The significance of social justice in education has become increasingly important, as education plays a crucial role in empowering individuals and fostering a dynamic environment that promotes awareness of social justice issues. This study focuses on exploring social justice education (SJE) within the context of Türkiye, where research in this…

This article explores the nature of reflective practice in a professional development process based on lesson study. The authors examine how a lesson study model initiates reflection as a meta-action scaffolding reflective practice among teachers of English as a foreign language (EFL) at a university in Turkey. Fieldnotes, interviews, and audio…

This qualitative case study examined how creativity was manifested in a technology-mediated online TESOL practicum course with six in-service teachers in a midwestern U.S. teacher education program. The study defines creativity as ability to explore, adapt, take risks, collaborate, communicate, reflect on, and innovate with novel, unpredictable,…

Praxis is the balance of pedagogical theory and practice. This literature review explores praxis from a critical lens in terms of identity for both students and teachers. The authors center their framework on Hawkins and Norton's (2009) five principles for critical language teaching. The first principle relates to the situated nature of the…

Although TESOL in-service teacher education committed to "culturally sustaining pedagogy" (Paris, 2012) has underscored the critical role of teachers' professional subjectivities for student achievement, relatively few studies have attempted to capture the perspectives of African American classroom teachers working with English language…

Since the author began work in reflective practice, at first informally in the late 1970s and then more formally in the mid-1980s, he has always looked at reflective practice as a compass of sorts to guide teachers when they may be seeking direction as to what they are doing in their classrooms. The metaphor of reflection as a compass enables…

This yearlong ethnographic study explored the work of two Latino teachers who identified themselves as critical literacy teachers and who taught ninth-grade Latino students whose scores on standardized reading tests fell in the bottom 20th percentile. Framed in critical pedagogy and multimodality, this study sought to answer the following…

Teachers constantly question their own practice. Often, their questions remain unexplored. Collegial observation provides one way to see teaching differently and understand the tensions involved in incorporating new theoretical understandings into practice. Gebhard (1999) argues that conversations preceding and following such observations are…

Teachers in a middle school and a high school with high percentages of English language learners showed evidence of transformative learning during the 2 years in which they collaborated in an ongoing professional development activity called "learning labs," which include focused discussion of observations of colleagues' classrooms.…