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…

Service-learning (SL) has gained global popularity for promoting students' civic engagement and democratic and pluralistic values and impacting faculty and communities. It relies on foundational pillars (the 4 Rs): respect, reciprocity, relevance, and reflexivity. While the drivers of faculty motivation have received attention from researchers, a…

Background: A safe and inclusive indoor learning environment reflects different ways of knowing, actuality and thinking. In the Early Childhood Care and Education (ECCE) context, indoor learning areas influence the exploration of teaching and learning activities. Aim: This article explored rural ECCE teachers' experiences of creating indoor…

In this collaborative autoethnography, we, two early career academics used arts-based methods to explore and transform our understanding of scholarly impact. We began by narrating the disorienting dilemma we experienced while preparing our review, tenure, and promotion portfolios. After a brief review of Mezirow's transformative learning theory,…

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…

Twenty-first century problems have forced international policymakers to consider how education might be reimagined so that citizens have the knowledge and skills to respond to the known and unknown challenges ahead and take an active role in the creation of future societies. While it has been suggested that problem-oriented curricular and…

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…

Teachers face numerous challenges in their efforts to be pedagogically responsive to students' different learning needs. I extend scholarship in the field by exploring the potential of implementing a nuanced, collaborative intervention strategy called knotworking to facilitate teachers' ongoing professional development (PD). The heuristic of…

Transformative professional learning is connected to educational and social transformation and possibilities for critical forms of teacher professionalism. Examining and fostering this connection requires greater conceptual clarity about these constructs and how they are enacted. A conceptual review, combining narrative and systematic methods, was…

Learning for Sustainability (LfS) is a key component of Scottish Education. However, policy interpretation and enactment is a complicated process and there can often be a difference between policy intentions and implementation. The following research explores how one campus (for pupils aged 2-18) in Scotland undertook a year-long all staff career…

This qualitative study conducted at a Midwestern U.S. elementary school with a 'strand' bilingual programme examines the ways that administrators, teachers, and parents create learning environments for emergent bilinguals (EBs) that promote a positive view of bilingualism. To frame the study, the author used distributed leadership to emphasise the…

This study examines the transformative potential of Freinet networks in Greece through the principles of commoning and critical action learning. Freinet networks, grassroots communities of educators, prioritize democratic, horizontal structures and participatory learning to challenge conventional hierarchical norms in education. Based on focus…

There is much agreement about the need for continuous improvement in schools but little understanding about how to bring about the changes in thinking and practice needed to support it. This case study describes a professional collaboration in which a strong, experienced teacher leader is able to learn something truly new, which enables her in…

Purpose: This paper aims to contribute by placing the missing "learner agent" within the entire process of learning. To understand under what social conditions, it is possible to develop autonomous learners who are conscious of self, able to reflect on their identities, roles and responsibilities, to learn and develop professionally, in…

In the United States, the K-12 education sector too often exists in silos, separated from meaningful connections with community and innovation. But in Tucson, Pittsburgh, and other regions around the country, communities are working to break down those walls. They are building ecosystems that bring together educators, researchers, funders, edtech…