At the level of classroom practice, forms of teacher thinking are central to local processes of educational change. In the last decade, "reflexivity" has been promoted as a mode of teacher thinking which has the capacity to transform several aspects of teaching practice. The developing interest in reflexivity both emerges from, and seeks…

The focus of this paper is to shed some light on three Indian English language teachers' transformational experiences, following their participation in an action research project, and investigate how these teachers' project experience continued to impact their classroom practices more than two years after the actual project came to an end. The…

This tool is intended to help educators reflect on the ways they are or are not facilitating the integration of social-emotional learning through the mindsets, actions, and instructional practices that they bring to the work. Through reflection statements and accompanying sample indicators, practitioners are able to take stock of the ways in which…

This article explores the art and science of Mindfulness from the perspective of a Buddhist Monk, Thich Nhat Hanh, author of five books in the Mindfulness Essentials series, and an American medical doctor, Jon Kabat Zinn founder of the Mindfulness-Based Stress Reduction clinic (MBSR) at the University of Massachusetts. In addition, we will explore…

Faculty eager to transform their teaching often have a difficult time understanding the learning literature and then integrating it into their teaching, in part because neuroeducation concepts such as constructivism, transfer, misconceptions, and metacognition are not part of their existing knowledge. Examples of these concepts in the literature…

The purpose of this study was to explore the complex cognitive and affective challenges of teacher candidates in their development toward self-efficacy in their teaching. Twenty-two teacher candidates recorded their challenges and thinking process during the last six weeks of their practicum. Following their placement, they completed a summative…

Although the importance of practicum for preservice teachers goes almost unchallenged, specific empirical evidence of growth in language teachers' practical knowledge in the under-researched context of preservice language teacher education is limited. Informed by both the reflective approach to teaching and an activity theory perspective, this…

A central premise of this project is that teachers learn from the act of teaching a lesson and that this learning is evident in the planning and teaching of a subsequent lesson. We are studying the knowledge construction of mathematics teachers utilising multi-camera research techniques during lesson planning, classroom interactions and…

It is argued that online discussion is a useful tool for creating opportunities for learning in teacher education. In a project designed to improve the practicum in rural areas, researchers placed pre-service teachers (PSTs) in two different moderated online discussion forums: an unstructured personal blog space and a structured threaded…

The author's first teaching position was as a 4th and 5th grade teacher at a school in Philadelphia. There, she learned the Quaker value of adding silence and periods of reflection to her teaching to provide a wider range of students with the opportunity to participate in classroom discussions. Later, a focus on silence as a teaching strategy led…

Teachers changing class levels is common practice in many New Zealand primary schools; however, it is not always seen as a platform for shaping pedagogies. In order to manage the change to a new class level teachers are compelled to reflect on many of their established practices. Engaging in this reflection can help teachers to see their practice…

This paper, as its title suggests, introduces some reflections on the importance critical pedagogy as well as awareness-raising practices have in education today, especially in language teacher preparation programs, and how they provide a new opportunity for pre-service teachers to re-think their pedagogical experiences for social transformation.…

This multiple case study examined the reflections of elementary teachers as they taught science to English language learners (ELLs). The six participants in this study developed explanations about their science teaching with ELLs as they engaged in reflective practice using video-based tools during a professional development experience. Open…

The focus is a self-study of my own practice and how I investigated my educative practice in facilitating the professional learning of a group of teacher researchers. Two key questions are answered: How did I support teacher researchers with their inquiries? How did this contribution shape my professional identity as an educator? This self-study…

The primary aim of this study was to determine perceptions of three cohorts of third year undergraduate students (n = 65) on in-class reflective group discussion as a critical reflective approach for evolving professionals. Reflective group discussions were embedded into a final year course within the University of Queensland Bachelor of Oral…