The paper presents a critical review of major works on reflective practice in teaching that mainly define reflection as a technical and isolated process, taking place in an individual's mind. Critiquing the cognitive nature of reflective practice promoted in mainstream research, the paper directs attention to the increasing recognition of…

This paper provides a theory-based introduction to instructional design that can be used in pedagogy seminars, training sessions, professional development events, colloquiums, and/or programmatic guidebooks. It includes a series of activities designed to assist instructors in the classes they teach. The exercises combine theory with practice to…

This paper presents an action learning project demonstrating how a structured professional learning (PL) programme transformed the capabilities of sessional academic staff, enabling them to transition into unit coordinator (UC) roles. By equipping these staff with the leadership skills necessary to manage digital learning environments effectively,…

At a time of widespread concern over the decline of art teaching in schools, this article considers the findings of a practitioner led action research project exploring the potential of art museum and artist-led CPD (Continued Professional Development) programmes to develop primary teacher knowledge, skills and confidence teaching in art and…

Purpose: This paper identifies two conceptualizations of teacher leadership -- constructivist leadership theory and sociocultural theory. Using aspects of the conceptualizations, this paper provides direction for future study into and implementation of teacher leadership. Design/methodology/approach: This paper draws from both review and empirical…

This purpose of this article is to explore challenges and tensions associated with a participatory action research (PAR) project that occurred in 2019 and involved the author and five teacher activist co-researchers. This article opens with some brief context on the PAR project under focus before specifying the article's analytical methods. Next,…

The global status of English as a lingua franca necessitates effective English language teaching (TEFL) to meet the demands of the global economy and social development. This article explores key principles for effective TEFL, grounded in a sophisticated theoretical framework that integrates cognitive, sociocultural, and constructivist…

As a teacher educator, I became concerned that my practice did not reflect my constructivist perspective. This realization disrupted my belief about my teaching efficacy. I understood that teacher education is often criticized for not sufficiently preparing teachers. Was I part of the problem? As a result, I initiated this study to examine my…

This introduction will explore the relevant literature on enactive processes, critical ontology, and faculty agency in relation to the digitization of education [1]. This section begins with a review of the enactive process, and its roots in Heideggerian philosophical perspective of reflexive self examination and continues with an analysis of the…

With a continuing disconnect between structural changes to the work of teaching and the work of teachers engaged with students in classrooms, this paper addresses a growing need to attend to the way teacher professional development (TPD) is enacted in today's schools. Specifically, drawing from theories of teacher learning and numerous models of…

In pedagogical debates about Global Englishes (GE) and English as a lingua franca (ELF), there is widespread agreement concerning an urgent need for liberating teachers and students from the normative constraints of ELT's orientation towards standard English by raising their awareness of the characteristics and complexities of GE/ELF…

This article presents a series of pedagogical workshops that was offered over two years to a cohort of 50 teachers practising in Ontarian French schools. Focusing on grammar teaching, the workshops' objectives were to: (a) contribute to the teachers' development of linguistic knowledge consistent with the grammar under new provincial standards and…

Purpose: The purpose of this paper is to review the variation in methods used to analyse lessons in order to improve teaching and learning. Design/methodology/approach: It addresses the question of how observations of lessons can be analysed, and what approaches and methods are applicable in the analysis of collected data in lesson and learning…

This paper presents the training curriculum for teachers developed in the context of the ERASMUS+ project, ROBOESL (2015-2017). The paper focuses on the robotics-based learning methodologies inspired by constructivism and project-based learning principles and implemented within the framework of the ROBOESL training and learning activities. The…

The goal of teacher professional development should not only be to improve knowledge of the subject matter, but also to provide opportunities for teachers to reflect on their own teaching practices and consider how they can better support learners in their classrooms. For professional development to be effective and purposeful, it must support…