Critical thinking (CT) is widely recognized as an important component for effective instruction and learning. Numerous researchers have studied critical thinking and its impact on students and educational institutions at all levels (Pithers & Soden, 2000). Puig et al. (2019) acknowledged that very little research had been done to capture…

Transitioning into faculty roles can be a challenging experience. Responsibilities related to teaching, research, and service can be difficult to balance, and mismatch between personal preferences for work focus and instructional expectations can be problematic. This is particularly true of visiting assistant professors who want to work toward…

The ability to formatively assess for understanding in the midst of interacting with students is crucial for effective teaching, particularly so for Multilingual Learners (MLs) (Alvarez et al., 2014; Solano-Flores & Solterno-Gonzalez, 2011). However, teacher educators and researchers lack an understanding of how student teachers learn (or fail…

A unique partnership among six museums and Loyola University Chicago's "Teaching Learning and Leading with Schools and Communities" teacher preparation program provided cross-disciplinary field sites for understanding and witnessing developmental and learning theories. Pre-service teacher candidates were able to identify constructs and…

Stimulating students' interest and motivation for science has been a powerful rationale for enhancing inquiry-based science education (IBSE) in school science. There is a widespread need for more motivational approaches to teaching, and IBSE evidently has such motivational potential. However, teachers must have awareness of motivational issues and…

English Language Learners (ELLs) are students who speak a language other than English; they are the fastest growing student population in United States' (US) public schools and will include over 17 million students by the year 2020 (NCES,2015). The dramatic increase in the ELL student population means that all mainstream classroom teachers will…

This small study examines how one group (n = 59) of first-year undergraduate students developed their knowledge through co-construction using an online forum as a platform as part of a three-year Initial Teacher Training (ITT) programme. Professional dialogue at the online interface supported them to cope with the challenges they faced during…

The purpose of this qualitative study was to examine pre-service teachers' perceptions of a culturally responsive, anti-bias curriculum. Additionally, this study explored how the use of culturally responsive course work influenced the participating pre-service teachers' perceptions. Responses to both pre and post-teaching open ended questions,…

Adults learn differently than children or adolescents (Brookfield, 1986; Dewey, 1938; Kegan, 1994; Kolb, 1984; Mezirow, 2000). A thorough understanding of how adults learn is imperative to the successful education of adults. It is only by understanding the unique ways in which adults learn that the academy can create environments where adults…

This paper reports on the perceptions of teacher education student of the value of using digital tools to analyse video-based information on the practice of teachers in classrooms. This strategy was employed to address a dilemma in providing sufficient exposure to real examples of good classroom teaching to link theory with practice. The use of…