John Peters, Ed.D.
Professor & Coordinator
Director, TENN Teaching and Learning Center Institute for Reflective Practice
John M. Peters, Ed.D. (North Carolina State University) teaches courses in collaborative learning, reflective practice, action research, and types of teaching and learning. His primary research interest is in collaborative learning and action research methodologies. He has been a member of the UTK faculty since 1970, after serving as a research instructor and assistant professor at North Carolina State University during the three previous years. He received visiting appointments at Cornell University, the University of Technology Sydney, the University of British Columbia, N.C. State University, and the Royal Melbourne Institute of Technology. He has lectured and led seminars at more than 65 colleges and universities around the world. He has published or presented over 180 conference papers, articles, chapters, and books during his career, and directed 51 theses and dissertations. He received numerous awards for teaching, service, and outreach, including three Chancellor’s awards at the University of Tennessee, and twice was faculty recipient of the former College of Education’s outstanding dissertation award. He received the Association of Continuing Higher Education (South Region) outstanding faculty award and a leadership award from the Tennessee Association for Continuing and Higher Education. He was inducted into the International Adult and Continuing Education Hall of Fame in 1997 and currently serves on its Board of Directors. He formerly served as Secretary and Vice-President of the Adult Education Association (AEA), book review editor of Adult Education: A Journal of Research and Theory, and more recently as inaugural member of the advisory board of Action Research. The following are representative recent publications:
Peters, J., & Ragland, B. (2009). Reflective practice and a process called Levelising. International Journal of Learning. (In press)
Peters, J. (2009). DATA-DATA: A model for practitioner-researchers. International Journal of Interdisciplinary Social Sciences. (In press)
Peters, J., & Gray, A. (2007). Teaching and learning in a model-based action research course. Action Research, 5(3), 319-332.
Peters, J., Latham, G., Ragland, B., & Donaghy, R. (2007). Three cultures of teaching and learning across continents. In Reishchmann, J. & Bron, M., eds. Comparative adult education 2006: Experiences and Examples. Frankfurt: Peter Lang.
Rong, L. & Peters, M. J. (2007). Collaborative learning, dialogue, and three types of teaching and learning. Journal of social science Hehai University, China 1(4), pp. 23-32.
Peters, J. & Gray, A. (2006). A solitary act one cannot do alone: The self-directed, collaborative learner. International Journal of Self-Directed Learning, 2(2), pp.12-23.
Peters, J. & Torres, C. (2006). Integrating life and learning: An account of academic and practical change in a graduate education context. AI Practitioner: An International Journal of Best Practices.
Latham, G. & Peters, J. (2005). “Blurring the borders: Creating a dialogical space on line.” In Morris, G. (ed.), Virtual Classrooms: Changing Pedagogy, Changing Identity. Melbourne: RMIT University Press.
1122 Volunteer Boulevard
519 Jane and David Bailey Education Complex
Knoxville, TN 37996-3452
535 Jane & David Bailey Education Complex
1122 Volunteer Boulevard
Knoxville, Tennessee 37996-3452