Teacher training in the technological age is a complex matter requiring thought, action, and research. In this qualitative study, we examined the reflective constructive perspectives of in-service graduate students in the process of training for the education and teaching professions. The current study continues previously published studies…

Professional identity tensions are a common part of teachers' experience and have been shown to present opportunities for professional growth when approached as a learning opportunity. This study investigated the use of a questionnaire as a tool within an at-tension pedagogical approach. Authors collected data from six teacher candidates enrolled…

Literature and research have shown that professional development constitutes an essential dimension in constructing both work and professional identity. An important aspect in such development is training. In the field of adult education, different authors (Pratt, 1993; Mezirow, 1985; Schön, 1996; Silva, 2007) emphasize the importance of placing…

This case study critically reflects on the impact of the Students as Partners in Learning initiative at the University of Stirling. The authors (two academic developers and four students) explore collectively how our partnership enabled us to reimagine a shared understanding and common learning and teaching purpose among our staff and students. We…

Critical 'self' (i.e. dualist or egoist I) reflection seems insufficient in the context of Nepali university education, particularly in the process of transformative professional development. Therefore through this paper, I argue that a "critical-appreciative approach contributes to my professional development." Assuming 'Self' (i.e.…

As current graduate instructors of labs and class discussions, teaching assistants (TAs) play a critical role in Science, Technology, Engineering, and Math (STEM) undergraduate education, especially as some graduate students may choose a faculty career in the future. Because of the importance of TAs and their development as scholars and…

Building on existing studies that ask doctoral supervisors how they understand their role, and what has influenced this understanding, this article explores invitations that are issued to supervisors to reflect in certain ways about the role of supervisor. The article calls into question the ways in which supervisors are invited to think about and…

Nevada has recently taken considerable steps to reform English learner (EL) education across the state with teacher development as a primary focus. Educational reform agendas necessitate that teachers not only rethink their practices but teach in novel ways. It has been argued that teacher development through graduate education and other…

Grounded in the frameworks of action research, Critical Friends Groups (CFGs), and reflective practice, this article presents an overarching action research study connected by individual action research studies to explore what a cohort of preservice elementary Master of Arts in Teaching (MAT) candidates learned from the process of teacher action…

Fostering student success in higher education requires a paradigm shift. Instead of "fixing" students, efforts must center on preparing college educators. In this study, journal entries from a graduate-level course were used to explore how exposing Graduate Student Affairs Educators to anti-deficit perspectives on student success…

This study offers reflections on the TQFE in Scotland as an example of the transformative professional learning model as identified by various authors. The focus of this study is the professional learning of lecturers in Scotland's colleges. Informed by wider considerations of teacher education more broadly, it will be of particular interest to…

This paper reports on a multi-institutional project using reflection and collaboration to enable one-to-one music teachers to improve their professional skills and foster deep learning in music students. The benefits of reflection and collaboration in student learning and teacher development are reported on in depth within higher education. Less…

At universities where introductory physics labs are taught by graduate student teaching assistants (TAs), there is a need for specialized professional development for those TAs. This paper presents a specific instantiation of a model for lab TA professional development that uses a combination of cognitive apprenticeship and expectancy-value…

This article looks back on the professional development offered to teachers of English to support them in their teaching of film since the introduction of film into the English syllabus in Ireland in 1998. It focuses on three inter-related elements: the interpretation or reading of film; the pedagogy that supports this interpretation; the…

This study highlights the need to promote more personal and informal processes in Teacher Autonomy and focuses on university Language Teachers' processes in reading Teacher Research (TR) in order to understand how this impacts their autonomy development processes. In particular, it addresses teachers' interactions with TR articles during the…