Abstract

Learners are called to actively use critical thinking skills and engage in higher-order thought processes to learn and grow. This is not new information and is often referred to as active learning; however, there remains a disconnect from acknowledging the educational value to implementation in classroom settings for educators. This study explored teacher perceptions of strategies being utilized in schools, teacher training, professional development, strengths and weaknesses, and impact. The aim of this study was to discover a pathway of teacher development for life-long learning and effective teaching. The results indicate educators need specific training that is collaborative and consistent using a constructivist approach through modeling and reflection. The research resulted in a model for effective and impactful training through mentoring to bridge the active learning gap from the “what” into the “how.”