Society's use of increasingly complex information technology is, in a long-term perspective, shaped by the way we train our future designers and developers of information systems. By preparing students for practice on the field, in complex use-contexts, we aim to help student's bridge theory and practice, thereby helping them incorporate…

"Masihambisane" is an Nguni word, loosely meaning "let us walk the path together." The symbolic act of walking together is conceptually at the heart of a funded research project conducted in rural schools of Cofimvaba in the Eastern Cape. The project focuses on promoting the direct participation of teachers in planning,…

Forum Theatre (FT), a participatory improvised theatre form, raises consciousness, enables debate and critical reflection, and encourages a democratic form of knowledge production that engages the audience in their own learning and unlearning. I used FT as a platform to understand how 15- to 18-year-old learners, in a co-educational school in the…

This paper reports the evaluation of a student-faculty collaborative study investigating international students' perceptions of the role of reading in higher education. The study examined the academic reading and source-use practices of ten undergraduate students in a range of disciplines in one UK university. In previous research on student…

To prepare teacher candidates to become social justice advocates, teacher educators have to critically reflect on their curriculum and teaching strategies to examine whether they are "acting on their beliefs" about diversity and social justice. In this article the author examines teacher candidates' perceptions of how their experiences…

Preservice teachers sometimes experience a gap between best practices that they learn in teacher preparation programs and actual practices that they encounter in classrooms as student teachers. In this self-study, I investigate the gap between best and actual practices, as experienced by a university teacher educator who spent a year as a student…

This paper explores the cumulative reflections of lecturers examining their tacit assumptions of teaching practice. Despite extensive literature on the educational value of reflection, there is less visible research on teachers assessing their own reflective thinking. This longitudinal interpretive study uses Larrivee's assessment framework with a…

This article describes teachers' collective work aimed at learning to teach mathematics for social justice. Teacher interviews, discussions, lessons, and written reflections were analyzed using grounded theory methodology, and teachers' conversations were examined concerning the relationship between mathematical goals and social justice goals.…

One of the major hurdles in preparing preservice teachers to differentiate instruction has been that they tend not to see much differentiated instruction in actual classrooms (Benjamin, 2002; Tomlinson, 1999). There always may be a contradiction in wanting to promote change in instructional practices while, at the same time, relying on a teacher…

Despite the common use of the term reflection in higher education assessment tasks, learners are not often taught "how" to communicate their disciplinary knowledge through reflection. This paper argues that students can and should be taught how to reflect in deep and transformative ways. It highlights the reflexive pedagogical balancing…

In the context of teacher education, it could well be suggested that assessment activities that build on formative interactions between student teachers and teacher educators might offer new windows into better understanding teaching and learning. This paper presents findings from a study into a primary science teacher education initiative that…

This essay explores and presents strategies we, as Canadian faculty facilitators of a teaching practicum in Kenya, used to foster the pre-service teachers' knowledge and understanding of critical reflection and transformative learning processes by using arts-based activities. Participation in the arts-based activities while in Kenya encouraged the…

A key component of good writing is the use of critical thinking skills. Without deeper levels of reflection and thinking, writing becomes superficial, less interesting, and harder to follow. Too many essays do not reflect the use of critical thinking. This paper examines the effects of the Jane Schaffer method and the degree to which it has…

School principals were invited to perform a reflective analysis of their teacher's supervision practices, with the goal of consolidating the knowledge derived from experience, developing appropriate methods, and adapting their interventions. Data were collected from 12 semi-structured interviews. The interview to the double method was used to…

This study explores the potential for the band rehearsal setting to be a reflectively collaborative space. School bands are traditionally large, performance-centered ensembles where discussions between director and student are limited by time and the size of the group. Recognizing the need to base rehearsals less on the conductor's…