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Amber N. Warren; Natalia A. Ward; Basak Çermikli Ayvaz; Maria José A. Dias; Heather A. Linville; James Whiting – TESOL Journal, 2025
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…
Descriptors: Language Teachers, Advocacy, Ethics, Reflective Teaching
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Cathy McKay; Laura Merrell; Hayden Bartley; Kim Hartzler-Weakley – Quest, 2025
The purpose of this qualitative study was to seek to understand and describe the experiences of 18 preservice physical and health education teachers taking part in the published Vision of You (VOY) sexual health program. Data from reflective writing responses were collected and analyzed inductively, revealing three themes: (1) ""I feel…
Descriptors: Online Courses, Sex Education, Preservice Teachers, Physical Education Teachers
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Selyna Pérez Beverly; Donald L. Gillian-Daniel – Innovative Higher Education, 2024
The National Science Foundation-funded Eddie Bernice Johnson INCLUDES Aspire Alliance (Aspire) has made efforts to address broadening participation in STEM through multiple initiatives, including faculty professional development. Aspire, recognizing the positive outcomes related to inclusive teaching, developed the Inclusive Professional Framework…
Descriptors: College Faculty, Faculty Development, STEM Education, Inclusion
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Gribble, Lynn; Beckmann, Elizabeth A. – Journal of University Teaching and Learning Practice, 2023
University educators are encouraged to be innovative in their teaching practice, and are often recognised and rewarded for these innovations. However, the effective dissemination and consequent adoption of such innovations is still relatively ineffective, despite the development of diverse dissemination frameworks and strategies. The literature…
Descriptors: College Faculty, College Instruction, Instructional Innovation, Reflective Teaching
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Salomé Martínez; Helena Montenegro – Professional Development in Education, 2025
For educators, identifying and characterising problems in their teaching practice is essential for triggering inquiries into their practice. Knowing what educators consider problematic is essential for generating strategies for situated approaches to help teacher educators manage their problems and promote professional learning. In this study, we…
Descriptors: Foreign Countries, Mathematics Teachers, Educational Practices, Teaching Methods
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Buad Khales; Afif Zaidan; Fathi Ihmeideh – Australian Journal of Teacher Education, 2025
This study aimed to investigate how the use of practicum portfolios impacts early childhood student teachers' reflective practice in Palestine. The study utilized qualitative and quantitative methods to gather and analyze student teachers' perspectives on using practicum portfolios for their professional development. The main focus was to…
Descriptors: Practicums, Portfolios (Background Materials), Preschool Teachers, Reflective Teaching
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Bridget Campbell; Bonakele Mhlongo; Bheki Mthembu; Eugene Marais – Changing English: Studies in Culture and Education, 2024
In this essay, four teacher educators explore their journeys towards foregrounding students' lived experiences when teaching literature. Data about our teaching of literature in different contexts were generated through our personal reflective narratives and ensuing dialogic critical friend conversations. Inductive thematic analysis of the…
Descriptors: Literature, Teaching Experience, Teacher Collaboration, Culturally Relevant Education
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Babita Maharjan; Pushpa Kumari Sunar; Niroj Dahal; Binod Prasad Pant; Netra Kumar Manandhar – Journal of Interdisciplinary Studies in Education, 2025
Reflective practice enables teachers to examine their personal and professional actions and learn from their lived experiences. The study explores teachers' conceptualizations of reflective practice, its applications, challenges, and opportunities for being and becoming professionals. The overarching research question guides this article--how do…
Descriptors: Foreign Countries, High School Teachers, College Faculty, Reflective Teaching
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Tocco, Audrey J.; Mehrhoff, Lauren A.; Osborn, Haley M.; McCartin, Lyda F.; Jameson, Molly M. – To Improve the Academy, 2023
Pedagogical metacognition, or the reflective and reflexive actions associated with teaching practice, strengthens the planning, monitoring, evaluation, and adjustment of teaching in higher education faculty. Learning communities are optimal environments to foster this active teaching reflection. This study incorporated pedagogical metacognition…
Descriptors: Communities of Practice, Teaching Methods, Metacognition, Higher Education
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Etomes, Sophie Ekume; Nsem, Mou Charlotte – Educational Considerations, 2023
The expansion of higher education institutions (HEIs) in Cameroon, and the continuous change in the curriculum to meet national and global needs, calls for a need for continuous professional development of teachers to handle these challenges. This study examined peer coaching and reflective teaching as strategies for improving teachers'…
Descriptors: Foreign Countries, Faculty Development, Coaching (Performance), Reflective Teaching
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Tebello Tlali; Pulane Lefoka – Cogent Education, 2023
At some point in the teaching career, educators are expected to develop a teaching philosophy statement (TPS). This could be during the initial teacher training programme; when applying for a teaching post or when seeking promotion. It could also be a component of a continuous professional development programme that teachers undergo or a component…
Descriptors: Foreign Countries, College Faculty, Faculty Development, Reflective Teaching
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Sabrina Wesley-Nero; Kevin Donley – TESOL Journal, 2024
A culturally and linguistically responsive teaching force is a critical element in the pursuit of educational justice (Levinson, 2022). Culturally and linguistically responsive pedagogy (CLRP) can disrupt patterns of marginalization and strengthen students' ability to thrive in schools (Akiba et al., 2010). In this study, the researchers examine…
Descriptors: Culturally Relevant Education, Teacher Attitudes, Educational Practices, Teaching Methods
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Karleigh Riesen – portal: Libraries and the Academy, 2025
Librarians provide instruction for students across disciplines, each with their own teaching and learning practices. An exploration of signature pedagogies will help librarians develop a deeper understanding of student learning. This article identifies reflective pedagogy as a teaching strategy librarians can use to expand upon this learning by…
Descriptors: Library Instruction, Reflective Teaching, Librarians, Academic Libraries
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Yilmaz Soysal; Somayyeh Soysal – SAGE Open, 2023
The related literature implies that phenomenographic arguments on teaching conception are primarily developed for in-service teachers or university educators. There is also an ongoing tenet among educational phenomenographers that instructors' conceptions of teaching are inquired into by discriminating teacher-centered and student-centered modes…
Descriptors: Phenomenology, Preservice Teachers, Teacher Education Programs, Student Attitudes
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Loya, Karla I. – Journal of Pedagogical Research, 2021
Many college instructors begin their careers without knowing or using instructional best practices. During their careers, few will make drastic changes to their original teaching choices on their own. To respond to the needs and skills of increasingly diverse students, college instructors must not only improve their teaching practices, but also…
Descriptors: College Faculty, College Instruction, Teaching Methods, Inclusion
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