This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month…

This self-study employed Haiku poetry as a culturally responsive way to respond to Japanese students' critical reflection needs in a self-study research workshop. I am a Japanese self-study researcher working in the Icelandic education system. Introducing self-study methodology to teacher educators and students demands a careful approach to…

There is worldwide agreement that the understanding of the Nature of Science (NOS) is a critical component of scientific literacy. However, evidence indicates that both pre-service and in-service science teachers hold naïve views about NOS. Even so, the characteristics of pre-service teachers that influence their learning of NOS are not fully…

Current research suggests that faculty development should address a cross-section of personal and professional needs of the faculty, as well as support the institution's mission. Using evidence to support faculty development can foster reflective practitioners and close the gap between teaching and research by creating "sustainable…

This study presents a professional development (PD) model for promoting preschool teachers' writing instruction utilizing teachers' reflective practices. Thirteen prekindergarten teachers were followed for the entire pre-K year. Teachers were assigned to intervention and comparison conditions. A reflective PD workshop was developed based on…

The lesson study (jugyoukenkyuu) approach to professional development, used in Japan and various regions of North America, encourages teachers to reflect on their teaching in order to improve its overall quality. The purpose of the current study is to analyze the influence of this approach on the professional development of English as a foreign…

Despite empirical evidence in support of the effectiveness of using tasks in young learners' classrooms, task implementation has been repeatedly reported as a thorny problem. An essential but under-researched issue is how in-service teacher education programme can be conducted to facilitate teachers' implementing tasks in their classrooms. This…

Throughout the five-year Teacher Practice Networks initiative, teacher leaders have developed and demonstrated new leadership skills to help their peers engage in reflective professional learning focused on improving instruction. A common sentiment among teacher leaders is the realization that facilitating adult learning requires a different set…

Academic development is often seen as a compliance activity, divorced from the teaching context and what teachers are trying to achieve in their classroom. In this case study, we researched Interpersonal Process Recall (IPR) as a reflective, non-judgmental approach to help tutors identify coherence between their teaching intentions and practice.…

Building on reflective practices and action taking as cornerstones of teacher education and professional development, we argue that epistemic reflexivity becomes a powerful tool for teachers to facilitate meaningful and sustainable change in their classroom teaching. In this introductory article, we provide an overview of epistemic reflexivity…

This article illustrates how simultaneous involvement in two self-studies with critical friends contributed to an early career teacher educator's development as a relational teacher educator. Both self-studies took place within the university setting: teaching science to the undergraduate elementary teachers and coaching the intervarsity ladies…

The Scholarship of Teaching and Learning (SoTL) remains a mostly elusive notion. For universities to genuinely contribute to SoTL, they must delineate clear parameters of engagement. For example, while some engage SoTL at the academic level, others examine it from an institutional policy perspective. Others view it from national and international…

This paper conceptually explores the lived experiences of three Black women classroom instructors who endeavor to change and improve how teachers are prepared to work in diverse K-20 learning environments. Given Black women are often poised to play multiple roles in the classrooms, such as nurturers, mother-like figures (othermothers), as well as…

K-8 school administrators are expected to provide professional development (PD) to bilingual teachers that will enhance instructional practices. PD is an important factor that may lead to student academic achievement. However, it was unclear in what ways K-8 administrators provided PD for bilingual teachers to enhance instructional practices for…

English teachers' professional identity construction is an on-going process of identification and negotiation of personal self-roles, prior experiences in learning and teaching, and the roles promoted by institutional and social practices. Based on the conceptual framework adopted from Wetzler's (2010) Key Drivers of Teacher Learning, documents,…