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…

The advent of generative artificial intelligence (AI) has ignited an increase in discussions about generative AI tools in education. In this study, a human-centered learning and teaching framework that uses generative AI tools for self-regulated learning development through domain knowledge learning was proposed to catalyze changes in educational…

As emerging technologies rapidly evolve, language teachers in the 21st century face an increasing challenge in determining how to integrate them into their language classrooms. The existing literature emphasises that a crucial element for successful technology integration is for teachers to hold sufficient proficiency in technology and adopt…

One way to build a comprehensive, inclusive, and equitable music education is through the inclusion of popular music in curricula. However, it can be challenging for teachers to bring popular music into the classroom for many reasons. We suggest that since many teachers are educated in the Orff Schulwerk approach, this can be one way to teach…

Artificial Intelligence (AI) has penetrated English language learning and teaching, and this penetration parallels a surge of research on its potential and challenges for learners and teachers altogether. This paper provides a glimpse of the status quo of generative (Gen) AI in contexts where English is not used natively. Adopting a holistic…

A learning environment that offers the opportunity for the child to explore the world, express him/herself and use everyday life as a learning experience forms the basis for a child's self-directed learning. This research's objective is to discover the determining factors of the child's self-directed learning, revealing the challenges faced by the…

Previous research has identified various internal and external factors that predict teachers' technology adoption. Limited studies have explored how these internal and external factors interplay to determine different types of technology use. This study used the survey responses of 280 English as foreign language (EFL) teachers to examine how two…

This study examines the role of six popular social networking sites (SNSs)--Instagram, Snapchat, Facebook, Twitter, YouTube, and Pinterest--in a high school setting. Students, teachers, and administrators were interviewed to learn how they use these SNSs to support a variety of functions in the school setting, including professional development,…

This mixed-methods study examined the technology integration learning activities of four teachers throughout one year using weekly quantitative surveys and a series of three qualitative individual interviews. Through the teachers' own voices an illustration of their learning processes is presented, and the gap between what is supported by their…

This study aims to address how practitioners successfully implement action learning in organizations with different cultural values. To effectively adopt action learning, Japanese learners need to learn questioning skills, as they have been brought up in an atmosphere that negates questioning. Using Kolb's learning model, this study aims to…

As the number of adults seeking to learn the piano increases, so too does the need for piano teachers to understand how to better facilitate their learning. Self-direction is an oft-cited requirement of adult learning, but one that is often absent from piano studios. This practitioner-based research investigates the role of the teacher in…

With this practitioner action research study, I describe what happened when I, serving as an elementary school principal, disrupted the typical faculty meeting schedule with a structure called Design Your Own Learning. Here teachers were responsible for planning and carrying out professional learning based upon their own inquiry into their daily…

New professional learning is characterised by a 'pull' rather than a 'push' philosophy. Academic staff themselves drive their own learning, choosing what, when and how they want to learn to become better teachers. Multiple and various learning opportunities embedded in day to day work are just-in-time, self-directed, performance-driven and…

e-Portfolios have become increasingly popular among educators as learning tools. Some research even shows that e-portfolios can be utilised to facilitate the development of skills for self-directed learning. Such skills include self-assessment of performance, formulation of learning goals, and selection of future tasks. However, it is not yet…

Two recent theoretical developments in adult education, self-directed learning and transformative learning, are applied to the college faculty development process. With this approach, faculty learn to direct their own learning process, become aware of their assumptions about teaching, and revise them using critical self-reflection. (MSE)