Reflective practice and inquiry: Let's talk more about inquiry

Abstract

Teachers and Curriculum is an online peer-reviewed publication supported by Wilf Malcolm Institute of Educational Research (WMIER), Faculty of Education, The University of Waikato, Hamilton, New Zealand. It is directed towards a professional audience and focuses on contemporary issues and research relating to curriculum pedagogy and assessment. ISSN 2382-0349 Notes for ContributorsTeachers and Curriculum welcomes• innovative practice papers with a maximum of 3,500 words, plus an abstract or professional summary of 150 words, and up to five keywords;• research informed papers with a maximum of 3,500 words, plus an abstract or professional summary of 150 words, and up to five keywords;• thinkpieces with a maximum of 1500 words; and• book or resource reviews with a maximum of 1000 words. FocusTeachers and Curriculum provides an avenue for the publication of papers that• raise important issues to do with the curriculum, pedagogy and assessment;• reports on research in the areas of curriculum, pedagogy and assessment;• provides examples of innovative curriculum, pedagogy and assessment practice; and• review books and other resources that have a curriculum, pedagogy and assessment focus. Submitting articles for publicationPlease consult with colleagues prior to submission so that papers are well presented. Articles can be submitted online at http://tandc.ac.nz/ Layout and number of copiesAll submissions must be submitted online as word documents. Text should be one and a half spaced on one side of A4 paper with 20mm margins on all edges. Font = Times New Roman, 11 point for all text and all headings must be clearly defined. Only the first page of the article should bear the title, the name(s) of the author(s) and the address to which reviews should be sent. In order to enable 'blind' refereeing, please do not include author(s) names on running heads. All illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.

Mediating Effect of Professional Motivation to Instructional Supervisory Practices and Professional Knowledge

“…As can be gleaned from the table, in terms of Inquiry and Reflective Teaching and classified their school heads supervision as practiced to a very great extent. Earl (2016) explained that teachers are learners, and inquiry and reflective teaching are parts of teacher professional practice that characterize this. In modern education, reflective teaching in some form is regarded as an important procedure for teachers and school heads.…”

Fenomenología-hermenéutica de la investigación formativa. El formador de formadores: de la imposición a la transformación

“…Por otra parte, se identificó la perspectiva trazada por Shulman (1986), referente a la formación de maestros, en cuanto al conocimiento base para la enseñanza, destacándose una prolífera línea de investigación (Tamayo, Flórez & Velásquez, 2014;Vergara & Cofre, 2014;Sánchez & Labarrere, 2015). Así también, se da cuenta de investigaciones que apuntan a mejorar la escisión existente entre teoría y práctica en la formación inicial de maestros (Earl, 2016).…”

Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom

“…The New Zealand Curriculum (Ministry of Education, 2007) requires teachers to inquire into the impact of their teaching on their students' progress as a component of effective pedagogical practice. Teaching as Inquiry is an investigation by a teacher, on the influence of their teaching practice on their students' learning, in order to recognise the improvement in student learning (Earl & Ussher, 2016). Teaching as Inquiry should be seen as a "cyclical process that goes on moment by moment, day by day, and over a longer term" (p. 35).…”