In this article, teacher professional practice is conceptualised within a regenerative framing as a synthesis of intercultural perspectives drawn from wisdom traditions, placing ethics-in-action alongside reflection-in-action. Regenerative practice foregrounds the need for renewal connecting professional learning with lifelong learning. Global…

Reflective practice, in the shape of post-teaching self-evaluations, is a core element of many pre-service English as a Second Language (ESL) teacher training programmes such as CELTA. Most research on reflective practice has been carried out with pre-service teachers, but more evidence is needed to understand the reflective practice of in-service…

This study investigates the strategies employed by Vietnamese EFL teachers to enhance emotional intelligence (EI) in adult learners within online learning environments. Utilizing a qualitative research design grounded in Mayer and Salovey's model of emotional intelligence and Knowles's theory of andragogy, the study involved semi-structured…

The purpose of this study was to identify factors associated with Danish schoolteachers sustained use of classroom-based physical activity and to point out usable ways to support teachers in their professional practice. The study reports on data from in-depth interviews with nine teachers across grade levels and subjects. Supportive elements…

There is worldwide agreement that the understanding of the Nature of Science (NOS) is a critical component of scientific literacy. However, evidence indicates that both pre-service and in-service science teachers hold naïve views about NOS. Even so, the characteristics of pre-service teachers that influence their learning of NOS are not fully…

We present the perspectives of Portuguese pre-service teachers about a formative strategy developed to promote learning about language and literacy education. The strategy was underpinned by theories about the pedagogical content knowledge (PCK), rehearsed (or simulated) agency, the epistemology of reflective practise and assessment for learning.…

Purpose: Since reflectivity has a crucial role in education, it has attracted researchers' attention in the last decades. As such, the present study aimed to construct and validate a questionnaire to assess the barriers to reflective practices of Iranian ESP (English for Specific Purposes) instructors. Furthermore, this study aimed to investigate…

The Decolonising the Curriculum (DtC) movement questions the very values we take for granted as learning developers. If our role is to develop academic literacies and support students to succeed in the curriculum as it is, can we as learning developers be decolonisers? This opinion piece argues that we can and should. It outlines where we can…

Our qualitative case study explored the nature of pre-service teacher (PST) reflections when analysing video-based lessons aimed at developing their reflective practice. 14 PSTs participated in the study. Data were collected through lesson observation and individual PSTs' written reflections. The initial data show that PSTs find lesson reflection…

This paper presents a transformative perspective on teacher education reform developed by His Excellency Mr. Sukavich Rangsitpol, former Minister of Education of Thailand. Grounded in the principle that "teachers teach the way they were taught," Sukavichinomics emphasizes that educational reform must begin with rethinking and…

This paper provides a review of "Reconstructing 'Education' through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy" by Oren Ergas. The review examines the central argument of the book, namely that present educational theory and practice avoids substantial self-inquiry, paying lip service to reflective…

This article aims to explore the recent promotion of reflective practice in teacher education and to draw on the thinking that has developed in adult education, particularly in feminist community education. It endeavours to unpack, briefly, the foundational theories that are promoted in teacher education and identify the failings inherent in these…

This research aims to understand how prospective teachers develop their knowledge about whole-class discussions during a lesson study. Following a qualitative approach, we focus on the work of three prospective mathematics teachers preparing, leading, and reflecting on wholeclass discussions. Data was collected through participant observation with…

The aim of this study is to find out the effects of micro-reflective teaching practices on the professional skill development of pre-service physics teachers. It was planned as an experimental study with one group pretestposttest and supported by the case study method. The data were collected by using professional skill scale, observation form and…

Current research suggests that faculty development should address a cross-section of personal and professional needs of the faculty, as well as support the institution's mission. Using evidence to support faculty development can foster reflective practitioners and close the gap between teaching and research by creating "sustainable…