Responding to The 2022 Revised National Curriculum’s emphasis on expanding school- and teacher-level autonomy in Korea, this paper reconceptualizes teacher autonomy in art education as an ontological and interpretive practice. Teacher autonomy is redefined as a hermeneutic practice, encompassing a dialogic reading of curriculum (Gadamer), a temporal cycle of reflective reconstruction (Pinar), and an aesthetic approach to professional judgment (Eisner). These perspectives position autonomy in art education as an interpretive capacity that informs curricular choices, critique, and assessment. The paper proposes “hermeneutic design” and an expanded “interpretive space” as guiding principles for art curriculum development. As a concrete model, the Teacher Design Team (TDT) is presented as a means for the collective enactment of hermeneutic autonomy, characterized by four interrelated features: horizontal co-design (fusion of interpretations), reflective dialogue (hermeneutic circularity), context-attentive planning (attention to time and place), and iterative revision (incorporation of past, present, and future). This study provides a theoretical foundation linking interpretation and artistic judgment, arguing that teacher autonomy in art education is realized through cyclical practices of understanding, reflection, interpretation, and reconstruction within classroom communities. It further outlines directions for narrative and design-based research on hermeneutic autonomy in teacher education.

This study aims to examine, from a new materialist perspective, how play videos function as active agents that encounter early childhood teachers and prompt them to re-envision their pedagogical gaze To this end, four early childhood teachers participated in an iterative process of filming, revisiting, and discussing videos of infants’ play. Data were collected over nine sessions from April to July 2024, including play videos, teachers’ play documentation, and recorded reflective dialogues. These materials were subjected to repeated review, analysis, and transformative writing. The findings reveal that play videos materialize teachers’ voices and the intra-active entanglements among infants, fostering practice of watching that attunes them to infants’ learning with one another. The shifting of the camera angle—from the teacher’s eye level to the infant’s perspective—enabled teachers to perceive these differences and interpret them as meaningful learning. In addition, play videos prompted teachers to imagine traces residing outside the frame and in the marginal spaces, encouraging a more profound attentiveness to infants’ learning. By revealing multilayered experiences, the videos enabled teachers to sensorially engage with and respect infants’ unique ways of learning, thereby leading toward ethical pedagogical practices. This study is significant in that it posits play videos as active agents that catalyze new modes of thought and pedagogical practices, reshaping how teachers interpret and respond to infants’ learning

This article draws on a Cooperative Inquiry (CI) to critically reflect on a participatory filmmaking project led by 13 female members of a Hong Kong labour rights organisation. Together, they co-produced a fictional short film that surfaced the emotional and relational dimensions of working-class family life – challenging dominant narratives in Hong Kong’s labour movement, which often prioritise political mobilisation and structural critique. Grounded in critical pedagogy, the CI explored how shared authorship facilitated participants’ conscientisation. Through dialogic reflection, we identified four interrelated mechanisms: cultivating the conditions of co-creation; repossessing authorship through dialogic collaboration; reclaiming technical control and narrative power; and refusing moral closure. The process culminated in a collective choice for an open ending, which embodied a situated praxis and a rejection of simplistic moral closure. We argue that participatory filmmaking, when rooted in ethical facilitation and shared authorship, offers a powerful medium for transformative learning in community-based settings.

This study investigates how academic advising is perceived by leaders in the field, highlighting the diverse viewpoints on its role, value, and impact within higher education. Through a novel combination of traditional qualitative research and duoethnography, we analyzed interviews with seventeen NACADA leaders alongside reflective dialogues between the authors. The findings illuminate key perceptions of advising, including its potential as a developmental and transformative practice, the challenges posed by transactional perceptions, and the ambiguity surrounding advisers’ roles and responsibilities. These perceptions reveal systemic barriers and opportunities that influence advising practices and student success. By exploring these dynamics, this study provides actionable insights for improving the understanding, practice, and institutional integration of academic advising. The research contributes to ongoing discussions by advancing a nuanced understanding of advising’s impact and offering strategies for fostering its alignment with institutional goals and student needs.

ABSTRACT This qualitative multiple-case study provides an empirically grounded analysis of teachers’ reflections on their professional wellbeing, which is essential for sustaining effective teaching practices. Specifically, the study explores (a) how teachers frame and understand their teaching practices through participation in appreciative inquiry-oriented reflective practice, and (b) how appreciative inquiry, including appreciative inquiry-oriented dialogue, mediates teacher reflective practice, continuous professional development (CPD), and teacher wellbeing. Data were collected from eight in-service EFL teachers in Iran through semi-structured interviews, follow-up interviews, teacher artefacts, informal conversations, and field notes. The analysis revealed four major themes: reflection as a key contributor to teacher wellbeing; the importance of multiscalar support; dynamic agentic interaction between teachers and their contexts; and appreciative inquiry facilitating reflective practice and CPD. Findings highlight the central role of reflective practice in maintaining professional wellbeing by promoting positive self-awareness of teaching practices, professional roles, and identity, alongside fostering a sense of ongoing growth. However, a lack of supportive relationships at multiple levels – including students, colleagues, institutions, and government – posed significant threats to wellbeing. Despite systemic challenges to their professional identity and practice, teachers demonstrated agency by creating teaching materials, adopting democratic teaching approaches, and engaging in action research. Appreciative inquiry further enhanced teachers’ self-efficacy and their capacity to actively shape their contexts, enabling them to identify strengths and practical areas for positive change. This study has implications for how the functional, adaptive, and motivational value of strengths-based reflective dialogue can be used to promote teachers’ continuing professional development and wellbeing in the workplace.

Addressing the urgent need for sustainable transformation in higher education, this paper explores how a collaborative action research group of teacher educators from different institutions contributed to higher education transformation through sustainable education approaches. Drawing on cultural–historical activity theory (CHAT), we analyze how cross-institutional partnerships fostered personal and professional development through digital collaboration, regular online meetings, and reflective dialogue. The study employed participatory action research, using weekly reflective journals and group meetings as mediating tools supporting sustained professional learning. Findings indicate that building common ground across institutional contexts and investing in trust-building cultivated a meaningful collaborative environment, a “third space” that mediated expansive learning and professional transformation. Within this space, the diversity of institutional backgrounds enriched the activity system, and productive contradictions served as generative mechanisms that catalyze expansive learning by exposing participants to diverse institutional perspectives. The study further shows that sustainable collaboration emerged not from formal institutional structures but from shared ownership, cultural alignment, and relational commitment. These social and cultural processes supported the development of systems-thinking, strategic-thinking, and interpersonal competencies supporting sustainable professional development. The study highlights the potential of sustainable cross-institutional spaces as a model for professional growth in higher education.

Implementing Adjunct Trauma-Focused Imagery Rescripting in Inpatient Treatment for patients who are underweight with comorbid eating disorders and PTSD: Therapist Challenges and the Supporting Role of Peer Group Supervision.

In today’s rapidly evolving organizational landscape, facilitation has emerged as a critical leadership competency that moves beyond traditional command-and-control models toward participatory decision-making, shared ownership, and reflective dialogue. This conceptual paper explores how facilitative leadership enhances collaboration, trust, and organizational adaptability within Maldivian institutions. Drawing on transformational leadership, relational coordination, and organizational readiness for change theories, it synthesizes recent literature (2020–2025) to highlight facilitation’s growing relevance across the civil service, education sector, local councils, and NGOs. In the Maldives, leadership remains shaped by hierarchical traditions; however, ongoing decentralization and governance reforms provide fertile ground for facilitative approaches to flourish. The paper argues that facilitative leadership strengthens coordination, deepens trust, and builds institutional resilience. It concludes that integrating facilitation into leadership development and capacity-building programs can foster a more inclusive, adaptive, and trust-based organizational culture across Maldivian institutions.

ABSTRACT This article has two main aims: first, to discuss the concept of perezhivanie from a cultural-historical perspective and its relation to the learning process and second, to present examples of perezhivanie’s significance for learning opportunities in Gymnastics coach education. Using dialogical reflection based on the critical companionship method, initial, university-based and continuous professional education will be discussed through our position as educators involved in university and national governing body projects. The article discusses the interconnected role of learning, motivation, and affectivity influenced by the constitution of coaches’ subjectivity. Within this process, emotional and social aspects are related to coach education’s pedagogical strategies. Thus, the study proposes discussions between pedagogical and psychological approaches, better informing the planning of institutional programmes for Gymnastics coach education.

ABSTRACT This study focuses on the process by which doctoral researchers construct epistemic sovereignty and control in AI‐assisted writing. This study employs a duoethnographic approach to analyse the reflective dialogues of two multidisciplinary doctoral researchers. It examines their use of ChatGPT and DeepSeek for academic writing through a theoretical framework of self‐training, epistemic construction, and epistemic friction. The main findings are as follows: (1) The quasi‐subjective language output presented by GenAI tools blurs the academic identity boundaries of researchers, prompting doctoral researchers to reevaluate their initiative in writing; (2) There is a significant tension between the synchronous generation logic relied upon by GenAI and the inherent diachronic reasoning methods of human beings, revealing the epistemic contradiction between the pursuit of efficiency and in‐depth exploration; (3) Although the standardised responses of GenAI may potentially suppress academic innovation, they can also inspire researchers to develop a reflective resistance strategy, thereby promoting epistemic creation and breakthroughs. Based on the findings, this study explains the core process of how doctoral researchers, in human‐computer interaction, can activate a self‐regulation mechanism to cope with epistemic friction and, in the long run, achieve epistemic symbiosis and the production of original knowledge.

Abstract The development of healthy school environments increasingly relies on empathetic and collaborative leadership, with pedagogical coordinators playing a central role in fostering emotional well-being, trust, and inclusion among all school actors. This study discusses humanized pedagogical leadership as a transformative approach that integrates emotional intelligence, empathy, and mediation skills into school management. Drawing on recent literature, it emphasizes how coordinators who engage in reflective dialogue, nonviolent communication, and collaborative decision-making contribute to effective conflict resolution, teacher motivation, and a stronger sense of belonging. Furthermore, empathetic coordination enhances the psychosocial climate, reduces burnout, and supports professional growth across educational contexts. By highlighting the coordinator’s function as a relational leader capable of building trust and collective purpose, the paper underscores the importance of humanized leadership as a foundation for sustained educational well-being and institutional resilience. Keywords: Humanized leadership; pedagogical coordination; empathy; emotional intelligence; collaborative school climate; well-being.

Our Frame is Everything: Insights from a Reflective Dialogue on Positionality in Evaluation

This study aims to analyze how urban families in Mataram City educate their children in faith amid the algorithmic era. The research is based on shifts in family education patterns due to the penetration of digital technology, which has displaced parental authority, created communication fragmentation, and challenged the continuity of religion's role in guiding children's learning. A descriptive qualitative approach with a multi-unit case study design was employed. The research involved five urban families in Mataram City, selected purposively based on their active use of digital devices, parental involvement in children's education, and the application of religious values in daily life, all of which were relevant to the study's focus. Data were collected through in-depth interviews, participatory observation, and documentation, and were then analyzed thematically and interactively with methodological and source triangulation to ensure validity. The findings reveal that digital education and religious values complement each other in maintaining intergenerational harmony. First, the shift of educational authority from parents to digital sources is addressed through collaboration between moral values and technology at home. Second, the fragmentation of communication caused by gadget dominance is mitigated by creating moments of togetherness and reflective dialogue among family members. Third, religious values serve as a moral compass that guides the ethical and responsible use of technology. The study concludes that educating faith amid algorithms means integrating technology with spiritual and relational values, rather than rejecting digitalization. These findings underscore the importance of fostering family-based humanistic digital literacy that strikes a balance between technical competence and ethical and spiritual awareness.

This article aims to analyse the Integrative Academic Supervision Strategy of Madrasah Principals for Teacher Professionalism Development as an effort to improve teacher professionalism. This study uses a qualitative approach with a descriptive research type. Data were collected through in-depth interviews, participatory observation, and documentation study, then analysed through the stages of data reduction, data presentation, and interactive conclusion drawing. The results showed that the madrasah principal successfully integrated the three functions synergistically. The managerial function was manifested in systematic and participatory supervision planning. The pedagogical function was evident in teacher development through reflective dialogue and professional training. Meanwhile, the evaluative function was applied through continuous assessment accompanied by constructive follow-up. The integration of these three functions not only improved teachers' pedagogical competence but also fostered a collaborative and reflective culture in the madrasah environment. This article contributes to the development of Islamic education management studies by strengthening the concept of integrative academic supervision that positions the madrasah principal as an instructional leader and agent of change in improving the quality of education.

Bullying, once perceived as a phenomenon confined to adolescence, is increasingly recognized in early childhood education. Although frequently overlooked or rationalized as playful interaction, behaviors such as name-calling, pushing, toy-snatching, or social exclusion represent forms of bullying that can disrupt children’s social, emotional, and moral development. This study aims to design a bullying prevention model through character education in Early Childhood Education (ECE) institutions located in Blimbing District, Malang City, Indonesia. A qualitative multi-site approach was employed, involving observations, interviews, and documentation in three institutions: TK Muslimat NU 14, TK Al Hadi Kids Campus, and TK ABA 12. Data analysis used the Miles et al model, covering reduction, display, and conclusion drawing. The findings revealed that bullying in ECE typically manifests in verbal (mockery, nicknames), physical (pushing, snatching toys), and social (exclusion from play) forms. Teachers and schools applied three major strategies: responsive (immediate intervention and dialogue), reflective (morning circle discussions and value reflection), and participatory (collaborative play and social responsibilities). These strategies align with the dimensions of the Profil Pelajar Pancasila—piety, mutual cooperation, critical reasoning, independence, and noble character. Based on these insights, the study proposes a four-pillar Bullying Prevention Model: positive habituation, reflective dialogue, collaborative play, and school–parent partnership. This model offers a holistic framework for building safe, inclusive, and character-based learning environments in ECE.

This autoethnographic essay explores the concepts of mobility and literacy development by unpacking my rural, Queer journey—from closeted farm kid to openly Queer educator to rural, Queer scholar. To guide this autoethnography, I used five grounding texts, each explicitly reflecting rural Queer literacies. These texts were points of inquiry acting as earworms, continuously reminding me of my own rural Queer literacies. Following this dialogical reflection, I reference three understandings related to rural and Queer literacy development focusing on mobility, literacy as identity kits, and the influences of cis-heteronormativity and metronormativity. These understandings underscore the fluidity of mobility as it relates to literacy development, while also illustrating how mobility can complicate lifeworlds and challenge assumptive narratives of rurality and Queerness.

This study examines DidakTekQuest, a board game designed to enhance Continuing Professional Development (CPD) for in-service educators by integrating Game-Based Learning (GBL) with Reflective Practice-based Learning (RPL). Framed within a design-based research methodology, the paper analyses the game's intended design to explore how it can cultivate collaboration, dialogue and reflection to promote in-service educators’ understanding of digital technology in their teaching practices. Drawing on theoretical frameworks including the concept of double stimulation, the study demonstrates how game elements can stimulate agency, dialogue and pedagogical exploration. The results highlight the potential of game-based learning to stimulate reflective dialogue and critical thinking that enable educators to meaningfully incorporate digital tools into their teaching practices.

Novice teachers often struggle navigating the complexities of in-service teaching practices when transitioning from education and practice, leaving them feeling unprepared without support structures. Tool-based mentoring can scaffold reflective practice by enabling teachers to collaboratively analyse video-recorded teaching episodes, supporting professional development, self-efficacy, and well-being. This study examines the use of collaborative 360-degree video in virtual reality (360VR) as a reflective mentoring tool for novice teachers in Danish primary and lower-secondary schools. Grounded in Reflective Practice-Based Learning (RPL) and situated within a broader design-based research (DBR) project, the study focuses on how teachers and mentors experience and reflect on the potentials and limitations of immersive technologies for scaffolding shared reflection around classroom management situations. Following each VR-mediated mentoring session, participants engaged in structured debriefing interviews, which have been thematically analysed. Four themes emerged from the analysis (1) immersion allows for re-experiencing authentic situations, (2) shared immersion affords multiple perspectives, (3) cycles of action and reflection link VR and practice, and (4) implementation perspectives. Findings highlight the potential of collaborative 360VR to mediate and scaffold reflective practice by creating create an immersive, shared space for reflective dialogue. The findings however also highlight technical and organisational challenges in terms of implementation. By engaging with participants' reflections during debriefings, this paper contributes to ongoing discussions about using immersive technologies to support newly graduated professionals' development through reflective practice.

Socratic pedagogy is an approach to teaching that encourages questioning mainstream practices without being judgmental, aiming to foster understanding, empathy, and more objective reflections on reality. This study investigates the impact of implementing Socratic pedagogy on student teachers’ critical awareness skills during their participation in a Spoken English course at ESEF Berrechid, Morocco. Grounded in the principles of dialogic and reflective teaching, the research seeks to explore how sustained engagement with Socratic questioning can support the development of higher-order thinking, ethical reasoning, and culturally sensitive perspectives among future educators. Adopting a qualitative research design, the study involved first-year student teachers over the course of one academic year, providing them with continuous opportunities to engage in reflective dialogue, critical inquiry, and collaborative discussions. Data were collected through multiple sources, including individual interviews, focus group discussions, and detailed classroom observations, which documented students’ verbal contributions, interactions, and responses to instructional prompts throughout the intervention. The findings reveal a significant enhancement in students’ critical awareness of political, economic, and cultural dimensions that influence language teaching contexts. Participants demonstrated a nuanced understanding of how policy decisions, institutional priorities, and socio-economic factors shape educational practices, and they developed the capacity to critically examine taken-for-granted assumptions within their learning environment. Additionally, students expressed a greater appreciation for cultural diversity and inclusion, recognizing the value of multiple perspectives in fostering a more equitable and effective classroom. Beyond knowledge acquisition, the intervention appeared to positively impact students’ attitudes, encouraging them to express ideas confidently, engage in reflective discussions, and adopt a more questioning and inquisitive stance toward both theory and practice. Overall, the yearlong Socratic pedagogy intervention proved effective in cultivating critical reflection, awareness, and empathy among student teachers, suggesting its potential as a transformative approach in teacher education. The study highlights the importance of incorporating dialogic and inquiry-based teaching strategies into teacher preparation programs, not only to enhance linguistic and pedagogical competencies but also to foster socially aware, reflective, and ethically responsible future educators. These findings contribute to the growing body of research advocating for pedagogical approaches that bridge critical thinking, reflective practice, and cultural awareness in educational settings.

ABSTRACT Early childhood education lays the foundation for lifelong learning, yet professional development in this field often emphasizes curriculum delivery over children’s lived experiences. To bridge this gap, a professional learning initiative, Early Learning Through the Lens of the Child, was developed from 2022 to 2024 by educators, instructional leaders, and early childhood experts. The initiative offers a responsive, child-centered framework that is grounded in Kolb’s Experiential Learning Cycle. The initiative centers around six Essential Child Experiences: agency, relevance, collaboration, exploration, cognitive challenge, and rich communication. This paper presents a multi-phase process evaluation of the initiative’s development, refinement, and implementation across three educator cohorts. Professional learning opportunities served as experiential spaces where participants practiced applying the framework, engaged in reflective dialogue, and provided iterative feedback. Results demonstrate a feasible implementation design with high levels of educator engagement, growing confidence, and increasingly sophisticated integration of child-centered practices. Key facilitators included peer collaboration and adaptive facilitator support, while challenges such as time constraints and initial uncertainty were mitigated through design modifications. Findings highlight a replicable, theory-informed model for professional learning that centers the child’s perspective and aligns pedagogical vision with practical application across diverse early learning environments.