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…

This qualitative study is based on a series of interviews conducted with students (n=6) who participated in the inaugural cohort of a year-long students-as-partners program called CTL Scholars. As one of the first students-as-partners programs implemented at this large, dispersed, public research institution, students of diverse majors and…

Students who hold minoritized identities are underrepresented in science, technology, engineering, and math (STEM) fields. Educational institutions often apply a deficit lens to understanding disproportionate outcomes between minoritized students and those from the cultural majority. Community Cultural Wealth (CCW) is an asset-based framework that…

Purpose: This paper aims to draw on an in-depth qualitative case study of an undergraduate sustainability education course to show the extent of pedagogical reflection and teaching capability demonstrated in lived practice to support transformative, systemic and capability building learning processes, as advocated in the literature, for effective…

This study emphasizes the importance of faculty development and training as a means to prepare faculty to design the capstone course as a high-impact educational practice. Specifically, this research explores transformative learning in the capstone class as a vehicle for reflection on personal and professional ethics. Students enrolled in a…

Reflection is a high impact practice that develops teacher candidates' learning. Critical reflection requires teacher candidates to continually examine their own thoughts, perspectives, biases, and actions. Reflective practice facilitates the development of new knowledge, skills, and dispositions in teacher candidates by fostering critical…

This study examines the effectiveness of service-learning as a pedagogical approach that seeks to bridge the gap of understanding between predominantly White undergraduate preservice teachers (PSTs) and diverse students at a local elementary school. Analysis of "before" and "after" reflective papers and surveys from 23 PSTs…

Each preservice or inservice teacher who faces the prospect of student diversity in clinical experiences or practice settings does so with an individual set of assumptions about cultures and languages that differ from his or her own. Mezirow (1991) maintained that reflections on such assumptions and presuppositions about oneself and others can…

Using technology to develop a collaborative-reflective teaching practice in a world language education methods course block for teaching certification creates unique opportunities for world language education undergraduates to learn to develop synthecultural competence for education. Such a program allows undergraduates to expand their capacity to…