Arguing that teacher reflection on events as a research method is necessary for naming unrecognized values and moral responsibility that have informed current practice, I apply phenomenological reflection to an event with a child from my own classroom experience, recorded through autoethnographic writing, to show how the significance of this…

Collective reflection, which has become a de rigueur activity in teacher training and professional development, is predicated upon Schön's theory of reflective practice. This concept, according to which people learn to be reflective-in-action through reflection on practice, relates primarily to individual and one-on-one mentorship processes. The…

This article reports on an exploratory study investigating the extent to which affordance-based lesson planning is feasible and useful in pre-service teacher education. After using both affordance-based and outcomes-based lesson plans, trainee teachers in North Macedonia participated in both a survey and interviews. Respondents found both types of…

Language teacher educators' identity is a significant contributor to pedagogical and professional choices they make in their work. Utilizing Foucault's notion of ethico-political self-formation as adapted by Clarke (2009), the researchers explored the identities of six advocacy-oriented language teacher educators (LTEs) working in the United…

One of the main goals of the English as a Foreign Language (EFL) course is to facilitate the development of learners' reading comprehension and reflective skills in English, which can be developed with appropriate instruction. However, in EFL courses, many students are inactive in reflecting on their reading and are disengaged from learning. To…

Background: In this paper, we add to the scant literature base on learning from failures with a particular focus on understanding educators' shifting mindset in making-centred learning environments. Aims: The aim of Study 1 was to explore educators' beliefs about failure for learning and instructional practices within their local making-centred…

Appraisal processes are a requirement for professionals working in the education sector. Often appraisal processes do not focus on strengths, rather, it becomes a process of meeting pre-determined requirements. This article takes a strength-based approach to appraisal and discusses a study which pilots the use of an Appreciative Growth Cycle…

Teamwork and collaboration skills are regarded as essential proficiencies in the current worlds of work, study and everyday life. A relevant question is whether and how pre-service teachers have opportunities to begin acquiring professional collaboration skills during their studies. In the current study, Finnish pre- and in-service teachers…

Instructional vitality is something educators must manage themselves, yet many grow tired and may lack institutional support across their career. How can institutions nurture collegial and stimulating teaching environments? Teaching practices are underpinned by common areas of activity that form a framework practitioners can use to organize their…

Reflective practice is an essential catalyst through which the benefits of teaching and learning can be reaped. Through it, weaknesses and strengths can be identified in a way that helps raise the level of addressing challenges that may arise as well as overcome them. This paper presents the critical reflective practices among computer science…

The rapid reforms that the education system in Kosovo has witnessed over the last decade are constantly challenging teachers and the teaching process. It is important for local institutions to gauge the success of different teaching practices to approve replication. Reflection is an integral part of learning and education as a whole. A highly…

This study shares perspectives on how a teaching-research nexus could be developed in teacher education practices. The focus is on one teacher-educator's experience of learning to communicate the mutuality of teaching and research initiatives with a group of learner-teachers and colleagues during a college-based teacher education course in…

The study was a descriptive survey which sought to assess how Junior High School teachers in the Kwadaso Municipality in Ghana reflect on their practices in the classroom. The target population for the study was teachers in public Junior High Schools. Convenience sampling procedure was used to select 72 teachers. Questionnaire was used for data…

The potential for professional development initiatives to improve quality in ECEC is an area of increasing international interest. This article presents insights from an ethnography into the manifestation of a two-year practice-based continuous professional development initiative (Educational Quality in Daycare: EQD) informed by the Abecedarian…

This study explored the way in which detailed data about how time is spent on classroom activities, generated by the FILL+ tool (Framework for Interactive Learning in Lectures), can stimulate professional conversations about teaching practices and aid reflection for STEMM lecturers. The lecturers felt that personalised data provided an unbiased…