The constraints and demands on teachers and students, related to implementing English medium instruction (EMI), mean that teachers need to be able to reflect on their practice and make appropriate adjustments. Reflective practice generally means that EMI teachers subject their philosophy of practice, principles, theories and practices to a…

This book investigates the long-term effects of educational development (ED) programmes on teaching perceptions and practices. The research draws comparisons between an ED programme at a university in the United Kingdom dedicated to advancing teaching, an international university where high-quality education is central to its mission, and two…

The Scholarship of Teaching and Learning (SoTL) is rapidly emerging as a transformative force in Latin American higher education, bridging diverse cultures and reshaping pedagogical practices to meet the region's unique challenges. Inspired by Paulo Freire's critical pedagogy--which emphasizes education as a means of social transformation and…

Although White teachers can be effective teachers of racially diverse students, studies continue to document factors that can undermine their success, such as color-blindness and unawareness of racial privilege. We argue that these factors contribute to a sense of complacency among White teachers regarding the implementation of culturally…

The Qatari government views English language learning as crucial to the country's future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest…

Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing…

Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. We used semi-structured interviews and evaluations of PE…

This counternarrative is an homage to the work of abolition in teacher education and a call to humanizing liberatory praxis as collective healing from racism and anti-Black hate. We, three critical teacher educators, interrogate our positionalities and the experiences within and beyond schooling that have shaped us. We recognize that our…

This article explores the expanded possibilities of Bharata-Natyam education in the United States (US) based on a reflective practice in my dance over the past thirty years. This has given rise to an epistemological investigation into the seeming dichotomy of tradition and agency and has percolated into a set of questions, especially salient in my…

The atmosphere at many colleges and universities in the United States presents unique challenges for Black faculty including racism. It is well established that Black faculty, especially those at predominantly White institutions (PWIs), work in potentially hostile, unfriendly, and negative environments. Other concerns for Black faculty at PWIs…

The focus of this article is the inter-relationship between two canonical notions in contemporary education discourse: 'reflective practice' and 'student satisfaction' in the context of the marketisation of higher education across Europe and the concomitant emphasis on student autonomy and institutional competitiveness. Drawing on the work of Jan…

In this paper I reflect on the experiences of Life- and Natural Sciences teachers in the Northern Cape who engaged in classroom action research (CAR). The context was a short-learning programme (SLP) facilitated by the North-West University on epistemological border-crossing between indigenous knowledge and the school science curriculum. After the…

Resisting a deep-seated technical perspective of education, I attend to the notion of attunement as a key concept with which to imagine curriculum as a complicated conversation. As fully appreciating the meaning and potential of attunement requires an embodied sense of the word that is deployed by working from within our bodily, social, and…

This study utilizes multimodal narrative reflection to examine pre-service teachers' beliefs regarding language education. Building awareness of beliefs acquired by reflective practices is fundamental to the improvement of teacher education because reinterpretation of beliefs allows for the consideration of new frames of reference for language…

Although microteaching is a common approach to engaging preservice teachers in reflection on teaching in on-campus courses, this reflection is usually carried out as a separate part. We examined how preservice middle school science teachers reflected amid planning a 20-min microteaching unit on sustainable development. Six groups of preservice…