real-world contexts.
11. Inquiry-Based Learning
Overview: Encourages students to ask questions, conduct investigations, and develop solutions. Emphasizes curiosity and student-driven exploration.
Application: Research projects, scientific inquiry, and problem-based learning scenarios where students take the lead.
12. Feminist Pedagogy
Overview: Aims to create a classroom environment that is inclusive, participatory, and challenges traditional power dynamics. Focuses on issues of gender, equity, and social justice.
Application: Classroom discussions that highlight multiple perspectives, create a sense of shared authority, and challenge traditional narratives.
13. Differentiated Instruction
Overview: An approach that involves tailoring teaching environments, curricula, and assessments to meet the diverse needs of students.
Key Theorist: Carol Ann Tomlinson.
Application: Providing different pathways for students to explore content, offering varied assignments, and using flexible groupings.
14. Multiple Intelligences Theory
Overview: Suggests that people have different kinds of intelligences, such as linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic.
Key Theorist: Howard Gardner.
Application: Designing lessons and activities that cater to different types of intelligences, providing varied ways for students to demonstrate understanding.
15. Universal Design for Learning (UDL)
Overview: A framework for teaching that provides all students with equal opportunities to learn by offering multiple means of representation, engagement, and expression.
Application: Creating flexible learning environments that accommodate individual learning differences, such as providing text, audio, and visual resources.
Blending Pedagogical Approaches
It’s often beneficial for teachers to blend different pedagogical approaches or use multiple approaches depending on their objectives, subject matter, and the specific needs of their students. This practice, known as eclectic pedagogy or a blended approach, allows for flexibility and responsiveness in teaching.
1. Blending Pedagogies
Differentiated Instruction + Constructivism: A teacher might use differentiated instruction to tailor content and assessments to meet the diverse needs of students, while also employing constructivist principles by encouraging students to build their own understanding through hands-on activities and collaboration.
Behaviorism + Humanism: A teacher might use behaviorist strategies like positive reinforcement to manage classroom behavior while also applying humanistic principles by focusing on the emotional and personal development of each student.
Cognitivism + Experiential Learning: A teacher could incorporate cognitive strategies like concept mapping to help students organize their thoughts, alongside experiential learning activities such as labs or simulations that allow students to apply what they’ve learned in real-world contexts.
2. Multiple Pedagogical Approaches by Objective
Critical Pedagogy for Social Studies: In a history or social studies class, a teacher might adopt a critical pedagogy approach to encourage students to question power structures and societal norms.
Behaviorism for Classroom Management: In the same class, the teacher could employ behaviorist techniques to establish routines and manage classroom behavior effectively.
Constructivism for Science: For a science class, the teacher might lean on constructivist approaches, allowing students to explore concepts through experiments and inquiry-based activities.
Differentiated Instruction for Diverse Classrooms: If the classroom has a wide range of abilities, the teacher might simultaneously use differentiated instruction across all subjects to ensure that each student is challenged at the appropriate level.
3. Multiple Pedagogical Approaches by Subject
Math Instruction (Cognitivism + Behaviorism): In a math class, a teacher might focus on cognitive approaches, emphasizing problem-solving strategies and logical reasoning. Behaviorist techniques could be used to reinforce practice and mastery of basic skills.
English/Language Arts (Constructivism + Humanism): In an English class, the teacher might use constructivist strategies to encourage students to interpret texts and express their understanding creatively. At the same time, they might incorporate humanistic elements by fostering a supportive environment where students feel comfortable sharing personal narratives.
Physical Education (Experiential Learning + Behaviorism): In physical education, a teacher might combine experiential learning, allowing students to learn by doing, with behaviorist approaches to instill discipline and routine.
4. Benefits of Blending Pedagogies
Adaptability: Teachers can adapt their approach to fit different learning contexts, making their teaching more responsive to student needs.
Holistic Learning: Blending pedagogies allows for a more holistic learning experience, addressing cognitive, emotional, and social aspects of learning.
Engagement: By using varied approaches, teachers can keep students engaged by providing different types of learning experiences.
Inclusivity: A blended approach can accommodate a wider range of learning styles and needs, making education more inclusive.
5. Challenges of Blending Pedagogies
Consistency: Teachers need to ensure that their blended approach remains consistent with their educational philosophy and goals.
Complexity: Managing multiple pedagogical approaches can be complex, requiring careful planning and reflection.
Student Understanding: Students might need guidance to understand the different expectations and learning processes involved in various approaches.
6. Practical Implementation
Unit Planning: Teachers can design units that incorporate different pedagogical approaches for different activities or lessons. For example, a history unit might start with a critical pedagogy discussion, followed by a constructivist project, and end with a behaviorist quiz.
Reflection and Adjustment: Teachers should regularly reflect on the effectiveness of the blended approaches and adjust their strategies as needed based on student feedback and performance.
7. Professional Development
Training: Teachers might seek professional development opportunities that expose them to various pedagogical approaches, helping them become more versatile in their teaching.
Collaboration: Collaborating with colleagues who have expertise in different pedagogical approaches can also enrich a teacher's practice.
Best Fit Pedagogies for Specific Scenarios
Certain pedagogies are often considered a "best fit" for specific situations or scenarios based on subject matter, learning objectives, and student characteristics. Here are examples of when specific pedagogies might be most effective:
1. Behaviorism
Best Fit: Classroom Management and Skill Acquisition
Scenario: Establishing routines, managing behavior, or teaching basic skills where repetition and reinforcement are key.
Example: Implementing a reward system to encourage positive behavior or using drills to practice multiplication tables in a math class.
2. Cognitivism
Best Fit: Teaching Complex Concepts and Problem-Solving
Scenario: When students need to understand complex concepts, processes, or relationships, and when they are developing problem-solving skills.
Example: Using graphic organizers or mind maps in a history class to help students understand the causes and effects of the French Revolution.
3. Constructivism
Best Fit: Inquiry-Based Learning and Exploration
Scenario: When students are expected to explore ideas, build their own understanding, and apply knowledge in meaningful ways.
Example: Encouraging students to conduct science experiments where they form hypotheses, test them, and reflect on the results.
4. Social Constructivism
Best Fit: Collaborative Learning and Social Interaction
Scenario: When learning is enhanced through social interaction, discussion, and collaboration among students.
Example: Group projects in a social studies class where students work together to research and present on different aspects of a historical event.
5. Humanism
Best Fit: Personal Growth and Emotional Well-Being
Scenario: In situations where student motivation, self-esteem, and emotional development are priorities.
Example: Implementing student-centered learning activities that allow for choice and self-expression in an English or art class.
6. Progressivism
Best Fit: Real-World Problem Solving and Critical Thinking
Scenario: When the goal is to develop students' critical thinking skills and apply learning to real-world issues.
Example: Project-based learning where students investigate and propose solutions to a local environmental issue in a geography class.
7. Critical Pedagogy
Best Fit: Social Justice and Empowerment
Scenario: When the focus is on empowering students to question societal norms, recognize power structures, and become agents of change.
Example: Discussions on civil rights and social justice in a history or literature class that encourage students to connect historical events to current social issues.
8. Montessori Method
Best Fit: Independent Learning and Development of Life Skills
Scenario: When fostering independence, self-regulation, and hands-on learning is the primary goal.
Example: Allowing students to choose and work on self-directed projects in a classroom with materials designed for independent exploration, particularly in younger or mixed-age groups.
9. Reggio Emilia Approach
Best Fit: Early Childhood Education and Exploration
Scenario: In early childhood settings where creativity, exploration, and social interaction are key to learning.
Example: Setting up learning stations in a kindergarten classroom that encourage students to explore concepts through play and interaction.
10. Experiential Learning
Best Fit: Learning by Doing and Real-World Application
Scenario: When students learn best through direct experience, reflection, and application in real-world contexts.
Example: Field trips, internships, or service-learning projects where students apply classroom knowledge in a practical setting.
11. Inquiry-Based Learning
Best Fit: Developing Research Skills and Curiosity
Scenario: When the objective is to encourage students to ask questions, conduct research, and develop solutions.
Example: A science class where students design their own experiments to explore a scientific question of interest.
12. Differentiated Instruction
Best Fit: Addressing Diverse Learning Needs
Scenario: In classrooms with a wide range of abilities, learning styles, and backgrounds, where personalized instruction is needed.
Example: Offering different reading materials or assignment options in an English class to meet the varied reading levels and interests of students.
13. Multiple Intelligences Theory
Best Fit: Catering to Varied Strengths and Talents
Scenario: When teaching diverse groups of students with different strengths and learning preferences.
Example: Incorporating music, movement, visual aids, and interpersonal activities in lessons to engage students with different types of intelligences.
14. Universal Design for Learning (UDL)
Best Fit: Inclusive Education and Accessibility
Scenario: When designing lessons that are accessible to all students, including those with disabilities.
Example: Providing multiple means of engagement, representation, and expression in a lesson on a complex topic to ensure all students can participate fully.
15. Feminist Pedagogy
Best Fit: Promoting Inclusivity and Challenging Gender Norms
Scenario: In classrooms where promoting gender equity and inclusivity is a focus, and where power dynamics are explored.
Example: Encouraging discussions on gender roles in literature or history classes, and creating a classroom environment where all voices are valued.
16. Problem-Based Learning (PBL)
Best Fit: Developing Critical Thinking and Problem-Solving Skills
Scenario: When the goal is to engage students in solving complex, real-world problems that require critical thinking and collaboration.
Example: A math class where students work together to solve a complex financial problem that involves applying various mathematical concepts.
17. Direct Instruction
Best Fit: Teaching Specific Knowledge or Skills
Scenario: When there is a need for explicit teaching of foundational skills or knowledge, often in a structured and sequential manner.
Example: A math or language class where the teacher delivers a clear, step-by-step explanation of a new concept followed by guided practice.
Additional Considerations for Reflecting on Pedagogy
When reflecting on your pedagogy, it's important to consider additional factors that can deepen your understanding and improve your practice:
1. Student Demographics and Diversity
Cultural Backgrounds: Understanding the cultural, linguistic, and socioeconomic backgrounds of students can help tailor teaching strategies to be more inclusive and relevant.
Learning Styles: Recognizing that students have different learning preferences (visual, auditory, kinesthetic, etc.) can inform the design of varied instructional activities.
Special Education Needs: Awareness of students with learning disabilities, giftedness, or other special needs is essential for differentiating instruction and providing appropriate accommodations.
2. Educational Context
Curriculum Requirements: Reflect on how well your teaching aligns with the required curriculum standards, such as state or national standards, and how it supports students in achieving these goals.
School Environment: Consider the broader school culture, including the expectations, resources, and support systems available. How does your teaching style align with or differ from the school’s overall educational philosophy?
Community and Parental Expectations: Understanding the expectations of parents and the community can influence how you design and deliver instruction.
3. Student Feedback and Performance Data
Student Feedback: Collecting and reflecting on feedback from students about your teaching methods, classroom environment, and assignments can provide insights into what is working and what might need adjustment.
Performance Data: Analyzing student performance on assessments, projects, and classroom participation can help identify strengths and areas for improvement in your pedagogical approach.
Formative Assessments: Reflecting on the results of formative assessments can guide adjustments to teaching practices in real-time to better meet student needs.
4. Reflective Practice
Self-Reflection: Regularly engaging in self-reflection through journals, peer discussions, or video recordings of lessons can help you critically analyze your teaching practices.
Peer Observation and Feedback: Participating in peer observation, where colleagues observe and provide feedback on your teaching, can offer new perspectives and insights.
Professional Learning Communities (PLCs): Involvement in PLCs or other collaborative groups allows for shared reflection, discussion of best practices, and mutual support.
5. Technology Integration
Effective Use of Technology: Reflect on how technology is integrated into your teaching. Are digital tools enhancing learning, or are they simply being used for the sake of using technology?
Accessibility: Consider whether the technology and digital resources you use are accessible to all students, including those with disabilities.
Digital Literacy: Reflect on how well you are teaching students to use technology responsibly and effectively in their learning.
6. Classroom Environment
Physical Layout: Reflect on how the physical arrangement of your classroom supports or hinders different pedagogical approaches. Is the space conducive to collaboration, discussion, and independent work?
Emotional Climate: Consider the emotional atmosphere of your classroom. Is it a space where students feel safe, respected, and encouraged to take intellectual risks?
Student-Teacher Relationships: Reflect on the quality of your relationships with students. Strong, positive relationships can significantly impact student engagement and success.
7. Work-Life Balance
Sustainability of Practices: Reflect on whether your teaching practices are sustainable for you personally. Are you able to maintain a healthy work-life balance, or are your current methods leading to burnout?
Time Management: Consider how effectively you manage your time in planning, teaching, and grading. Reflect on whether there are ways to streamline processes without compromising educational quality.
8. Professional Development
Ongoing Learning: Reflect on your commitment to ongoing professional development. Are you staying current with educational research, new teaching strategies, and technological advancements?
Application of Learning: Consider how effectively you are applying what you learn in professional development to your teaching practice. Are there gaps between theory and practice that need addressing?
9. Instructional Planning
Lesson Planning: Reflect on how well your lesson plans are structured to meet learning objectives and engage students. Do your lessons include clear goals, diverse activities, and assessments that align with the objectives?
Curriculum Mapping: Consider how your lessons fit into the broader curriculum map. Are you ensuring that each lesson builds on prior knowledge and prepares students for future learning?
10. Ethical Considerations
Fairness and Equity: Reflect on whether your teaching practices are fair and equitable for all students. Are you unintentionally favoring certain students or groups over others?
Confidentiality: Consider how well you maintain student confidentiality, especially when discussing performance, behavior, or personal issues.
11. Adaptability and Flexibility
Response to Change: Reflect on how adaptable and flexible you are in your teaching. How do you respond to unexpected challenges, such as a sudden shift to remote learning or changes in student needs?
Innovation: Consider how open you are to experimenting with new teaching methods or technologies. Are you willing to take risks and try new approaches to improve student learning?
12. Global and Cultural Awareness
Global Perspectives: Reflect on how well you incorporate global perspectives into your teaching. Are students exposed to diverse viewpoints and cultural contexts?
Culturally Responsive Teaching: Consider how culturally responsive your teaching practices are. Do you use culturally relevant materials and examples, and do you respect and celebrate the diversity of your students?
Reflecting on your pedagogical style and practice is an essential part of being an effective teacher. By considering the various aspects and approaches discussed in this article, you can gain a deeper understanding of your teaching methods and make informed decisions that enhance your effectiveness in the classroom. Remember, teaching is an ongoing journey of learning and growth, and reflection is the key to continuous improvement.
Resources
Learning Theories and Theories of Teaching
Haywood, H. Carl. "Cognitive Early Education." Oxford Research Encyclopedias, 30 July 2020, doi.org/10.1093/acrefore/9780190264093.013.971.
Huitt, W. "Summary of Theories Relating to Learning and Development." Educational Psychology Interactive, Valdosta State University, 2019, edpsycinteractive.org/topics/summary/lrncmp.html.
*You will get a Redirect Notice which reads "The page you were on is trying to send you to https://edpsycinteractive.org/topics/summary/lrncmp.html." Click the URL, it is correct.
“Learning Theories: Five Theories of Leaning in Education.” National University, 2024, www.nu.edu/blog/theories-of-learning/.
Schmidt, Margaret and Randall Everett Allsup. "John Dewey and Teacher Education." Oxford Research Encyclopedias, 29 July 2019, doi.org/10.1093/acrefore/9780190264093.013.475.
Tan, Charlene. "Confucianism and Education." Oxford Research Encyclopedias, 20 November 2017, doi.org/10.1093/acrefore/9780190264093.013.226.
Wilson, Suzanne M. and Penelope L. Petersen. "Theories of Learning and Teaching: What Do They Mean for Educators?" National Education Association (NEA), 2006, files.eric.ed.gov/fulltext/ED495823.pdf.
Teaching Strategies and Methods
Abrams, Zara. "America’s Students Are Falling Behind. Here’s How to Reimagine the Classroom." American Psychological Association (APA), 1 April 2024, www.apa.org/monitor/2024/04/psychologists-help-transform-school-experience
De Smedt, Bert. "Applications of Cognitive Neuroscience in Educational Research." Oxford Research Encyclopedias, 24 May 2018, doi.org/10.1093/acrefore/9780190264093.013.69.
Domínguez, Michael. "Qualitative Design Research Methods." Oxford Research Encyclopedias, 19 December 2017, doi.org/10.1093/acrefore/9780190264093.013.170.
Kvernbekk, Tone. "Evidence-Based Educational Practice." Oxford Research Encyclopedias, 19 December 2017, doi.org/10.1093/acrefore/9780190264093.013.187.
Tatto, Maria Teresa. "The Influence of Teacher Education on Teacher Beliefs." Oxford Research Encyclopedias, 26 April 2019, doi.org/10.1093/acrefore/9780190264093.013.747.
“Teaching Strategies.” Edutopia, 2024, www.edutopia.org/topic/teaching-strategies.
Critical and Inclusive Pedagogy
Cárdenas-Rodríguez, Rocío and Teresa Terrón-Caro. "Inclusive Intercultural Education in Multicultural Societies." Oxford Research Encyclopedias, 29 November 2021, doi.org/10.1093/acrefore/9780190264093.013.803.
Freeman, Emily. "Feminist Theory and Its Use in Qualitative Research in Education." Oxford Research Encyclopedias, 28 August 2019, doi.org/10.1093/acrefore/9780190264093.013.1193.
Loreman, Tim. "Pedagogy for Inclusive Education." Oxford Research Encyclopedias, 29 March 2017, doi.org/10.1093/acrefore/9780190264093.013.148.
Milner, H. Richard. "Culturally Responsive Classroom Management." Oxford Research Encyclopedias, 23 May 2019, doi.org/10.1093/acrefore/9780190264093.013.782.
Share, Jeff, Tatevik Mamikonyan, and Eduardo Lopez. "Critical Media Literacy in Teacher Education, Theory, and Practice." Oxford Research Encyclopedias, 20 September 2023, doi.org/10.1093/acrefore/9780190264093.013.1404.
Sharma, Umesh. "Preparing to Teach in Inclusive Classrooms." Oxford Research Encyclopedias, 24 May 2018, doi.org/10.1093/acrefore/9780190264093.013.113.
Suárez, Daniel Hugo. "Teacher Participation and Pedagogical Research in the Educational Sphere." Oxford Research Encyclopedias, 30 September 2019, doi.org/10.1093/acrefore/9780190264093.013.505.
Vasquez, Vivian Maria. "Critical Literacy." Oxford Research Encyclopedias, 29 March 2017, doi.org/10.1093/acrefore/9780190264093.013.20.
Globalization, Digital Technology, and Teacher Education
Bueno, Belmira Oliveira. "Biographical Approaches in Education." Oxford Research Encyclopedias, 25 June 2018, doi.org/10.1093/acrefore/9780190264093.013.3.
Jackson, Liz. "Globalization and Education." Oxford Research Encyclopedias, 26 October 2016, doi.org/10.1093/acrefore/9780190264093.013.52.
Keengwe, Jared. "Globalization, Digital Technology, and Teacher Education in the United States." Oxford Research Encyclopedias, 24 October 2018, doi.org/10.1093/acrefore/9780190264093.013.366.
Schlemmer, Eliane. "Digital Culture and Qualitative Methodologies in Education." Oxford Research Encyclopedias, 30 September 2019, doi.org/10.1093/acrefore/9780190264093.013.508.
Smyth, John. "Social Inclusion." Oxford Research Encyclopedias, 27 July 2017, doi.org/10.1093/acrefore/9780190264093.013.129.
Torres, Carlos Alberto. "Education for Global Citizenship." Oxford Research Encyclopedias, 29 March 2017, doi.org/10.1093/acrefore/9780190264093.013.91.
Assessment and Teacher Preparation
DeLuca, Christopher and Heather Braund. "Preparing Assessment Literate Teachers." Oxford Research Encyclopedias, 25 June 2019, doi.org/10.1093/acrefore/9780190264093.013.487.
Grbich, Carol. "Qualitative Data Analysis and the Use of Theory." Oxford Research Encyclopedias, 23 May 2019, doi.org/10.1093/acrefore/9780190264093.013.554.
Horner, Martinette V., Derrick D. Jordan, and Kathleen M. Brown. "Academic Optimism." Oxford Research Encyclopedias, 23 May 2019, doi.org/10.1093/acrefore/9780190264093.013.645.
Koh, Kim H. "Authentic Assessment." Oxford Research Encyclopedias, 27 February 2017, doi.org/10.1093/acrefore/9780190264093.013.22.
Madalińska-Michalak, Joanna. "School-Based Professional Development Programs for Beginning Teachers." Oxford Research Encyclopedias, 26 April 2019, doi.org/10.1093/acrefore/9780190264093.013.575.
Saracho, Olivia N. "Early Childhood Teacher Education in Global Perspective." Oxford Research Encyclopedias, 29 July 2019, doi.org/10.1093/acrefore/9780190264093.013.574.
Schmidt, Margaret and Randall Everett Allsup. "John Dewey and Teacher Education." Oxford Research Encyclopedias, 29 July 2019, doi.org/10.1093/acrefore/9780190264093.013.475.
Collaborative and Community-Engaged Pedagogy
Cárdenas-Rodríguez, Rocío and Teresa Terrón-Caro. "Inclusive Intercultural Education in Multicultural Societies." Oxford Research Encyclopedias, 29 November 2021, doi.org/10.1093/acrefore/9780190264093.013.803.
de Souza, Marilene Proença Rebello and Silvia Helena Vieira Cruz. "Listening to Students in Schools." Oxford Research Encyclopedias, 30 September 2019, doi.org/10.1093/acrefore/9780190264093.013.507.
Duran, David and Ester Miquel. "Preparing Teachers for Collaborative Classrooms." Oxford Research Encyclopedias, 25 June 2019, doi.org/10.1093/acrefore/9780190264093.013.780.
Zygmut, Eva et al. "Community-Engaged Teacher Preparation." Oxford Research Encyclopedias, 26 September 2018, doi.org/10.1093/acrefore/9780190264093.013.476.
Pedagogy during COVID-19 and Outlook for the Future
Schlemmer, Eliane. "Digital Culture and Qualitative Methodologies in Education." Oxford Research Encyclopedias, 30 September 2019, doi.org/10.1093/acrefore/9780190264093.013.508.
Smyth, John. "Social Inclusion." Oxford Research Encyclopedias, 27 July 2017, doi.org/10.1093/acrefore/9780190264093.013.129.
Stefanile, Adam. "Teaching and Learning During the COVID-19 Pandemic and Outlook for the Future." Oxford Research Encyclopedias, 19 October 2022, doi.org/10.1093/acrefore/9780190264093.013.1797.
Critical Discourse and Qualitative Research in Education
Brown, Cheryl. "Critical Discourse Analysis and Information and Communication Technology in Education." Oxford Research Encyclopedias, 28 August 2019, doi.org/10.1093/acrefore/9780190264093.013.794.
Domínguez, Michael. "Qualitative Design Research Methods." Oxford Research Encyclopedias, 19 December 2017, doi.org/10.1093/acrefore/9780190264093.013.170.
Freeman, Emily. "Feminist Theory and Its Use in Qualitative Research in Education." Oxford Research Encyclopedias, 28 August 2019, doi.org/10.1093/acrefore/9780190264093.013.1193.
Galletta, Anne and María Elena Torre. "Participatory Action Research in Education." Oxford Research Encyclopedias, 28 August 2019, doi.org/10.1093/acrefore/9780190264093.013.557.
Grbich, Carol. "Qualitative Data Analysis and the Use of Theory." Oxford Research Encyclopedias, 23 May 2019, doi.org/10.1093/acrefore/9780190264093.013.554.
Mamlok, Dan. "Active Listening, Music Education, and Society." Oxford Research Encyclopedias, 19 December 2017, doi.org/10.1093/acrefore/9780190264093.013.186.
Quaresma, Maria Luísa and Cristóbal Villalobos. "Interviewing Elites in the Educational Field." Oxford Research Encyclopedias, 30 September 2019, doi.org/10.1093/acrefore/9780190264093.013.502.
Schlemmer, Eliane. "Digital Culture and Qualitative Methodologies in Education." Oxford Research Encyclopedias, 30 September 2019, doi.org/10.1093/acrefore/9780190264093.013.508.
Smolka, Anna Luiza Bustamante et al. "Vygotsky’s Theoretical and Conceptual Contributions to Qualitative Research in Education." Oxford Research Encyclopedias, 28 August 2019, doi.org/10.1093/acrefore/9780190264093.013.511.
