Critical events are incidents encountered by teachers in their practice that can potentially provoke questions about the instructional decisions made, gaining an entry to changing and improving teaching practices. Current research often conceptualises critical events as those that occur during instruction, but critical events can also occur before…

This paper arose from the authors' experience of facilitating collective reflection on higher education teaching using the 'intercultural teaching process recall' (iTPR) method. Facilitators' contributions to the iTPR sessions were analysed empirically. There was considerable variation between facilitators, sessions and rounds. Individual…

This article examines how teachers can facilitate professional identity development through digital composition. We describe how two teachers use multimodal digital storytelling to reflect on their histories and advance their professional development. The study uses qualitative case study methods and employs a new analytical framework for…

This paper is based on a study conducted ten years ago at one university in Japan aiming at collaborative development through reflection among a teacher educator, two in-service teachers, and four pre-service graduate students. Collaborative reflection involved methods, such as the graduate students' observation of the in-service teachers' English…

This study investigated the efficacy of a 2-week mindfulness-based intervention aimed at reducing stress among teachers. The intervention involved a self-guided program consisting of daily reflective journaling and three times-weekly assigned readings from a mindfulness training book tailored for teachers. Sixty Iranian teachers were divided into…

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…

Adaptive expertise is considered key to improving teacher practice. While literature suggests that classroom observations followed by professional learning conversations may contribute to the development of adaptive expertise, few studies have specifically examined the influence of this process. Hence, this qualitative study investigated the…

The call for second language teacher education (SLTE) to embrace teacher identity is not new. There is a growing body of research that theorizes teacher identity, focuses on the centrality of teacher identity in teacher learning and professional growth and highlights the impact of teacher identity on their pedagogical practices. However, little is…

Self-directed educator professional learning is commonplace, and such activities increasingly span multiple digital spaces and formats, and blur boundaries between online and offline. In this exploratory research, we analyze the case of the #CharlasEducativas, a dynamic professional learning ecosystem that began in 2020 and is based in Spain. We…

This study seeks to understand from the perspective of its participants the extent to which a year-long structured, state-level peer mentorship program for world language educators provides benefits, focusing on how involvement impacts their classroom practices and professional development. Research questions explore the specific advantages gained…

The author responds to the growth of Jingxiu Cheng's teaching described in Akiko Hayashi's "Teaching Expertise in Three Countries" by describing the ways his own growth as a teacher of writing mirrored both her increasing focus on valuing children's feelings and experience and in the collaborative nature of that growth. He tells how an…

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…

We examined the ways that faculty members developed as inclusive instructors as a result of participating in the Inclusive STEM Teaching Project (ISTP). The ISTP is a free, Massive Open Online Course designed to train STEM faculty members in inclusive teaching. Semi-structured interviews (n = 80) with course participants from multiple disciplines…

In recent decades, Latin American countries have experienced increased enrollment, yet many children and youth remain outside the education system, questioning its relevance. In this context, teachers are called to be aware of and value children and youth's cultural diversity to harness it as the basis for relevant and transformative education. In…

Strong instructional leadership is the cornerstone of student success. But what truly makes an instructional leader effective, and how can you foster a collaborative environment where teacher teams thrive? In Improving Instruction Together, Steve Ventura draws on years of experience and research-based strategies to demystify the often-challenging…