This qualitative case study of four middle school and secondary school mathematics teachers examines how teachers' reflective practice supported their selection of strategies that align with the needs of current mathematics education according to the 10 dimensions of mathematics education. The findings suggest that teachers' reflection practice,…

This systematic review aims to document, analyze and synthesize the latest research related to reflective teaching and professional development in pre-service English teachers. The reasoning behind this review is to substantiate that acquiring a reflective teaching practice can be the best alternative for novice teachers to open their minds,…

Global attention continues to focus on the quality of teaching, teacher quality, teacher education programs and the preparation of graduates who are ready to teach. This self-study research focuses on one aspect of the preparation and assessment of graduates for teaching: the marking and moderation of a Teaching Assessment Performance (TPA), a…

Evidence-based reflective practices are promoted in all recent frameworks for language teacher education (LTE). Through dialogic evidence-based feedback sessions, reflectional sequences make trainees join a virtuous cycle in which they reconsider and readjust their methods of teaching. However, research into how mentor and trainees orient to this…

This paper reports on three Victorian early career Foundation to Year Two (F-2) teachers and the impact of leadership on their daily pedagogic decision-making about the teaching of reading. Data sets from each teacher drew on observations of three of their reading lessons and researcher-generated field notes, a semi-structured teacher interview,…

The title question and two subsequent questions are considered in the context of rational creativity. A-rational creativity is not considered. Q. Can creativity be taught? A. It depends on what is meant by 'creativity' and 'taught' in what context. Q1. Is teaching either creativity or critical thinking inimical to the practice of the other? A1.…

This article responds to the collection of articles in this issue of "Teacher Education Quarterly." It provides a brief discussion of how teacher educators are called to consider methods that support identity development of teachers who will value educational equity and who will stay in the profession. The article invites consideration…

This edited volume examines co-teaching and integrated service delivery for English learners (ELs). Through research and documentary accounts, it explores the collaborative instructional cycle--co-planning, co-instruction, co-assessment, and reflection practices--of co-taught programs for ELs. This volume presents current, classroom-based,…

In this paper, teacher educators located at three different universities across the United States share findings emerging from our collaboration around a suite of three activities that engage our teacher candidates (TCs) around their identities as future mathematics teachers. In particular, our TCs engaged in a suite of identity-based activities…

In "The Pandemic Is a Portal," second-year teachers in a graduate-level education program share the extraordinary challenges of teaching during COVID-19, exploring the broader social and political forces that have shaped teacher experience during these trying times. In these reflections teachers grapple with imposed policies and…

This article questions some of the premises undergirding the discourse of self-study, particularly focusing on its treatment of 'self'. We examine the ontology, authority and ethics of self as they emerge from Oren's reading of self-study literature in light of his scholarship of and experience in contemplative education. Having focused on…

This paper explores the processes and outcomes of an action research project, which utilised action learning sets to explore the experiences of a community of academics, who promote pedagogical enhancement in a UK university. Five academics acted as participant action researchers in a longitudinal study exploring the issues they face within their…

This research focuses on chemistry teachers' enacted pedagogical content knowledge (ePCK) in equilibrium in chemical reactions. The enactment dimension of this pedagogical content knowledge (PCK) encompasses enacted knowledge and skills as well as those embedded in practice concerning the Refined Consensus Model of PCK, the most recent PCK model…

This article reports on collage as a pedagogical practice to support teacher candidate reflection. We outline a multi-step collage-based reflection workshop that was part of a required course on "Inquiries Into Learning." The summative collage project was designed to help teacher candidates reflect on their vision of learning (hope) and…

Drawing upon my experience as a Canadian Muslim woman, scholar, educator, and mother, I share and inquire into my stories of experiences alongside youth. Thinking narratively, I weave my experiences using and teaching with/about single stories and counterstories alongside students to (re)shape the multiplicity of our selves, relationships, and…