By assessing student engagement with learning tasks along with students' understanding of subject matter before and during teaching, teachers are able to shift their teaching approaches through improvisational pedagogical reasoning in real time. However, if a teacher does not know how to respond to students' cues, their capacity to effectively…

This article reports research evidence of the enhancement of student teachers' epistemology of reflective practice through their participation in a formative strategy developed in the context of the Bologna Process in Portugal. Building on Schön's conceptualisation of the education of the reflective practitioner, articulated with concepts such as…

In this research-based, reflective narrative, five educators across diverse educational contexts reflect on the influence of their lifeworlds on their experience and practice. As reflective practitioners, the authors demonstrate how they have applied lifeworld fractions to affect their educational practice with purposeful action. They discuss the…

This self-reflective study investigated lecturers' perspectives on and adaptability to co-teaching in teacher education in South Africa. The purpose of the study was to examine lecturers' personal experiences with collaborative co-teaching and to identify the changes that are required to make co-teaching effective. A sample of teacher education…

Teaching is a complex collection of creative actions with ongoing consequential choices and decisions; therefore, it necessitates educators' ongoing reflection. As educators who currently serve art teacher candidates at Kutztown University of Pennsylvania, a small public university in the rural Northeast, the authors constantly seek to rework…

Pedagogical metacognition, or the reflective and reflexive actions associated with teaching practice, strengthens the planning, monitoring, evaluation, and adjustment of teaching in higher education faculty. Learning communities are optimal environments to foster this active teaching reflection. This study incorporated pedagogical metacognition…

The present work discusses the relevance of "meta-reflexivity," both for the professionalization of the teaching profession and for teacher education. Meta-reflexivity is based on the multiparadigmatic system of teacher education, which finds itself grounded in diverse scientific disciplines. The approach takes uncertainty as an…

Clinical reflection with a focus on student impact is now a mandated attribute for graduate teachers across Australia via the capstone teacher performance assessment task. This policy move is forcing teacher educators to examine their programs to find space for activities that help pre-service teachers to develop the skills and dispositions…

The expansion of higher education institutions (HEIs) in Cameroon, and the continuous change in the curriculum to meet national and global needs, calls for a need for continuous professional development of teachers to handle these challenges. This study examined peer coaching and reflective teaching as strategies for improving teachers'…

At some point in the teaching career, educators are expected to develop a teaching philosophy statement (TPS). This could be during the initial teacher training programme; when applying for a teaching post or when seeking promotion. It could also be a component of a continuous professional development programme that teachers undergo or a component…

This study investigated how teacher educators utilize feedback to enhance reflective practices among pre-service teachers during microteaching sessions. Conducted at a government-run teacher education college in Ethiopia, this research adopted a case study approach, employing semi-structured interviews, Focus Group Discussions (FGD), and…

"Introduction:" Teaching and learning are processes that significantly impact one's future. Active participation in school practises serves as a strong foundation for future educators. This paper aims to present the viewpoints and feedback of university students on chemistry lessons conducted in schools by fellow university students as…

Background: Issues of social justice require the understanding and intervention of teachers across all subject areas. Teachers must be positioned to uphold fairness for all individuals in their classes while considering the disparities of wealth, opportunities, and social privileges that may impact the student experience. This paper explores the…

My reflections direct a performativity-theoretical perspective on the pedagogical tact, which in its systematic breadth should consider both the application approach for practice and the connectivity to theory. Regarding these dimensions, terms such as 'context sensitivity" and "reflective competence" oscillate around the nature of…

In an era marked by the widespread use of digital technology, educators face the need to constantly learn and develop their own new literacies for the information era, as well as their competencies to teach and apply best practices using technologies. This paper underscores the vital role of ongoing teacher professional learning (OTPL) with a…