This article is a self-study of intentional practices embedded in reflective teaching in a teacher education program in Eritrea. The educator-researcher (author) was concerned with engaging learner-teachers in interactive teaching practices in general and reflective learning practices in particular. By employing self-study methods and tools, the…

The purpose of this inquiry was to examine the degrees of reflective teaching (RT) amongst English as a foreign language (EFL) teachers working at a private language center in the Mekong Delta of Vietnam, and to provide suggestions for its successful implementation. A mixed-methods approach was employed, integrating a quantitative survey and a…

Purpose: This paper describes how a pre-service teacher's knowledge and pedagogy changed as she documented her reflective practice while teaching arts-integrated lessons in a fifth-grade classroom during her pre-service teacher preparation program. The pre-service teacher spent three-months conducting an action research project in collaboration…

Reflective practice is one of the key recommended practices in early childhood (EC) education and has been positively associated with the quality of EC teaching; however, research on reflective practice in preschool teaching is limited. In this study, we examined four preschool teachers' reflections on their science teaching exhibited through a…

While lengthy teacher training programs with reflection were beneficial for promoting teachers' teaching performance and perception of teaching, it is still unclear whether a short online training program can promote preservice teachers' in-depth thinking of their learning and teaching. This study focused on the instructional design of a short…

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…

School physical education (PE) is influenced by different discourses that play a crucial role not only in the (re)production of PE practices but also in shaping teacher subjectivities. This paper aims to explore how a PE teacher responds to, lives, and negotiates his embodied professional subjectivity over time. To achieve this, we employ an…

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 this theoretical article, we analyze indoctrination in relation to the aims of democratic political education using a theory of indoctrination which is based on the work of Jürgen Habermas. In particular, we examine how the challenge of indoctrination is connected to the goals of democratic political education and how this issue can be avoided.…

This study aimed to investigate how the use of practicum portfolios impacts early childhood student teachers' reflective practice in Palestine. The study utilized qualitative and quantitative methods to gather and analyze student teachers' perspectives on using practicum portfolios for their professional development. The main focus was to…

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…

In recent years, reflection on pedagogical tact has made a comeback in the international debate. Tact is a fundamental disposition of the educator, albeit one that is scarcely addressed in the training of teachers and educators. The question is whether it is possible to treat this pedagogical propensity as a teachable habit, and to what extent.…

How faculty choose--or feel compelled--to spend time on preparing for and reflecting on their teaching is influenced both by capitalist notions of efficiency and productivity and by human, relationship-focused conceptions of growth. The educational development opportunities that faculty are offered at the intersection of these influences can…

The specific focus of this study is how a team of four preservice teachers experienced a collaborative practicum model to support the development of cogenerative dialogue and foster professional growth. Data sources included individual video club annotations and the associated group discussions facilitated by comparison of groups members selected…

In England, there has been a teacher recruitment and retention crisis for many years. In such a crisis, it is important that initial teacher education (ITE) providers are able to identify, recruit and educate 'high quality' applicants to join the teaching profession. In this study, we focused on two case studies of beginning teachers who were…