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…

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…

This paper is focused on the concepts of reflection, pracademics and Cognitive Apprentices used within work-based learning contexts. A hermeneutic phenomenological dialogic exchange was conducted between the authors to gain an in-depth interpretive analysis of the concepts of reflection, pracademics and Cognitive Apprentices. It is evident that…

For more than a decade, the authors have engaged in several collaborative action research projects in established communities of practice, generating new knowledge and promoting practice development in religious education (RE) in schools and higher education. Based on this, this article asks what characterised the collaborative processes, and how…

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 article explores how teachers in Finland, Norway, and the United States reflect on their professional space for decision-making when planning. Various planning activities are at the core of teaching practice, and contextual factors are also at play. Teachers' reflections on decision-making when planning might therefore be expected to vary.…

This article has three aims: to continue the process of giving credence to reflective teaching, which is integral to effective teaching and learning; to make explicit the connections between reflective teaching and inclusive teaching; and to identify key tasks for teachers in the inclusive classroom. Relevant articles were selected for inclusion…

In this study, I use "currere" to examine excessive entitlement in my own high school education. By "excessive entitlement," I emphasize teachers' actions and systemic conditions related to an excessive educational mindset justifying (and manifesting) self-infallibility. Teachers displaying excessive entitlement might take for…

Alternative education environments are places where students can either be bundled into a corner and pushed out of sight or creative, innovative spaces where students can recapture their sense of self as a successful student. Drawing on her experiences at a nonpublic school over the past 15 years, the author describes a unique setting and its…

What happens when a teaching artist ends their studies unprepared? How do theater teaching artists navigate unpreparedness in their work? Using three personal vignettes, we explore reflexivity toward our own unrehearsed moments and contextualize our experiences within teaching artist preparation literature. From learning how to 'show up' as a…

A teaching philosophy statement (TPS) is a brief, deeply personal narrative that gives insight into an educator's perspective on the teaching enterprise. A TPS is typically comprised of a reflection on the educator's values and beliefs, a description of what happens during the learning process, and statements about how teachers and learners…

There is an increasing focus on enhancing employability for students in higher education. Yet academics who facilitate and encourage opportunities to support student employability are often doing so with a quiet agility. This paper reflects on my first year coordinating a work-integrated learning program and the development of skills necessary for…

Drawing on the perspectives of six student teachers (including five geography specialists) and two teacher educators, four key components are identified as being crucial to enable those undertaking a geography-focused programme of Initial Teacher Education to thrive rather than simply survive. These include, (1) nurturing an enjoyment of…

As public high school teachers, we have independently come to the realization that we are both searching for ways that our music rooms can be spaces where everyone has a chance to sound (speak, sing, play an instrument), and students and teachers have the opportunity to hear others in the room. At the center of this realization stands the…

The article discusses the figure of pedagogical tact in its cultural and social entanglements and transformations. Tact is reconstructed from a dialectical-relational perspective as a utopian figure which arises both within pedagogical relationships and from the relationships to the respective cultural and social conditions -- more precisely: from…