Research has shown an increased attention towards Reflective Practice as a successful aspect in the professional development of Physical Education Teacher Education. Notwithstanding, there is lack empirical research about how teachers’ reflective skills should be developed this context. The aim systematic review was to understand what and been studied physical education skills, such strategies ...

In this article, we explore the concept of teacher professionalism in higher education context neoliberal performativity driven educational policy. We do so by analysing extended narrative Ursula, an academic working at a large, research-intensive university Australia. Through analysis, see debilitating effects neoliberalism on professional actions and identity one educator. But also how resist...

Communicative language teaching (CLT) is promoted in teacher education programmes around the world, although the appropriateness of this methodology in contexts outside the English-speaking West has been questioned, often from a theoretical perspective. In fact, very little empirical research has been conducted into the practical knowledge of CLT of non-native speaker teachers of English, and t...

Teacher professional diaries are teacher reflections on their own and colleagues’ observed practice. They effective tools of increasing qualification. Few research studies worldwide, while no such in Georgia have been conducted the impact application reflective teachers’ reflective, communicative, skills. Therefore, aim was to find out whether skills developed as a result diaries, if so, what d...

Although teacher learning has often been overlooked in discussions surrounding classroom practice, it is believed that learning cultivates the resilience and vitality needed for teachers to thrive. Teachers have often been required to demonstrate a high level of skill and professionalism as they orchestrate tasks that maximise student engagement. Their work has consequently been compared to tha...

BACKGROUND Clinical teaching competency is a professional necessity ensuring that clinicians' knowledge, skills and attitudes are effectively transmitted from experts to novices. The aim of this paper is to consider how clinical skills are transmitted from a historical and reflective perspective and to link these ideas with student and teacher perceptions of competence in clinical teaching. M...

In this paper I analyse the potential that participatory action research holds for educating pre-service teachers to become more critically reflective and socially conscious. I also describe the rationale for and process of engaging pre-service teachers in their teacher education programme. Involving these candidate teachers in participatory action research (PAR) projects may provide opportunit...