What is the relation of philosophy and teaching? Do we start from philosophy and then work to close the gap through a process of application? Do we start from teaching, and work to create a space for philosophical reflection? Is it enough to include philosophical texts and activities in teacher education? Or perhaps we need to include teachers…

This article describes the circumstances, process, and decisions which led to Purdue University's definition of experiential education. The motivation for creating the definition came from a realization that though experiential education was a common practice at the university, it was not visible to nor well understood by university…

The purpose of this article is to investigate whether defamiliarization used in schools by some preservice teachers during their teaching practice can be considered an appropriate decolonizing pedagogical practice for advancing global citizenship education (GCE). The research used a case study design, with data collected in the form of reflection…

Education for Sustainable Development (ESD) plays a key role in addressing global challenges. This study highlights the key role of collaborative, cooperative and reflective learning in enhancing students' ability to promote sustainable development. In this study, narrative analysis techniques were used to analyse 172 manuscripts with the core…

Curriculum matters far more than most people realize. In this booklet the author shares foundational and fundamental curriculum concerns that teachers should consider and build upon in the hope that they can regain their rightful position of curricular experts. Practice-oriented versions of scholarly matters (not watered-down ones) are what…

This dissertation examines the transformative potential of reflective practice in student assessment and feedback, while also developing tools to gain a nuanced understanding of teacher feedback dispositions and practices. It outlines the development and refinement of three novel tools: the Reflective Classroom Assessment Protocol (ReCAP), the…

Arts-based pedagogy is a methodology that integrates artistic practices with other domains to enhance student learning, and it has been shown to engage students and deepen their knowledge acquisition, help them connect theory and practice, inspire positive mood and social learning, and more. Though arts-based pedagogy is not yet widely used in LIS…

Praxis development remains invisible in many discussions of professional learning because professional educators take praxis development for granted as an indissoluble part of education and educational work. This special issue provides new insights into professional learning for praxis development, and about the conditions that enable and…

This inquiry investigates the effects of trauma on students by analyzing personal experiences and teaching methods. Through the lens of autoethnography, a nonfictional storytelling approach, I reflect on my learning journey to identify compassionate and mindful teaching practices, aiming to foster a trauma-sensitive classroom environment.…

The purpose of this dissertation is to reflect on and make sense of my practice as a teacher educator. As a response to the growing field of self-study research in the field of teacher education, my study answers the following question: What is my lived experience as a White teacher educator? This research took place during the student teaching…

Professional development (PD) for school leaders is focused primarily on documenting professional learning and identifying growth areas. However, the impact of reflections related to PD on sustaining school leaders' instructional capacity remains rather unaddressed. We examined how practicing school leaders develop their instructional leadership…

Over the past two+ years, many of us have been recalibrating our views on teaching and learning, our approaches to information literacy education, and our orientations to everyday life in and outside of work. As I imagine how I want my own engagement in teaching and learning to continue unfolding, I've also been reflecting on what I value about…

In this paper, I shall shortly investigate if some kind of guiding principle, general message, or fascinating buzzword can manifest in philosophy or pedagogy (in their theory and practice). The question which I am interested in is whether the pedagogical and philosophical aspects can meet in education. To put it more specifically: whether a…

Research-based and practical reflection tools can enable systematic analysis of practice and contribute to deeper understandings of classroom processes. An empirically based, evidence-informed reflection tool was developed to support teachers to recognise feedback talk and how it is built into classroom interactions. The tool, titled the feedback…

This article is a deep dive into the realms of self-exploration and self-reflection, emanating from the perspective of a Black Latin American male doctoral student based in the global north. Building upon the works of Sofia Villenas and Nina Asher, it revaluates the author's academic journey and teaching practice, highlighting his dichotomous…