Transformative learning in teacher education qualitatively changes future teachers' meaning systems of learning, teaching, and education. In this study, I explored transformative learning in Finnish class teacher education. Data were collected by observing student teachers over two academic years. Data also contains writings that student teachers…

Human rights education (HRE) is an emerging practice across formal and informal educational sectors worldwide. However, most literature and theory on HRE emphasize the importance of imparting knowledge about human rights. In this paper, we argue that increasing tolerance among students is a vital but understudied aspect of HRE. This paper is based…

Identity serves as a valuable lens through which to investigate, understand and facilitate teacher learning during curriculum reform. Identity learning is the core process of educational change, with teacher emotion at the heart of professional learning processes. In this study, we traced the 1-year journeys of four Chinese EFL teachers during a…

Although reading comprehension research and instruction commonly focus on individuals' ability to extract meaning from text, eighth-grade students whose teachers chose to focus on engaged volitional reading, rather than comprehension, demonstrated expansive forms of meaning-making and purpose. Interviews and observations across two school years…

Research in outdoor education and more specifically on wilderness expeditions has almost exclusively focused on short-term benefits (<5yrs) despite their findings suggesting these are "life-changing" experiences. This study examined long-term outcomes (40 years later) of three (month-long) adventurous school expeditions to mainland…

Supervision lies at the heart of research-based doctoral education. Existing scholarship has recognized the role of supervision in students' academic socialization and identity construction but presented little empirical evidence based on prolonged observations of actual supervisory interactions. Addressing this gap, the present study adopted a…

This paper examines the complex interweaving of the 'personal' and 'professional' in the affective labour of teachers. In line with theorisations of affective labour, contemporary school-teaching involves practices of self-work and self-making, as much as practices of curriculum and pedagogy. One emergent form of self-work, reflective of…

This article is the starting point of a longitudinal research project, The New Era of Music Education: Technology, Creativity, and Policy. This project investigates how music curricula and teachers' perspectives on technology, technological competency, and approaches will transform owing to the evolution of technology over the 2020s. Eight…

This article explores the role of theatre clowning with scaffolded reflection in Waldorf (Steiner) teacher learning in enabling L2 teachers to develop important teaching dispositions. Waldorf schools require their L2 teachers to be creative, imaginative, skilled in narrative and presentation as well as being responsive to student needs and…

This article addresses key topics of Chinese as an Additional Language (CAL) education and classroom pedagogical practices. It reports on a 3-year ethnographic study within Australian schools to discuss dialogic pedagogical practices and students' aspirations. Based on Freire's conceptualisation of "conscientização" and banking…

The deep disruption to education caused by the move to online learning during COVID-19 was unprecedented. While most educational stakeholders adapt to the transition back to a "new normal", it seems an obvious time for constructivist reflection on the lessons learned. The aim of this longitudinal inquiry was to examine the experiences of…

Reflection is a key component of the transformative learning process. In this study, we take steps to define components of reflection and link them to a computer-based, quantitative method of content analysis called Linguistic Inquiry and Word Count (LIWC). This method can be used to evaluate common forms of reflective writing such as journals,…

Ofsted's 2021 Curriculum Research Review outlines a language pedagogy predicated on an exclusively cognitivist approach to language learning, which relies on three 'pillars of progression': phonics, vocabulary and grammar. The review makes a brief acknowledgement of the importance of motivational factors, including 'pupils' positive views of…

This study highlights the potential of play to support young children's mark-making and writing and, in turn, shows how writing can become a driver of play. By detailing elements of this symbiotic relationship, the intention was for teachers as practitioner-researchers to deepen their professional knowledge of how best to support young children in…

This is a longitudinal self-study of a mentoring relationship that emerged and evolved between a graduate research assistant and a professor over seven academic years. We use social exchange theory to explore the evolution of this relationship. Specifically, our focus is a series of nine revealing moments that demonstrate evident learning, a…