This case study examines joint reflection in the context of peer group mentoring during the teaching practicum, involving three pre-service teachers and a mentor engaging in discussions supported by the video recorded lessons taught by the pre-service teachers. The approach to joint reflection was non-prescriptive and pre-service…

This research study shows one teacher preparation program's (TPP) attempt to better gauge coteaching implementation and how a TPP can provide more immediate pair support. We present findings from the analysis of 777 weekly coteaching reflection surveys completed by 44 secondary preservice teachers over 20 weeks of the clinical experience. The…

Critical reflection writing in teacher education programmes is often undertaken without appropriate learning support despite the contribution it makes to informing meaningful changes in the early stages of their teaching careers. Students' attempts at writing critical reflections often lack discursive depth when connecting theory to practice.…

Instructional design problems are one of the most complicated and ill-structured types of problems due to the dynamic nature of design problems and decision-making processes. Formulating instructional design solutions thereby requires teachers to possess adequate decision-making knowledge and skills and apply them to instructional design. This…

This year-long action research (AR) study, conducted in the context of a physical education teacher education (PETE) program in Portugal, explored how critical reflection among preservice teachers (PSTs) developed in response to tailored questioning by an external facilitator (EF). Participants were six PSTs and the first author, who assumed the…

This article describes how faculty in a teacher preparation program developed a signature pedagogy, a teacher candidate action-research project rooted in the Universal Design for Learning Framework. A dual perspective involved teacher candidates investigating the efficacy of their practice and articulating their learning, while their teacher…

Implementing democratic citizenship across disciplines in education requires careful consideration of how pre-service teachers are prepared to translate this concept into classroom practice. This study investigates Norwegian pre-service teachers' understanding of reflective rehearsals as a model in teacher education for enhancing awareness of…

This study examined the preliminary impact of a contemplative practice intervention on the implicit racial biases of 22 participants enrolled in teacher preparation courses using a mixed-methods, pre/post-test design. Quantitative analyses determined whether there were statistically significant differences in implicit racial bias before and after…

This article reports on a framework for collective professional learning and its influence on the development of four early-career mathematics teacher educators as they work to transform their practice. The Collective Reflection for Change (CRC) framework centers on a shared referent to orient collaborative noticing and wondering. Findings from an…

This research explores the impact of integrating Reflective Pedagogy within Mathematical Knowledge for Teaching (MKT), framed by the TPACK model, on enhancing mathematics proficiency in Rwandan Teacher Training Colleges (TTCs). The study involved 433 Year 2 TTC students in the Science and Mathematics Education program using a quasi-experimental…

Teacher education programs are still grappling with the best ways of capturing preservice teachers' dispositions toward diversity and culturally relevant pedagogy (CRP). Recent studies identified critical reflections as a way of capturing preservice teachers' dispositional shifts over time, highlighting instances of CRP. This study sought captured…

Pedagogical content knowledge (PCK) has framed teacher education for decades, despite the difficulty of demonstrating that teacher preparation effectively develops PCK. Social studies educators have been especially wary of PCK, but their critiques have primarily challenged what knowledge is valued rather than its model of how teachers learn. This…

With the intent of facilitating the professional development of English-as-a-foreign language (EFL) teacher trainees, the impetus of this qualitative study is to evaluate the depth and breadth of teacher reflection using vignettes within an initial teacher education program. To this end, this study utilized the vignette technique to reveal 12 EFL…

The purpose of this study was to investigate what specific experiences and activities teacher education program graduates attributed to developing perspective transformation regarding culturally responsive pedagogy (CRP). The study examined the perceptions of Oregon TSPC approved teacher education program graduates from 2020-2023 across four…

This feature article introduces the use of photo elicitation as a reflection technique for TESOL teacher education to explore the connection between emotions and language teacher identity (LTI). In current TESOL teacher education, there is limited knowledge about how to integrate the discussion of emotions and LTI into language teacher education…