Reflective journals have emerged as an effective means of monitoring and developing reflective practice in higher education, as part of a wider metacognitive strategy to transform traditional learning approaches. In addition, assessment procedures of reflective journals appear to be an important factor in enhancing commitment to learning and…

Educational design is an area of growing significance in tertiary education. However, the career pathway to educational design is varied. Because few specific qualifications are available, educational designers (EDs) tend to take up their roles with little experience or in-depth knowledge. The purpose of this study is to investigate one new ED's…

This article explores how a reading group of pre-service teachers responded to the endings of three contemporary young adult texts and what such responses may imply about the interpretive preferences of teacher education. Set in the context of a Faculty of Education at a Canadian university, and using the lens of psychoanalytic theory, this…

Cooperating teachers' teaching perspectives and participation in initial teacher education have been frequently considered as ways to understand teachers' learning trajectories and professional identity at workplace settings (Clarke and Jarvis-Selinger, 2005; Clarke et al. 2014; Lave and Wenger, 1991). A case study approach was employed to examine…

Recent research findings indicate that using multiple metaphors in multimodal learning experiences are effective teaching approaches in early years mathematics. Using a social semiotic lens this paper reports on eight early years teachers' perceptions of this approach whilst engaging in a small collaborative professional learning group. This group…

Student and teacher activity in a closed Facebook group for a tertiary German class was observed during a 12-week teaching semester. This was complemented by questionnaires, semi-structured interviews with students, and teacher reflections in a researcher journal. Collected data were analysed using an inductive thematic analysis followed by a…

Becoming a history teacher requires the integration of pedagogical knowledge, pedagogical content knowledge, and content knowledge. Because the integration of knowledge from different disciplines is a complex task, we investigated prompted learning journals as a method to support teacher students' knowledge integration. Fifty-two preservice…

The purpose of this study was to examine the impact of a 10-week adapted physical activity programme on the attitudes and perceptions of 64 Irish pre-service teachers (aged 19-25) towards teaching children and young people with physical, intellectual, and learning disabilities. Data were collected through written pre-programme expectations, weekly…

Service-learning (S-L) is becoming an increasingly prominent pedagogical practice within physical education teacher education (PETE) contexts [Miller, M. P., & Nendell, J. D. (Eds.). (2011). "Service-learning in physical education and related professions: A global perspective." Sudbury, MA: Jones and Bartlett]. While numerous…

Although the psychological benefits of intergenerational learning environments have been well documented, no study has yet investigated wisdom as an outcome of intergenerational classroom engagement. In this study, Elders between the age 60-89 were recruited to participate in a high-school English classroom. We hypothesized that participating in…

Through qualitative analysis of 80 student essays, the author examines geographic concepts students describe as holding traits of threshold concepts. With a group of 11 Honors students, the author employs metacogntion, asking students to analyze their own learning to discover their threshold concepts. Recognizing the role of liminality, this study…

Purpose: In this study, 37 English Language Teaching (ELT) teacher trainees from a Malaysian university conducted an action-research project to determine whether journals kept during their fieldwork in primary schools located in an area close to the university allowed them to reflect on their beliefs and behaviors in the classroom. Methodology:…

In this self-study, we aimed to delve into how re-designing and teaching re-designed practicum course offered to pre-service teachers (PTs) enriched our, as science teacher educators, development of pedagogical content knowledge (PCK) for teaching science teachers. This self-study was conducted during a compulsory practicum course in which we…

This article reports on my self-study of leading cohorts of Bachelor of Education student teachers through collaborative reflections applying reflective questions strategy during four weeks of residential practicum in a rural school. I explore the potential for reflective questions approach as an effective tool for reflection and professional…

The present paper explores the transformative learning of five pre-service teachers participating in a two-week study abroad program to Reggio Emilia, Italy. The study was conducted in order to understand how a study abroad program could contribute to pre-service teachers' content knowledge, teaching practices, and global competence. Through a…