Professional learning may be the most significant when the teacher feels fundamentally challenged and questioned about their practices, beliefs, or identities. In this paper, the elements that cause such fundamental challenges and questions -- disruptions -- are called 'disruptive hooks'. In the process of addressing such disruptive hooks,…

This article troubles a pervasive concept within higher education studies: authentic assessment. Authentic assessment is well-established within higher education, and yet its common usage leaves it limited in possibility. Often understood as a practice focused on tasks, where assessments represent a 'reality' beyond universities, authentic…

In recent decades, Latin American countries have experienced increased enrollment, yet many children and youth remain outside the education system, questioning its relevance. In this context, teachers are called to be aware of and value children and youth's cultural diversity to harness it as the basis for relevant and transformative education. In…

This self-reflective study investigated lecturers' perspectives on and adaptability to co-teaching in teacher education in South Africa. The purpose of the study was to examine lecturers' personal experiences with collaborative co-teaching and to identify the changes that are required to make co-teaching effective. A sample of teacher education…

Background: Issues of social justice require the understanding and intervention of teachers across all subject areas. Teachers must be positioned to uphold fairness for all individuals in their classes while considering the disparities of wealth, opportunities, and social privileges that may impact the student experience. This paper explores the…

Reflective practice can guide educators toward enhancing their abilities, comprehension, and expertise, reflecting on their experiences to grow personally, professionally, and academically, thereby elevating the overall standard of their work. This paper aims to narrate the perception, practice, challenges, opportunities, and outcomes of…

Experiencing unfamiliar environments tends to foster transformative learning. However, limited studies investigate how experiencing contrasting localities fosters transformative learning, such as teaching practice in remote areas by pre-service teachers who are from elsewhere. This study focuses on revealing pre-service teachers' transformative…

This qualitative case study conducted in a higher education institution in Guyana aimed to address a need for more transformative approaches to professional learning and development given that accelerated transformation of the education system is required to meet the fast-paced national economic development. Through the lens of the Transformative…

The (STEM)[superscript 2] Network (Sustainable, Transformative Engagement across a Multi-Institution/Multidisciplinary STEM Network) is a National Science Foundation Research Coordination Network-Undergraduate Biology Education funded project intended to bridge disciplinary and institutional silos that function as barriers to systemic change in…

This article shares the findings of a study examining the use of dialectical journals as liminal spaces for the development of critical reflection in practicing teachers. In an online graduate course on critical teacher inquiry designed to foster teachers as antiracist multicultural educators, teachers engaged in dialogue with themselves as they…

The study investigates the journey of the PRDE's PADE Academy accelerated English teacher preparation program, in preparing special recruitment and permanent PRDE teachers for the English content area re/certification. Through qualitative research using a case study design, the research examines various aspects of the program, including academic…

The article discusses the figure of pedagogical tact in its cultural and social entanglements and transformations. Tact is reconstructed from a dialectical-relational perspective as a utopian figure which arises both within pedagogical relationships and from the relationships to the respective cultural and social conditions -- more precisely: from…

Professional Learning Communities (PLCs) are valuable spaces for collaboration and reflection to promote the transformation of teaching practice and resilience to change. In PLCs that are sustained over time, trust-building is a key element. In Latin America, school systems and educational models are based on mistrust, which in Chile is consistent…

Since the publication of Pedagogy of the Oppressed, Paulo Freire has been important for disseminating the concept of dialogue in education. Dialogue is often framed as the kind of interaction that educators should enact in their practice, to right historical and socio-political wrongs. With this, speaking and assuming one's voice has a special…

Contemporary literature suggests that music education is stuck in a cycle of cultural reproduction in which music teachers and curriculum writers value Western art music more than culturally-diverse and modern, technology-saturated music's, and train the next generation to hold similar views. A MOOC (Massive Open Online Course) was developed to…