Language teacher educators' identity is a significant contributor to pedagogical and professional choices they make in their work. Utilizing Foucault's notion of ethico-political self-formation as adapted by Clarke (2009), the researchers explored the identities of six advocacy-oriented language teacher educators (LTEs) working in the United…

The National Science Foundation-funded Eddie Bernice Johnson INCLUDES Aspire Alliance (Aspire) has made efforts to address broadening participation in STEM through multiple initiatives, including faculty professional development. Aspire, recognizing the positive outcomes related to inclusive teaching, developed the Inclusive Professional Framework…

University educators are encouraged to be innovative in their teaching practice, and are often recognised and rewarded for these innovations. However, the effective dissemination and consequent adoption of such innovations is still relatively ineffective, despite the development of diverse dissemination frameworks and strategies. The literature…

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…

In this essay, four teacher educators explore their journeys towards foregrounding students' lived experiences when teaching literature. Data about our teaching of literature in different contexts were generated through our personal reflective narratives and ensuing dialogic critical friend conversations. Inductive thematic analysis of the…

Reflective practice enables teachers to examine their personal and professional actions and learn from their lived experiences. The study explores teachers' conceptualizations of reflective practice, its applications, challenges, and opportunities for being and becoming professionals. The overarching research question guides this article--how do…

Pedagogical metacognition, or the reflective and reflexive actions associated with teaching practice, strengthens the planning, monitoring, evaluation, and adjustment of teaching in higher education faculty. Learning communities are optimal environments to foster this active teaching reflection. This study incorporated pedagogical metacognition…

The expansion of higher education institutions (HEIs) in Cameroon, and the continuous change in the curriculum to meet national and global needs, calls for a need for continuous professional development of teachers to handle these challenges. This study examined peer coaching and reflective teaching as strategies for improving teachers'…

At some point in the teaching career, educators are expected to develop a teaching philosophy statement (TPS). This could be during the initial teacher training programme; when applying for a teaching post or when seeking promotion. It could also be a component of a continuous professional development programme that teachers undergo or a component…

A culturally and linguistically responsive teaching force is a critical element in the pursuit of educational justice (Levinson, 2022). Culturally and linguistically responsive pedagogy (CLRP) can disrupt patterns of marginalization and strengthen students' ability to thrive in schools (Akiba et al., 2010). In this study, the researchers examine…

Librarians provide instruction for students across disciplines, each with their own teaching and learning practices. An exploration of signature pedagogies will help librarians develop a deeper understanding of student learning. This article identifies reflective pedagogy as a teaching strategy librarians can use to expand upon this learning by…

The related literature implies that phenomenographic arguments on teaching conception are primarily developed for in-service teachers or university educators. There is also an ongoing tenet among educational phenomenographers that instructors' conceptions of teaching are inquired into by discriminating teacher-centered and student-centered modes…

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…

In this paper, I explore preservice science teachers' (science PSTs') reflective practice (RP) during a 1-year Postgraduate Certificate in Education programme in England. Previous research suggests that science PSTs are not very reflective, and I hypothesised that lack of reflectivity is related to their difficulty in learning to teach. Science…

The rapid shift towards online learning in higher education has transformed the landscape of essential academic skills, with presentation abilities emerging as a crucial competency for student success. This paper addresses the challenges and opportunities associated with teaching presentation skills in a distance education context. Traditional…