This article summarises a storytelling process used to obtain data from five anonymised teachers as part of a doctoral thesis. The small story and story completion approach was used to gain insight into how teachers reconciled refugee/asylum seeker policies with inclusive practice. The process proved a useful way of enabling teachers to consider a…

This study explored the way in which detailed data about how time is spent on classroom activities, generated by the FILL+ tool (Framework for Interactive Learning in Lectures), can stimulate professional conversations about teaching practices and aid reflection for STEMM lecturers. The lecturers felt that personalised data provided an unbiased…

What might the field of music education do to learn, grow, and reinvent itself as we emerge from COVID-19 and virtual learning? Implied in the "return to normal" discourse, permeating all areas of music education in the year or more following virtual learning is the felt need to keep going and return to music education as usual. Yet…

Due to the unprecedented situation caused by a global pandemic, the traditional way of teaching that is reliant on face-to-face interaction between teachers and students has been dismantled. This article looks into university teachers' experiences of teaching under lockdown, with an intention to understand what the change meant in terms of social…

In this article, a collaborative Deleuze-Guattarian-inspired cartography is produced with preschool practitioners to explore the assemblages of teaching in preschool. The aim is to map how teaching comes into being in preschool planning and reflection practices following the movements of territorialisation and re-/de-territorialisation. Unwinding…

As the world experiences drastic revolutions in technology usage, hyperconnectivity, and extreme political orientations, critical reflexivity in teacher education appears more crucial than ever. Particularly, it is extremely relevant to explore the ways in which teacher educators' individual identities intertwine with collective identities where…

Many college instructors begin their careers without knowing or using instructional best practices. During their careers, few will make drastic changes to their original teaching choices on their own. To respond to the needs and skills of increasingly diverse students, college instructors must not only improve their teaching practices, but also…

Reform efforts in science and mathematics education highlight students' experiences and sensemaking repertoires as valuable resources for instruction. Yet, there is much to learn about how to cultivate teachers' capacity for eliciting, understanding, and responding to students' contributions. We argue that the first step of this cultivation is…

This paper contributes to research in responsive teaching in a context of collaborative discussion using video stimulated recall (VSR) techniques. The aim was to gain deeper understanding of the kinds of teachers' reflective awareness that prompts changes (or lack of change) in responsive primary mathematics teaching. Using a case study…

The article discusses the figure of pedagogical tact in its cultural and social entanglements and transformations. Tact is reconstructed from a dialectical-relational perspective as a utopian figure which arises both within pedagogical relationships and from the relationships to the respective cultural and social conditions -- more precisely: from…

As noted in the introduction, this book is concerned with resistance to professional guidance that teachers may evince as they hold rigidly to an 'inherited script' that undermines the flexibility needed to respond to the emergent needs of learners. We propose that this resistance, and the sense of excessive entitlement that propels it, are…

Nearly forty years ago, Stenhouse argued that the function of the curriculum was to stimulate teachers' everyday reflection about and learning from practice. This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an evidence-informed profession as part of ongoing major education…

The particular issue presented in this research intersects tensions surrounding critical race theory (CRT) in the classroom, using the social studies classroom as a high area of contention. Antiracist educators have faced extreme scrutiny from state policies, administrators, and white parents who have misinterpreted the importance of understanding…

Teachers and school leaders frequently express a disconnect in the purpose and importance of teacher evaluation, particularly as it relates to educator growth. At the same time, some schools are beginning to communicate student growth through a standards-based grading philosophy. One way schools might "walk the talk" of their grading…

This article introduces a video-based pedagogical action research model for primary and secondary teachers. The video-based pedagogical action research model incorporates video as a self-reflective tool to provide opportunities for teachers to utilize concrete artifacts in each phase of the pedagogical action research process. Sixty-seven…