Jul 2026· The Hungarian Educational Research Journal· 0 citations· 57 references
Abstract
This paper aims at sharing possibilities for pedagogizing the professionalism of teacher educators working from within institutional contexts and whose challenging experiences are less represented in the published literature. Professionalism of university-based teacher educators has attracted scholarly interest in the Global North country and cross-country contexts. Notions such as becoming and pedagogies of enactment are some of the useful concepts developed and mobilized to understand teacher educators' professionalism in such contexts. These constructs are employed in this study within the frameworks of the experiences of a teacher educator who does research in a less-represented teacher education community in Eritrea. This article is based on qualitative data sets generated from a self-study research on embedding reflective teaching practices among a group of experienced teachers during the implementation of a teacher education program. Data from a self-reflective journal entries, post-lesson debriefs, & focused discussions with groups of critical friends were employed while analyzing teaching milestones and turning points. These experiences included recognition of tensions in assuming roles while teaching reflection; developing forms of proactive collegiality; and ethical tensions as frames for developing professionalism. The concept of proactive collegiality is highlighted as a pedagogic possibility for strengthening professionalism in similar settings.
This paper focuses on the enablers and constraints that shape mathematics teacher educators' agency in addressing social justice issues within their practice and how these can be harnessed or overcome. Given the potential impact of teacher educators on the student/practising teachers they work with, and consequently on the agency of classroom teachers in teaching for social justice, this is an important area that warrants further research. We adopted a participatory action research methodology in establishing a team of 15 ‘teacher educators’ (broadly defined) working in universities and other settings across England and Scotland. We drew on a theoretical framework based on critical pedagogy and critical mathematics education. Research team meetings focused on designing and evaluating teaching strategies and professional development workshops, which were tried out with student teachers and practising teachers. Data were collected from group discussions in which teacher educators reflected on constraints and opportunities within their own practice. The findings showed that key constraints faced by teacher educators include the dominant discourses and narratives encountered by teachers of mathematics they work with, often generating conflict between aspirations to adopt critical pedagogies and pressures to align themselves with prescriptive and disempowering pedagogies common in schools. Enablers included the collaborative and supportive nature of the research team, which provided teacher educators with space and time to interrogate their own practice, to raise their critical consciousness and to develop confidence to advocate for, and promote, socially just teaching approaches.
Pete Wright, Jane Goodland, C. Hilton et al.· British Educational Research...· 0 citations
The increasing reliance on non-specialist English teachers in various educational settings has raised concerns regarding instructional quality and classroom effectiveness. Professional development (PD) has been widely recognized as a key mechanism for supporting teachers who teach outside their field of expertise. This study investigates how professional development shapes the teaching strategies of non-specialist English teachers at Sekolah Indonesia Kota Kinabalu (SIKK), an Indonesian overseas school in Malaysia. Employing a descriptive qualitative approach with a narrative inquiry design, data were collected through semi-structured interviews, classroom observations, and document analysis involving non-specialist English teachers. The data were analyzed using thematic analysis to identify patterns in teachers’ instructional practices and the influence of professional learning experiences on classroom implementation. The findings reveal that professional development, primarily through self-directed learning, peer collaboration, and participation in external workshops, contributed to the diversification and adaptation of teaching strategies. Teachers demonstrated the implementation of Project-Based Learning (PBL), differentiated instruction, Task-Based Language Teaching (TBLT), role-play activities, gamification techniques, and Simple Jigsaw strategies to address students’ vocational learning needs. Professional development also encouraged teachers to integrate more student-centered approaches, contextualized learning activities, and interactive classroom practices. These instructional transformations enabled teachers to move beyond traditional textbook-oriented instruction and create more engaging learning environments. The study concludes that sustained and collaborative professional development plays a significant role in enhancing the pedagogical capacity of non-specialist English teachers and supports the effective adaptation of teaching strategies in vocational English classrooms. The findings contribute to the growing body of literature on out-of-field teaching and highlight the importance of providing continuous professional learning opportunities for non-specialist educators.
Shahrunif Binti Edi, Muhammad Hasbi, Riola Haya Nur· International Journal of Lan...· 0 citations
Teacher professional development is often designed from teacher self-reports or institutional assumptions, with limited contrast against students’ classroom experiences. This study analyzes didactic-pedagogical resource use and professional development needs in public educational institutions in Jipijapa, Ecuador, through a diagnostic-comparative approach that integrates teacher and student perspectives. A mixed-methods, descriptive-comparative design was applied using survey data from 206 teachers and 485 students in three public schools. The analysis examined didactic resource use, resource sufficiency, active methodologies, educational technology integration, perceived difficulties, and willingness to participate in training. Findings revealed relevant gaps between teacher-reported practices and student perceptions. Teachers reported frequent use of didactic resources and high willingness to participate in professional development, whereas students perceived a more moderate and less systematic classroom use. Teachers also reported marked insufficiency of didactic and technological resources. The study contributes a dual-perspective diagnostic framework for identifying pedagogical gaps and informing evidence-based, context-sensitive professional development interventions in public-school settings.
V. M. Macías, Na Gyun Yoon García, Liliana Vanessa Pisco Rodríguez et al.· Veredas do Direito· 0 citations
This study examines the role of practicing teachers in a microteaching course and its impact on developing student-teachers’ skills at an Indonesian public university. This study specifically aimed to 1) identify student experiences in microteaching sessions involving practicing teachers, 2) analyze the influence of this involvement on their teaching skills, and 3) explore the meaning of this collaboration from the students’ perspectives. Using a qualitative phenomenological approach, the research involved third-year student-teachers, four lecturers, and ten practicing teachers from secondary schools in Yogyakarta. Data were collected through interviews, classroom observations, and reflection notes, then analyzed using Interpretative Phenomenological Analysis with source triangulation and member checking for validation. First, regarding student experiences, practicing teachers’ presence created an authentic and reflective learning environment where student-teachers engaged in microteaching that closely simulated real classroom situations. Second, concerning the influence on teaching skills, this collaboration significantly enhanced student-teachers’ abilities to design realistic lesson plans, conduct interactive teaching, manage classrooms effectively, and provide reflective assessment through direct guidance, modeling, and professional feedback. Finally, from the students’ perspective, practitioners were viewed not merely as technical mentors but as mediators between theory and practice and as professional role models who helped shape their teaching identity and self-reflection. The study concludes that collaborative microteaching effectively bridges academic learning and practical pedagogy. Sustained implementation within teacher education curricula is recommended to strengthen university-school partnerships and prepare future-ready educators.
Nunik Sugesti, Amrih Bekti Utami, Ihtiara Fitrianingsih et al.· Edulite: Journal of English...· 0 citations
This study explores the experiences of Social Studies teachers in using Project Based Learning (PBL) in higher education institutions during Academic Year 2023–2024 as a basis for developing an instructional guide. Guided by an interpretative qualitative research approach, the study sought to answer two central concerns: (1) the stories teachers tell about how they use PBL in teaching Social Studies, and (2) the similarities and differences observed in PBL teaching among Social Studies teachers. Data were gathered through semi structured interviews with six Social Studies teachers from the College of Arts and Sciences at the University of the Visayas and were analyzed using thematic analysis. Findings revealed that teachers commonly use PBL to bridge theory and society, promote active participation and collaboration, and implement instruction through intentional planning and reflective practice. While teachers shared a common pedagogical foundation grounded in student centered and real world learning, differences in implementation emerged due to personal teaching pathways and contextual factors such as class size, subject matter, student readiness, institutional support, and available resources. Despite these variations, strong departmental alignment and shared curricular expectations contributed to consistency in PBL practices across the institution. The study concludes that Project Based Learning in Social Studies is both a shared and adaptive instructional practice anchored in common principles yet responsive to diverse teaching contexts. Based on these findings, the study recommends sustained professional development, strengthened institutional support, and the development of a flexible instructional guide that builds on teachers’ lived experiences. Future research may extend this inquiry by examining students’ perspectives and the long term impacts of PBL on learning outcomes in higher education.
Karen M. Dilao· International journal of res...· 0 citations
Teacher professional development has become a central concern in English language education as teachers are expected to respond to increasingly complex classroom environments, curriculum reforms, and learners’ diverse needs. Among various approaches to teacher development, reflective practice has been widely recognized as an effective means of promoting teachers’ professional growth. Drawing on the theoretical foundations established by Dewey and Schön and subsequent developments in TESOL research, this paper examines the role of reflective practice in the professional development of English language teachers. The study reviews major theoretical perspectives on reflective practice, discusses its contribution to teachers’ pedagogical knowledge, professional identity, decision-making ability, and lifelong learning, and analyzes the challenges associated with implementing reflective practice. The paper argues that reflective practice enables teachers to move beyond routine teaching by critically examining their beliefs and classroom experiences. It also highlights the importance of institutional support and collaborative reflection in sustaining professional growth. The findings suggest that reflective practice should be integrated into both pre-service and in-service teacher education programs to foster reflective, adaptive, and autonomous English language teachers.
Yuyin Sheng· Frontiers in Humanities and...· 0 citations
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