This chapter presents three Chinese teachers' narrative accounts about how they live in dilemmatic spaces due to excessive entitlement. Still, the teachers move forward with transformative agency. The thick description of the three teacher participants has been reported elsewhere as the narratives of Lee -- a math teacher, Ping -- a Chinese…

The COVID-19 pandemic resulted in teacher educators dealing with multiple problems caused by the disruption to the professional preparation of pre-service teachers. This led to modified arrangements for teaching, learning and assessment on an emergency basis. For teacher educators, the challenges and disruptions caused by school and HEI closures…

Faculty development for online teaching is an opportunity to reflect on and revise teaching perceptions and instructional practice. This study found written reflection activities aided instructors in questioning their instructional decisions. This, combined with dialogue with colleagues, became an avenue for instructors to think deeply about…

Most physical education (PE) research pertaining to COVID-19 has focused on the (negative) implications and difficulties PE teachers face during this pandemic period. In fact, despite informed calls for reform and radical change in PE, little attention has been paid to the (potentially positive) implications for teachers' pedagogical practices…

FORUM invited Melissa Benn and Jane Martin to interview Clyde Chitty, a brilliant and effective classroom and university teacher, one of the most well-known advocates of comprehensive education, a long-standing member of FORUM's editorial board, and for two decades co-editor of the publication. It was Michael Armstrong who called him 'the patron…

Teachers who are no longer considered novices can have a difficult time admitting failures. There is an expectation that teachers should be "on" all the time, but disorientation can happen even to veteran teachers--or maybe especially to veteran teachers--if expectations are too high. Sarah Cooper, an experienced teacher and dean of…

In order for teacher education programs to act as significant scaffolds in supporting new teachers to become informed, creative and innovative members of a highly complex and valuable profession, we need to re-imagine ways in which teacher education programs operate. We need to re-imagine how courses are conceptualized and connected, how learning…

Since 1966 when we began our careers in special education, we and others in our cohort have seen substantial changes in our discipline. In our personal experience, we had the opportunity to work together in situations that led us to focus on practices and procedures that produced better outcomes for our students, and better outcomes for students…

In this article, the author reflects on on his role in preparing English teachers. Leading into his twelfth year concerned with the art and science of teaching English, he wondered what exactly he could say or do to help them stick their toes in some uncertain waters. What could he say of an educational context bent on holding people--different by…

Several years ago, the author's relocated their work as educators from middle and high school music classrooms to positions in teacher education at two Canadian universities. Recognizing that working in initial teacher education demanded a new level of theorizing their practices of music education, they questioned their professional knowledge,…

This paper explores how 20 African teachers in rural KwaZulu-Natal, South Africa, construct their identities in the light of inclusive education, and how they negotiate the tensions and contradictions emerging from the process of becoming inclusive practitioners. Central to this discussion is the understanding that teachers' identities are…

This article focuses on an experienced high school mathematics teacher who changed her practice without participating in planned interventions aimed at producing this change. It reports on the nature of the teacher's change from her perspective and an interpretation and understanding of the change from the researcher's perspective. It illustrates…

Although practitioners, policy-makers, and academics call for reform in teacher education, there is ambiguity surrounding the identity transformation of graduate students who "become" teacher educators. This self-study uses narratives, based on intricate personal and collaborative reflection, to explore how the assumption of new role identities is…

This article reflects on the authors' experiences during a pilot year of an innovative core curriculum at a state research university and their attempts to create a "collaborative community" characterized by transformative pedagogy. It discusses their students' and colleagues' resistance to their inventive, albeit time-consuming and sometimes…

A university professor observes the use of a Native American stereotype by a cooperating teacher in an elementary art classroom while supervising a preservice teacher. She identifies ways that the teacher's words potentially harmed her students and reflects on her own role. This "teachable moment" is described, and characteristics of…