In this article I describe and reflect on my evolving understandings of the study of mentoring since the publication of the 2005 article in the Journal of Teacher Education. My reflective journey suggests stressing two assertions to the study of mentoring. One, that there is a need to develop a more multidimensional and integrated conception of…

In an era marked by the widespread use of digital technology, educators face the need to constantly learn and develop their own new literacies for the information era, as well as their competencies to teach and apply best practices using technologies. This paper underscores the vital role of ongoing teacher professional learning (OTPL) with a…

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…

Practitioner Inquiry (PI) is the systematic, intentional study of one's professional practice. It makes reflective teaching visible and actionable. In this article, we reflect on our experiences as practitioner researchers across elementary, secondary, and teacher education and engage in critical conversations with one another to present a common…

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…

Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this…

This article presents an ecological frame for reflection on teaching at university. It is suggested here that the process of professional reflection on practice can be better aligned with processes of institutional development by applying the adaptive cycle. This heuristic emerged from the scientific literature on ecosystem maintenance and has…

This testimonio, inspired by Anzaldúa's (2002) seven stages of conocimiento, is written in second person to highlight a series of counterstories aimed at guiding readers through the challenges of facilitating teaching conversations in higher education where deficit assumptions about students' potential are prevalent. Readers will gain insight into…

This paper explores the processes and outcomes of an action research project, which utilised action learning sets to explore the experiences of a community of academics, who promote pedagogical enhancement in a UK university. Five academics acted as participant action researchers in a longitudinal study exploring the issues they face within their…

Based on years of extensive research on teacher development, this book offers a practical introduction to the concept of teacher reflection, demonstrating how student teachers can engage with reflective learning from their teaching and classroom experiences in a systematic and inspiring way. Providing practical models and guidelines for use in the…

This article explores how ideas from complexity and ecological thinking have the potential to act as a conceptual lens to help us better understand, design and support teachers' long-term professional learning. Using primary physical education (PPE) as a curriculum context, the challenges of contemporary professional learning, particularly within…

This article explores the concept of the post-methods era in language teaching, which advocates for moving beyond rigid, prescriptive methodologies. The author argues that no single method can address the diverse needs of all learners and contexts. Instead, teachers should adopt an eclectic and context-sensitive approach, drawing on a range of…

The constraints and demands on teachers and students, related to implementing English medium instruction (EMI), mean that teachers need to be able to reflect on their practice and make appropriate adjustments. Reflective practice generally means that EMI teachers subject their philosophy of practice, principles, theories and practices to a…

Current research suggests that faculty development should address a cross-section of personal and professional needs of the faculty, as well as support the institution's mission. Using evidence to support faculty development can foster reflective practitioners and close the gap between teaching and research by creating "sustainable…

Throughout the five-year Teacher Practice Networks initiative, teacher leaders have developed and demonstrated new leadership skills to help their peers engage in reflective professional learning focused on improving instruction. A common sentiment among teacher leaders is the realization that facilitating adult learning requires a different set…