In this paper, we report an enquiry into elementary preservice teachers' learning, as they engage in doing mathematics for themselves. As a group of researchers working in elementary Initial Teacher Education in English universities, we co-planned and taught sessions on growing pattern generalisation. Following the sessions, interviews of fifteen…

In this article, I analyse non-Dalit teachers' outlooks by positioning them within a culturally complex caste system, considering its influence on Dalits' education. Nepalese society is ruled by a caste system, where non-Dalits--Brahmins and Kshatriya are considered pure and powerful, and Dalits are viewed as impure and powerless. This…

In this article we detail a research study using the Instructional Quality Assessment (IQA) Rubrics (Boston, 2012) as the frame for a professional development with mathematics teachers in grades 3-8. We wanted to create a professional development around a tool that was typically used in research as a way to observe teachers, as a tool to use with…

This paper, coauthored by a graduate student, a professor of education, and four early-career teachers, extends recent scholarly efforts to understand how teachers develop activist identities and how teacher education might support this development. Four researcher-participants, practicing teachers, composed narratives that trace their journeys as…

Effective instructional coaching programs have the potential to promote the development of reflective practices, cultural competence, and self-efficacy of educators, but require intentional professional development for coaches. This research inquiry examines instructional coach participants' reflective practices, cultural competence, and…

The purpose of this study is to examine how teachers can employ listening practices to gain a heightened understanding of not only what their students understand and how they are thinking about mathematics, but also as a way for teachers to build their own conceptual understanding of mathematics by reflecting on the different approaches their…

Special education teachers have a multitude of responsibilities. The variety of tasks special educators have could impact the time spent implementing instruction. Hence, this qualitative descriptive research aimed to understand how ECSETs describe their interactions with a school-based coach and become reflective practitioners. The two components…

As organizations seek to provide meaningful professional learning opportunities, research has emerged to support the development of learning cultures that move beyond isolated learning experiences. An essential component of professional learning is reflective practice which occur at both the individual (Schon, 1983) and collective (Day, 1993)…

Resource deficit in rural schools has been reported to affect recruitment and retention of teachers. However, many researchers focus on external factors that can attract teachers to teach in rural schools. This study explores teacher educators' and preservice teachers' perspectives on strategies that may equip preservice teachers with professional…

As some misconceptions remain persistent, comforting and highly resistant to change, it is imperative to use methods and strategies that are centred around students' abilities, interests and needs to address those misconceptions. This study investigates the appropriateness of using 'concept cartoons' to address misconceptions held by forty grade 9…

In this autoethnographic study, I examine ways that, if at all, my teaching practices provide my elementary urban-school students with a culturally relevant education. I use Gloria Ladson-Billings's (1995) culturally relevant education theoretical framework to analyze the written transcriptions of my recorded live teachings. Findings show my…

This study examines the perceptions of pre-service and in-service teachers regarding bilingual and multilingual minority students in Southwest Florida. The study involved 117 participants, including 64 pre-service teachers and 53 in-service teachers, with data collected through a survey analysed using Exploratory Factor Analysis (EFA) and one-way…

Tenets of the Arts-based Research (ABR) framework share similarities with a praxial music education. An ABR framework can support music educators' teaching practices ranging from novice to the established teacher. This can be achieved by establishing and maintaining strong student-teacher relationships through the creation, development, adaptation…

"Debates in Music Teaching" encourages both graduate and postgraduate students and practising teachers to engage with contemporary issues and developments in music education. It introduces a critical approach to the central concepts and practices that have influenced major interventions and initiatives in music teaching and supports the…

Teacher feedback literacy (TFL) is an important aspect of teacher professional development and can exert a huge impact upon student learning. However, it has not received sufficient attention from higher education researchers or feedback researchers. This study reports a novice Chinese university EFL teacher's efforts to develop her feedback…