In this study, I explore a time when I crafted a philosophy of practice (PoP) to inform team-teaching encounters. I articulate my experience through a blended auto-ethnographical account. I propose that integrating an intentionally designed PoP for team-teaching aids in uncovering group-based responsibilities, opportunities, and limitations. The…

Faculty book clubs are one way to engage in discussion and promote action with colleagues around topics that impact our classrooms. One of the many benefits of book clubs is that the format and process can be altered to fit the needs of the intended audience. This paper describes one faculty group's use of three different models of a book club…

Informed by a conceptual framework on boundary crossing, this qualitative case study explored how a student teacher engaged in professional learning through recursive boundary crossing between her field school and the university programme in a U.S. context. The findings revealed the power of boundary crossing as a cyclical, intense, and…

The purpose of this literature review was to analyze and synthesize pedagogical approaches related to developing music education philosophy for preservice music teachers. The literature that I identified covered procedures and strategies that preservice music teachers could apply to their teaching practice. On my analysis of the existing…

This study describes the planning activities of 12 in-service elementary school teachers in Quebec. Theureau's (2006) course-of-action theory was used to document the teachers' life course relating to their planning activities over an entire school year. Semi-directed interviews were conducted using authentic planning materials (agendas,…

This article addresses the pedagogical practices applied by teachers at pre and primary school level when working with children with culturally and linguistically diverse backgrounds (CALD) as well as potential challenges in a research collaboration between teachers and academics. A praxeological study was conducted with two preschool teachers and…

Our survey of literature on moral dilemmas in teaching reveals that scholars declare the need to unequivocally resolve them yet refrain from doing so. This phenomenon is rooted in falure to distinguish between the different moral conflicts. The methods of resolving abstract hypothetical dilemmas, advocated but not implemented by the scholars, are…

This study examined the preliminary impact of a contemplative practice intervention on the implicit racial biases of 22 participants enrolled in teacher preparation courses using a mixed-methods, pre/post-test design. Quantitative analyses determined whether there were statistically significant differences in implicit racial bias before and after…

A growing diversity of classroom designs, broadly labeled as active learning classrooms, is a rising development across higher education institutions. Along with the construction of these new spaces, stakeholders have developed new vocabularies and concepts for articulating and identifying the impact of new classroom designs for teaching and…

Many college instructors begin their careers without knowing or using instructional best practices. During their careers, few will make drastic changes to their original teaching choices on their own. To respond to the needs and skills of increasingly diverse students, college instructors must not only improve their teaching practices, but also…

The goals of this paper are to explain the extent to which multidisciplinary peer observation practices may improve reflection among lecturers concerning their pedagogical practices and identify the kind of reflection it improves. In this sense, the paper presents a study with the objective of determining the importance that lecturers give to…

This chapter describes why the shift from "assessment of" learning to an "assessment for" learning is relevant to instructors, as well as the need for instructors to reflect on their epistemological, ontological, and pedagogical orientations.

This study investigates teachers' understanding of how conversations between colleagues can promote the development of knowledge. Its purpose is to supplement previous research in the field of knowledge processes in respect of conversation as an integral part of teachers' everyday work. On the basis of interview data obtained from teachers in a…

Experiencing unfamiliar environments tends to foster transformative learning. However, limited studies investigate how experiencing contrasting localities fosters transformative learning, such as teaching practice in remote areas by pre-service teachers who are from elsewhere. This study focuses on revealing pre-service teachers' transformative…

How might both beginning art teachers and those who prepare them become attuned to covert aspects of teaching art in schools that often go unnoticed, but that nonetheless impact both teachers and students and have significant implications for creating more just ways of being in schools and life? And how might arts-based approaches to attunement…