This is a qualitative study which investigated francophone EFL teachers' perceptions of research. Focus was put on teachers' views of research process, value, and constraints. Semi-structured interview data were collected from four EFL teachers working as part-timers for an Engl…
"9" Result
Sort By:
This thesis is a story of how I came to construct and illuminate a reflexive narrative as a journey of self-inquiry and transformation towards personal realisation. It shares a view of reflection as lived in being and becoming a reflective nurse educator in higher education. My …
The nature of reflective practice in teaching and its development is the focus of this research. The research approach is reflexive narrative through systematic self-inquiry using Johns (2010) six dialogical movements. This methodology is new to researching the practice of teach…
This study aims to examine whether and to what extent Cypriot primary school teachers understand and engage in reflective practice and the implication of this for their professional development. In particular this study explores the Cypriot primary school teachers’ understanding…
This research considered the perceptions of policing students who attended a Preparing to Teaching in the Lifelong Learning Sector (PTLLS) course at a Central London College for Further Education, in relation to their study needs, motivation levels, relevant support and reflecti…
Reflective practices and teacher leadership development can be meaningful and integral components of music teacher education. The purpose of this study was to examine the professional journey and reflective practices of an artistic director of a large, nonprofit community childr…
Historical references are an important part of learning how to be a critical thinker. Nurses are required to use critical thinking during all aspects of patient care, so it is a logical step to think that evidence-based practice should be taught to nursing students in the form o…
This thesis project offers a reflective practice-based learning tool to engage preaching experience—from the hearing side of the event—early in diaconal formation to build connoisseurship of effective preaching as the logical prerequisite to engaging the event as preacher.