A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. For a particular teaching method to be appropriate and efficient it has to take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight". A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential.
Helen Rhoda Arnold Quinn is an Australian-born particle physicist and educator who has made major contributions to both fields. Her contributions to theoretical physics include the Peccei–Quinn theory which implies a corresponding symmetry of nature and contributions to the search for a unified theory for the three types of particle interactions. As Chair of the Board on Science Education of the National Academy of Sciences, Quinn led the effort that produced A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas—the basis for the Next Generation Science Standards adopted by many states. Her honours include the Dirac Medal of the International Center for Theoretical Physics, the Oskar Klein Medal from the Royal Swedish Academy of Sciences, appointment as an Honorary Officer of the Order of Australia, the J. J. Sakurai Prize for Theoretical Particle Physics from the American Physical Society, the Karl Taylor Compton Medal for Leadership in Physics from the American Institute of Physics, the 2018 Benjamin Franklin Medal in Physics from the Franklin Institute, and the 2023 Harvey Prize from Technion -- Israel Institute of Technology.
Deborah Loewenberg Ball is an educational researcher noted for her work in mathematics instruction and the mathematical preparation of teachers. From 2017 to 2018 she served as president of the American Educational Research Association. She served as dean of the School of Education at the University of Michigan from 2005 to 2016, and she currently works as William H. Payne Collegiate Professor of education. Ball directs TeachingWorks, a major project at the University of Michigan to redesign the way that teachers are prepared for practice, and to build materials and tools that will serve the field of teacher education broadly. In a sometimes divisive field, Ball has a reputation of being respected by both mathematicians and educators. She is also an extremely well-respected mentor to junior faculty members and graduate students.
Judith Margaret Parr is a New Zealand educational psychology academic. She is a full professor at the University of Auckland.
Okhee Lee is an American education scholar and professor of childhood education.
Roland Tormey is an Irish sociologist, teacher, researcher and curriculum developer. He is the head of Teaching Support Centre at EPFL's College of Humanities.
Viviane Marcelle Joan Robinson is an emeritus distinguished professor at the University of Auckland, specialising in organisational and educational psychology.
Jodie Margaret Roberta Hunter is a New Zealand academic, of Cook Island Māori descent, and is a full professor at Massey University. Hunter researches mathematics pedagogy, with a particular interest in culturally responsive teaching of mathematics to Pasifika students. She is a Rutherford Discovery Fellow and has been a Fulbright Scholar.
Mistilina Sato is Professor of Education in the School of Teacher Education at the University of Canterbury in New Zealand. She researches educational policy, teacher recruitment and training, leadership and performance assessment. She was part of a team who won the US National Staff Development Council's Best Research Award for a three-year project on the impacts of teacher certification. She has published on the educational policies and systems in China.
Georgina Tuari Marjorie Stewart is a New Zealand academic, and is Professor of Māori Philosophy of Education at the Auckland University of Technology. She is one of a small number of Māori-speaking qualified mathematics and science teachers.
Carol Anne Mutch, also known by the nickname Dr Disaster, is a New Zealand academic, and is Professor of Critical Studies in Education at the University of Auckland, specialising in disaster management and recovery in educational settings, and the role of schools during crises.
Jocelyn "Joce" Grace Nuttall is a New Zealand education academic, and is a full professor at the University of Canterbury, specialising in teacher education, early childhood curriculum policy and workforce capacity-building.
Alison Kearney is a New Zealand education academic and teacher, and is a full professor at Massey University, specialising in educational equity and inclusion.
Dorothy Jean Clandinin is a Canadian scholar known for her contributions to educational research and narrative inquiry. She is professor emerita and the founding director of the Centre for Research for Teacher Education and Development at the University of Alberta. Clandinin previously served as the vice president of Division B of the American Educational Research Association (AERA).
Luanna Hazel Meyer also known as Luanna Voeltz, is an American–New Zealand academic, and is professor emerita of education at Victoria University of Wellington. She worked on inclusive education and teacher development in America and New Zealand.
Fiona Peterson is an Australian academic, and is a full professor at the Auckland University of Technology, specialising in transdisciplinary education and digital education.
Susan Elaine Sandretto is an American–New Zealand academic, and is a full professor at the University of Otago, specialising in working with teachers to develop critical literacy in primary and secondary school pupils. Sandretto also works on unintended consequences of educational policy, such as changes to active transport.
Josephine Florence Fletcher is a New Zealand academic, and is a full professor in the School of Teacher Education at the University of Canterbury, specialising in literacy and learning environments.
Helen Stapylton Timperley is a New Zealand education academic, and is professor emerita of education, learning and professional practice at the University of Auckland. In 2010, Timperley was appointed a Companion of the New Zealand Order of Merit, for services to education.
