Language is widely recognized as an inescapable mediating tool for professional learning, and with this text we want to contribute to a better understanding of the particular role that guided writing can play in in-service professional reflective learning. We analysed one pre-school teacher's written portfolio, the construction of which was guided…

Physician burnout and empathy erosion are common during training and clinical practice. Museums can effectively partner with health professional schools and hospitals to address these challenges through reflective practice and a focus on physician wellness. We describe a partnership between the Brigham and Women's Hospital Department of Medicine…

In fall 2010, the University of Massachusetts Amherst instituted a new upper-division General Education requirement, the Integrative Experience (IE), designed to help students integrate the various components of their undergraduate experience and reflect upon their learning and development as a result of those experiences, both key dimensions of…

Poverty simulations are a promising approach to engaging college students in learning about poverty because they provide direct experience with this critical social issue. Much of the extant scholarship on simulations describe them as experiential learning; however, it appears that educators do not examine biases, assumptions, and traditions of…

Professional development of future teachers is based on connecting theory and practice with the aim of supporting and developing critical, independent, responsible decision-making and active teaching. With this aim we designed a blended learning environment with an asynchronous online discussion, enabling collaboration and reflection even when…

Meaning-making and sense-making are generally assumed to be part of students' personal vocational knowledge development, since they contribute to both students' socialisation in a vocation and students' personalisation of concepts, values and beliefs regarding that vocation. However, how students in vocational education acquire meaning and make…

A major concern in recent decades is that teachers are equipped with pedagogical knowledge through pre-service teacher education programs but know nothing about how to put pedagogical knowledge into their own teaching scenarios. Hence, an increasing attention has been attached to teachers' contextualized understanding of pedagogical knowledge for…

Reflective observation is an important component of experiential learning that allows students to draw meaning from their experiences and incorporate that meaning into new learning conceptualizations. However, the present study indicates that business educators rarely incorporate reflection after concrete experiences into curricula. This research…

Evidence-based instructional practices (ebips) have been associated with positive student outcomes; however, institutions struggle to catalyze widespread adoption of these practices in general education science, technology, engineering, and mathematics (stem) courses. Further, linking ebips with integrated learning assessment is rarely discussed…

This article is a follow-up to, or even a sharpening of, a presentation I offered, three years ago, in this journal "TPA," about the closely related research-and-innovation-enrichment of the profession of mid-career students within their two-year part-time master's course. I wrote then about my 12 years of experience at the Urban…

In a context where Foundation Phase literacy teachers' personal literacy often involves operational and technicist practices rather than creative, this paper argues that it is by exposing teachers to experiences of working with different genres of text for an extended time, in different fields, that teachers are able to imagine the possibilities…

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…

This exploratory qualitative content analysis examined the edTPA portfolios of 36 randomly selected teacher candidates to address a national trend towards standardization and accountability in teacher education in relationship to the critical need for multicultural educators. Using multicultural education as a theoretical framework, this study…

This overall aim of this paper is to report on PhD (Education) research critically examining the nature and significance of academic identity for students in early childhood field-based initial teacher education (FBITE) in Aotearoa New Zealand. Student academic identity is defined as the appropriation of academic values and practices within a…

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…