Pedagogical Reflection Research Articles

Reflective and Technology-Integrated Pedagogy for Mathematics Teacher Education

This study explores the integration of reflective pedagogy and technology-enhanced instruction in mathematics teacher education. In response to the growing complexity of 21st-century classrooms, teacher preparation programs must equip educators with the capacity for critical self-assessment and technological proficiency. This research adopts a library research approach by systematically reviewing relevant literature from scholarly journals, books, and academic reports. Through thematic analysis, five key findings were identified: (1) reflective practices promote continuous professional development, (2) technology integration increases student engagement and conceptual understanding, (3) the combination of reflection and technology strengthens teachers’ technological pedagogical content knowledge (TPACK), (4) collaborative and reflective professional development enhances instructional implementation, and (5) integration challenges such as lack of confidence and pedagogical alignment require ongoing support. The study concludes that merging reflective pedagogy with technology integration creates a comprehensive framework for preparing adaptive, self-aware, and innovative mathematics educators. This integrated model provides valuable insights for the design of teacher education programs and underscores the need for professional development structures that foster both reflective and technological competencies. Future empirical research is recommended to validate these findings in classroom contexts and to assess their long-term impact on teaching outcomes.

From Awareness to Practice: Indonesian Pre-Service English Teachers’ Perceptions and Implementation of Intercultural Communicative Competence

Intercultural communicative competence (ICC) is critical in English language education, especially in preparing future teachers to address cultural diversity in the classroom. Despite growing awareness of ICC, challenges remain in how pre-service teachers perceive and plan to implement ICC in their future teaching practices. This study investigated Indonesian pre-service English teachers’ perceptions of ICC objectives and their intended integration into English language instruction. Conducted at a university in Central Java, Indonesia, the study involved 19 undergraduate pre-service English teachers who completed a questionnaire, all of whom were invited to participate in follow-up interviews. The questionnaire responses were analyzed using descriptive statistics, while interview data were examined through thematic analysis. The findings indicate that participants generally acknowledged the importance of ICC, particularly the knowledge dimension—such as understanding non-verbal behaviors, taboos, and levels of formality—and, to a lesser extent, attitudes like suspending judgment. However, responses also revealed inconsistencies, as many participants favored teacher-centered approaches focused on presenting cultural facts, with limited attention to deeper cultural engagement or student-centered activities. Although some participants demonstrated more comprehensive and reflective approaches, the findings suggest that many pre-service teachers have a fragmented understanding of ICC and lack clear strategies for its classroom integration. These results highlight the need for teacher education programs to explicitly address ICC objectives, foster critical intercultural awareness, and promote reflective pedagogies that support effective ICC implementation in future English language classrooms.

Enquiry on a page: To what extent do whole school mandated processes develop the enquiry mindset of teachers?

This study explores the development of an enquiry mindset among teachers through the “Enquiry on a Page” (EoaP) process, a mandated whole-school initiative responding to shifts in educational policy emphasising evidence-informed practices. Existing literature underscores the importance of structured professional development in fostering such mindsets (Tripney et al., 2018; Sharples et al., 2019). The research involved semi-structured interviews with five teachers, selected based on survey responses to explore diverse perspectives. Thematic analysis revealed perceived benefits of the EoaP process, alongside challenges related to autonomy and workload. The findings indicate that while the EoaP process can enhance pedagogical reflection and collaboration, it must be tailored to individual teacher needs to maximise engagement and effectiveness. This study contributes to the discourse on action research in education by providing insights into the complexities of implementing systemic change in professional development practices.

English Language Teachers' Knowledge, Use, and Perceived Effectiveness of Action Research for Professional Development

In light of evolving pedagogical frameworks and increasing challenges in English Language Teaching (ELT), effective professional development is essential for teachers striving to enhance their practices. Action research is a pivotal strategy for teachers' professional development, fostering an adaptive learning environment through reflective pedagogy. While teachers have implemented action research, its engagement among secondary-level English language teachers remains underexplored, particularly regarding their knowledge, use, and perceptions of its role in professional growth. The study aimed to identify secondary-level English language teachers’ knowledge, use, and perceived effectiveness of action research as a tool for professional development. The research employed a quantitative survey approach, focusing on English language teachers in private and public schools in Nepal, with a particular emphasis on those in the Sunsari district. A sample of 200 teachers was selected using a simple random sampling strategy, and a structured questionnaire was administered online via Google Forms. The collected data were analyzed using a bivariate analysis approach with SPSS. A chi-square test was conducted to assess the association between the variables, while Phi was employed to determine the significance of these relationships. The study examined the association between independent variables (such as sex, level of teaching, type of school, and academic qualification) and dependent variables (including use of action research, knowledge of action research, and perceived effectiveness of action research). The findings indicated no significant statistical association between the independent and dependent variables. However, the study concluded that the majority of teachers perceived action research as valuable for problem-solving, increasing professional confidence, promoting career advancement, fostering transformative agency, and enhancing teacher collaboration. It suggests that teachers could benefit from more effectively integrating action research into their teaching practices for professional development and transformation.

Tools for assessing ball skills based on game scenarios: a systematic review and related insights

BackgroundPhysical education teachers commonly use single or combined technique tests to assess to assess the skills performance of their students, but these tests still have limitations for ball skills that involve the perceptual-cognitive system and urgently need to adopt ball skill assessment tools based on game scenarios for evaluation.ObjectiveTo provide a systematic review of ball skills performance assessment tools based on game scenarios, provide references for the development, application and pedagogical reflection of related tools.MethodsComputer searches of the Web of Science (WOS), PubMed, Scopus, SPORT Discus, and SciELO databases were conducted. Two researchers independently selected documents, and extracted information.ResultsSixteen tools for the assessment of ball sport skills performance based on game scenarios were obtained. Depending on the item being assessed, the tools can be divided into comprehensive item assessment tools (4) and single item assessment tools (12); depending on the phase of the sport being assessed, the tools can be divided into offensive phase skill performance assessment tools (15) and defensive phase skill performance assessment tools (10); depending on the type of skill being assessed, the tools can be divided into with-ball skill assessment tools (14) and without-ball skill assessment tools (15). The WOS database contains eight of these tools, and the Game Performance Assessment Instrument, Performance Assessment in Team Sports, Sistema de avaliação táctica no Futebol and Game Performance Evaluation Tool have a citation frequency of more than 100 citations and an average annual citation frequency of more than 10 citations. 87.5% and 50.0% of the tools passed inter-observer reliability and intra-observer reliability. 100.0% of the tools passed content validity and 37.5% passed structural validity.ConclusionsBall skill assessment tools based on game situations can evaluate students' technical and tactical performance in real game scenarios, reflecting their sports decision-making and awareness of thinking. In practice, ball sport skills performance can be assessed, fed back and improved through four stages of tool selection, observation recording, data analysis and data interpretation, depending on the actual situation. Based on the development ideas of foreign ball skills performance assessment tools, the following insights are proposed: 1) to promote the development and improvement of single ball skills performance assessment tools; 2) to select reasonable and effective tools for assessment according to the teaching progress; 3) to provide suitable assessment tools for the training and selection of reserve talents; 4) to push PE teachers to explore the structured teaching of ball skills.

Pedagogical reflections from a transnational PhD course in ageing

This article is based on an interdisciplinary PhD course on ageing societies. The course brought together researchers, practitioners, and PhD students representing diverse welfare regimes and scientific traditions. It departed from the assumption that learning is a process involving both cognitive, emotional, and social dimensions. It was inspired by three collaborative learning theories and contained a number of non-traditional learning activities. The students' motivation during the course was exceptionally high, and as teachers and organisers we became interested if this could be understood through the theory of resonance pedagogy. The article presents parts of the course documentation. Activities and students’ responses are described and discussed in relation to the pedagogical inspirations. Rosa’s resonance pedagogy is used as a theoretical framework in a final synthesising discussion. Diversity in scientific orientations, national backgrounds, learning activities, and using collaborative pedagogical thinking can support a learning environment with potentials for resonance.

Ethical and pedagogical reflections around serious games in patients education (PE): : Can we play with our health?

The serious game in healthcare, part of the e-health segment, aims to develop, in a fun and educational way, the skills needed for better day-to-day management of chronic diseases in patients and their families, using video games as part of patient education (PE) programmes. Several ethical questions have been raised concerning the introduction of gamification into health education activities, particularly in PE. This descriptive research aimed to identify the obstacles and levers to using edutainment practices with adult patients. Researchers conducted the study using a mixed-method approach. It included a descriptive, quantitative study utilising a standardised survey administered to 120 PE programme coordinators. The aim was to collect quantitative data on using serious games in adult PE programmes through questionnaires. The qualitative study was based on semi-structured interviews with caregivers and patients participating in a serious game designed to explore user practices, assessments and feedback. The quantitative study shows that games still play a minor role in the educational system of PE programmes, and that card games are the most popular type of play media used. Professionals expect games to enable interaction between players and patients.The qualitative study shows that elements relating to digital ethics were most strongly evoked among healthcare professionals. Both populations expressed a favourable stance on the ethical issues raised by the use of digital technology and gaming in healthcare, considering these practices to be perfectly acceptable. Gamification means patients are able to get a glimpse of new opportunities in their care pathways. To be ethically permissible, caregivers are asked to be tutors and debriefers, which is essential to the educational process for the patients.

MARTIN HEIDEGGER'S EXISTENTIALISM AS A PARADIGM IN ISLAMIC RELIGIOUS EDUCATION

This research explores the application of Martin Heidegger's existentialist philosophy, especially the concept of Dasein, as a paradigm in Islamic Religious Education. This research examines how Heidegger's principles- self-awareness, freedom, and moral responsibility- can overcome the limitations of traditional dogmatic approaches in Islamic Religious Education, which often lack reflection. Using qualitative-descriptive methods and philosophical analysis, this research integrates Heidegger's existentialism with reflective pedagogy to offer an innovative teaching model. Data were collected through extensive literature observations and analyzed using qualitative content analysis, focusing on thematic reduction, categorization, and interpretation. Findings show that the existentialist approach fosters critical thinking and spiritual awareness, enabling students to authentically internalize Islamic values ​​and adapt them to modern challenges. This paradigm shifts the teaching of Islamic Religious Education. from rote memorization to a dialogical method, increasing moral responsibility and authentic self-development. Despite challenges such as resistance from traditional educators and curriculum limitations, this research highlights the transformative potential of existentialism in forming reflective and morally mature students.

Exploring early career academic teacher identities: using the audio diary method for reflection and research

ABSTRACT Little is known about what may help early career academics reflect on everyday pedagogical interactions to develop an academic identity with a deep care for teaching. This study explored the use of the audio diary method, a promising tool that can transform the way we support pedagogical reflections among early career academics at a research-intensive university as well as generate data on university teacher identity formation. Our research involved six early career academics who maintained an audio diary over two months and participated in a two-hour focus group interview. Through a narrative approach and meaning condensation of the qualitative data, we discovered that narrating pedagogical interactions via an audio diary can enhance early career academics’ pedagogical reflections and contribute to their teacher identity formation. We found that the audio diary method, when used in conjunction with other tools, holds immense potential as a research method and a pedagogical reflection tool.

A critical approach to SDGs through Collaborative Online International Learning: experiences from Canada and Spain

IntroductionThe Collaborative Online International Learning (COIL) is described as a pedagogical experience linking the classrooms of two or more higher education institutions across culturally and linguistically differentiated regions. COIL intends to provide academics and students with the ability to communicate and collaborate with peers internationally through online interactions. During the Fall of 2021, this collaboration involved the Universitat Jaume I (UJI), located in the city of Castelló de la Plana in Spain and Algoma University, located on the traditional territory of the Anishinaabek Nation, as well as the homelands of the Métis Nation. The student profiles, each institutions’ geographical locations, as well as the linguistic, cultural and critical approaches to teaching and learning provided ample opportunities and challenges for the development and implementation of this experience.MethodsThe purpose of this paper is to provide a pedagogical reflection on the development of a 5-week module taught together during three academic years. The authors provide an account and reflection of their collaboration centered on the institutional challenges and opportunities that currently exist for courses that aim to engage Indigenous and critical/ecological thinking.Results and discussionThe background of the collaboration leads to a detailed analysis of the context of COIL implementation and the reflections on the modules’ development and improvement. Our recommendations are based on lessons learned from the substantive and technical challenges and opportunities on the complexity of teaching about contemporary ecological/social issues, as well as the tools required to inspire future activists.

Implementation of Mathematics Teaching Module Based on Reflective Pedagogy Paradigm (RPP) at Taruna Nusantara High School

Implementation of Mathematics Teaching Module Based on Reflective Pedagogy Paradigm (RPP) at Taruna Nusantara High School

Incorporating Signature Pedagogies into Library Instruction Through Reflective Pedagogy

abstract: Librarians provide instruction for students across disciplines, each with their own teaching and learning practices. An exploration of signature pedagogies will help librarians develop a deeper understanding of student learning. This article identifies reflective pedagogy as a teaching strategy librarians can use to expand upon this learning by integrating signature pedagogies into the library instruction classroom. A replicable framework is detailed throughout the article to guide librarians as they develop library instruction that uses reflection to contextualize information literacy within a disciplinary lens and help students make connections to their growing knowledge structures.

Chasing Meaningfulness in Spanish Physical Education: Old and New Features

Purpose: The meaningful physical education (PE) approach aims to prioritize meaningful experiences for and with learners. However, most of the previous literature has been produced in a particular context: English-speaking countries. Thus, the goal of this study was to analyze positive experiences in Spanish PE using this approach. Method: A qualitative research approach based on open-ended questions was implemented among 454 preservice teachers. A modification of the reflexive thematic analysis approach was adopted to include the Meaningful PE features. When responses did not fit into any of the existing features and clustered around new themes, we proposed new features. Results: Positive experiences were predominantly explained by the features of the Meaningful PE approach, although some testimonies could not be categorized under the established features of this model, leading to the proposal of three new features: novelty, teacher interpersonal style, and relief. Discussion/Conclusion: These findings suggest the use of democratic and reflective pedagogies to connect with the needs of contemporary learners. By adopting this approach, it will be possible to make PE a site for inclusion and a life-wide learning space.

About This Issue

This issue of the Journal of the International Society for Teacher Education (JISTE), titled Fostering Inclusive and Reflective Pedagogies: Advancing Education Through Equity, Collaboration, and Student Engagement, explores innovative and diverse approaches to teacher education by reflecting on the intersection of identity, collaboration, student motivation, and inclusive pedagogies across global contexts. Featuring case studies, research, and reflective essays from Bhutan, Ghana, Canada, and the United States, the articles address key topics such as equitable disciplinary practices, the inclusion of neurodiverse learners, and interdisciplinary collaboration between educators and support staff. Emphasizing the importance of culturally responsive teaching, professional development, and reflective practice, this issue highlights how these approaches foster student engagement and enhance educational outcomes. By examining how varied national contexts respond to the challenges and opportunities in contemporary education, this issue provides valuable insights for educators, researchers, and policymakers.

Suicide in Italian prisons: critical issues and opportunities for pedagogical reflection

The difficulties objectively present in the Italian prison system (overcrowding, lack of resources, inadequate facilities) make it even more difficult to achieve its main objective, namely re-education, as clearly expressed in national legislation. In this contribution I try to reconstruct the context that led to the numerous suicidal events that occurred in 2024; thus, the priority, increasingly urgent at a national level, of putting the process of change that the prisoner faces during his journey back at the center of the penitentiary system is outlined, supported by various figures, all protagonists of his re-education. Il suicidio nelle carceri italiane: criticità e occasioni di riflessione pedagogica. Le difficoltà oggettivamente presenti nel sistema carcerario italiano (sovraffollamento, mancanza di risorse, strutture inadeguate) rendono ancor più complicato il raggiungimento del suo principale obiettivo, ovvero la rieducazione, come espresso chiaramente nella normativa nazionale. In questo contributo cerco di ricostruire il contesto che ha portato ai numerosi eventi suicidari avvenuti nel 2024; si delinea così la priorità, sempre più urgente a livello nazionale, di rimettere al centro del sistema penitenziario il processo di cambiamento che il detenuto affronta durante il suo percorso, sostenuto da varie figure, tutte protagoniste della sua rieducazione.

Pedagogical Reflections and Practices of Prospective Elementary Teachers Through Video-Based Lesson Analysis

The importance of teachers' thinking and practices in designing 21st-century student-centered learning has garnered increasing attention. Teachers are expected to possess the ability to create innovative and responsive instructional designs that cater to students' needs. This skill development must begin during teacher training programs. This study aims to analyze the reflections of prospective elementary teachers on the development of their pedagogical competencies through video-based lesson analysis (VBLA) as an initial part of lesson study. Using a descriptive qualitative research approach, the study involved 159 pre-service elementary teachers. Data were collected through instructional video screenings, observation sheets, questionnaires, and group discussions. The findings reveal that 6% of the participants demonstrated in-depth analysis, while 52% provided general yet less detailed evaluations. A key weakness identified was the lack of variation in teaching methods, with suggested solutions such as the use of deeper questioning to stimulate student discussions. This study emphasizes the importance of strengthening prospective teachers' metacognitive skills, particularly in conducting critical and reflective analysis, identifying instructional weaknesses, and redesigning lessons based on critical reflection. The integration of VBLA in teacher education is crucial to ensuring that prospective teachers acquire the necessary skills to design effective, student-centered learning.

Challenging techno-solutionism in engineering education. Ethical and pedagogical reflections for sustainability

Techno-solutionism in engineering education presents important ethical questions and risks to sustainability. It is necessary to reframe the role of technology in engineering education by evaluating the ethical implications of technologies; thus shifting the focus from “is it technically possible to develop this technology?” to the question “should we develop this technology?”. Ethical engineering education must foster critical and open discussion on the role of technology in (un)sustainability to challenge techno-solutionism.

On powerful knowledge as a policy concept and sociological theory

ABSTRACT The aim of this article is to analyze Michael Young’s and Johan Muller’s revisit of the origins of the concept of powerful knowledge. The background and theoretical framing of the analysis consist in an ongoing debate regarding similarities and differences between Anglophone and German-Nordic approaches to frame teaching and pedagogical practice conceptually. The methodological approach applied is hermeneutical text analysis of significant contributions by Young and Muller. The result of the analysis focus four critical issues. Firstly, emphasizing the importance of an epistemological analysis of curricular knowledge, the social realist reasoning appears valid primarily within Anglophone education research. Secondly, powerful knowledge represents instructional reductionism, separating epistemological analysis from pedagogical reflection, unlike Didaktik, which treats them relationally, considering the educative dimensions of contents. Thirdly, in comparison with Durkheim’s and Bernstein’s theories, powerful knowledge seems more like a policy concept. Fourthly, as I appreciate Bernstein’s theoretical approach to conceptualizing sociology of knowledge, I argue also that pedagogy or education requires a similar level of conceptual clarification. The conclusion of the article is that given that Education as an autonomous academic discipline, like sociology or psychology, Education requires an independent ontological and epistemological curricular base. Thus, education is not be reduced to a field of practical application, as is the case with Young and Muller.

PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF DIAGNOSTIC ACTIVITIES OF FUTURE TEACHERS

Based on modern realities and requirements of society, it is considered that the leading task of professional and pedagogical training of future teachers should be the formation and development of the teacher’s personality, which involves comprehensive psychological and pedagogical support for diagnostic activity, variable use of the entire set of basic theoretical provisions and practical skills, vision of the problem in pedagogical phenomena, understanding of others, readiness to take the position of a student, and ability for pedagogical reflection, for critical assessment of oneself in various planned and spontaneously arising pedagogical situations. The purpose of the study is to reveal the essence of the concept of “support for diagnostic activity” and to consider the main provisions of psychological and pedagogical support for the preparation of future teachers for diagnostic activity. Research methods are as follows: analysis, synthesis and systematization of philosophical, psychological and pedagogical, and methodical studies devoted to the problem of psychological and pedagogical support of diagnostic activity of future teachers, formation of readiness of future teachers for diagnostic activity, in particular, formation of their readiness for diagnostic activity in the process of professional training at university, to study the state of the problem and theoretical justification of the need for it; comparative analysis, generalizations, which make it possible to highlight the main provisions of psychological and pedagogical support for the training of future teachers for diagnostic activities. In the course of the research, it was found that the support of diagnostic activity is psychological and pedagogical support, which is considered as an activity that ensures the consideration of individual capabilities and abilities of the participants of professional training; contributes to the development of that special, peculiar thing that is embedded in the personality from nature or that was acquired with individual experience. Regarding diagnostic activities, it is important to interpret the process of psychological and pedagogical support as a set of diagnostic tools, procedures, and methods that ensure the creation of the necessary emotionally favourable atmosphere and tolerant relations during interpersonal communication, which is the basis of individual, psychological and professional development of future teachers, as well as productive use of diagnostic tools based on the principles of pedagogical interaction, cooperation and co- creation. Methodical support of professional training of students for diagnosis provides conditions for them to acquire experience of diagnosis and self-diagnosis of individual support of professional development, understanding of their importance in professional formation and increasing the effectiveness of professional training in forming their readiness for diagnostic activity. In the course of professional training of future teachers for diagnostic activities, psychological and pedagogical support of diagnostic activities ensures a logical relationship of actions, processes, and regularities. The teacher as a subject of diagnosis activates the mechanism of implementation of diagnostic procedures: needs, motives, incentives, resources, reserves, and active actions of students (objects of diagnosis), establishes feedback and controls the actions of all participants of professional training. It has been concluded that the effectiveness of preparing future educators for diagnostic activity is determined by a system of diagnostic actions implemented under specially created pedagogical terms. This process involves the interaction of these terms, tools, and diagnostic self-development instruments for each student to foster their readiness for diagnostic activity.

Third space pedagogy: teaching gender and sexuality in the European classroom

ABSTRACT This article explores the author's approach to teaching Religious Studies with a focus on gender, sexuality, and feminist pedagogy. In a predominantly white and cis-hetero-male field, the author intentionally incorporates feminist perspectives to create an inclusive and supportive classroom environment. Additionally, their teaching on South Asia, particularly Sri Lanka, involves engaging predominantly white students who are interested in feminist approaches. The author draws on bell hooks’ and Chandra Mohanty's work to conceptualise a decolonial classroom as a feminist pedagogy – as well as the problems that a focus on the North-American classroom, prevalent in current pedagogical reflections entails. The feminist European classroom recognizes itself as a Third Space (Homi Bhabha), where power structures are made visible, and translation between students’ experiences and academic knowledge takes place. Teaching gender and sexuality in disciplines not originally designed for them is seen as a disruptive and transformative act.