This paper introduces an innovative practice: post tagging as a way to enhance the use of ePortfolios in foreign language teacher education programs. The ePortfolio system is a WordPress multi-author blog, and a student-teacher's ePortfolio is a page comprised of the posts they have written. Tags are keywords for a post. In this innovation,…

This paper delves into the responses of two preservice teachers (PTs) in a book club on children's literature depicting activism and critical social issues. Through multiple sessions of reading, reflecting on, and discussing activism in various picturebooks, the PTs grappled with their own beliefs and connections to activism. Employing Bahktin's…

This study addressed the challenge of connecting elementary teacher candidates' course work and fieldwork in order to foster a cohesive experience in learning to teach mathematics. In this study, a Mediated Field Experience was designed for five elementary teacher candidates in their internship setting. The study utilized qualitative methods to…

This article analyses ECEC staffs' perspectives on the in-service professional development (PD) process aimed at improving the quality of interaction in ECEC, inspired by the Caregiver Interaction Profile (CIP) scales. The study draws on theories and research on PD and ECEC quality and falls within a pragmatic paradigm, using qualitative…

The role of art museum educator has shifted from presenter of information to facilitator of dialogue. But as art museums pledge to be more accountable to--and representative of--a plurality of publics and narratives, what is spoken about with visitors? Given revolving temporary exhibitions and expanded readings of permanent collections, guides…

This article responds to what seems a nearly ubiquitous call for teachers to be reflective practitioners. Despite near consensus that self-reflection benefits the classroom teacher, teachers struggle to apply this work to daily life in the classroom. Specifically, using Donald Schön's terminology, we find that successful teachers must…

The purpose of this collective case study was to explore the self-initiated reflective practices of early and late career inservice music teachers in a variety of educational settings. This research was guided by the following questions: (a) How do music teachers in a variety of settings and career stages describe the reasons they engage in…

The purpose of this study was to investigate how 22 preservice science teachers' (PSTs') beliefs about teaching socioscientific issues (SSI) changed after experiencing SSI instruction and reflection from both a learner's perspective and a teacher's perspective during a 12-week initial teacher education course. The study also explored the learning…

While collaborating on separate sections of the same introductory teacher education course, university educators saw an opportunity to strengthen their class and support the students in becoming culturally relevant teachers. Modelling for pre-service teachers a deep dive into the history of one university, educators discovered the life of a…

In this article, we present a revised version of the active learning classroom observation tool (ALCOT), designed in 2015, to support instructor reflection on instructional approaches applied within active learning classrooms. The design of active learning classrooms and teaching approaches within them have changed significantly since the initial…

Reflective practice is an important component of preservice teacher education programs and is frequently used during field experiences; however, less is known about reflective practice in microteaching. This qualitative case study examined preservice secondary STEM teachers' reflective practices after their microteaching experience in a STEM…

Communities of practice, based on the work of Etienne Wenger, is being adopted as a framework in higher education to facilitate and foster professional learning. This article describes the emergence and cultivation of a university community of practice. Based on a desire to enhance our work as teacher educators and the learning experiences of our…

High school science teacher Michelle Vanhala reflects on her (sometimes rocky) path to standards-based grading and a grading system that aligned with her educational philosophy.

In the current political moment, a collision of a post-racial/diversity politics and the era of Trump, highlights the multiple risks of engaging in social justice pedagogies within teacher preparation. The era of Trump is defined by the dismantling of civil rights accompanied by unapologetic and overt displays of violence. In teacher education…

The purpose of this study was to determine how students in an educational leadership preservice program perceived the effectiveness of solution-focused supervision (SFS) taught in an instructional supervision class. Interviews, observations, and artifacts, and a case study design, were applied to address two primary research questions. Findings…