While the early years of children's education have long been acknowledged as crucial in supporting learning and development, there has been less focus on argumentation literacy as a way to promote active learning. This conceptual paper explores a new cross-disciplinary teaching framework, called the kaleidoscope framework of inquiry dialogue,…

Drawing on Lugones' ideas of world traveling, Dewey's notion of education as experience, and Greene's vision of seeing small/seeing big, this article inquires into lives lived in an Eastern educational milieu with attention reflectively paid to what educators in the West could learn from those in the East. Rather than focusing on mega narratives…

This paper seeks to interrupt the dominant discourse of action research that emphasises the celebration of achievements, paying less attention to the "unwelcome truths" that can sometimes be revealed. Building on our work in supporting inservice teacher professional learning thorough practitioner research in contexts such as the…

In this work, we explore journal writing as a way to come to know culture, particularly cultural phenomenon, vastly different from one's own firmly held and enacted beliefs. In this research, we accept the premise that writing is a way of knowing and adopt journal writing as a tool through which students can explore the knowledge they have…

Meeting the challenge of program accountability is a goal for teacher education programs across the USA. In this context, achieving effective assessment practices that provide concrete evidence of program participants' knowledge and skills has become both an increasingly significant issue and a challenge to teacher education programs seeking to…

In this study, we argue that a teacher has a crucial role in leading students into collaborative inquiry-learning practices. While many studies have given the impression that students are able to engage in inquiry processes on their own, the role of social practices and teacher guidance often remains unexplained. However, even when the pedagogical…

This paper takes up two important issues in the professional development of university teachers: the controversy surrounding reflective inquiry and its purported benefits for professional development and the lack of research on what teachers learn from reflective inquiry and how that affects and/or changes their professional practice.…

A secondary school mathematics teacher and mathematics education researcher engaged in a collaborative professional development experience that focused the teacher's reflection on videotapes of his instruction. The purpose was to document and explore the teacher's experiences with respect to his reflections and classroom practice while trying to…