This paper highlights a segment of a larger study that examined the potential for CMC tools to foster reflective thinking among preservice teachers. Using a mixedmethods research design, the extent to which the CMC among six groups of preservice teachers was influenced by (a) the focus and structure of the CMC context, and (b) the interactions and social dialogue among peers was examined. Highl...

This paper reports the results from an exploratory study of K-8 pre-service teachers’ inductive reasoning. The analysis of 130 written solutions to seven tasks and 77 reflective journals completed by 20 pre-service teachers lead to descriptions of inductive reasoning processes, i.e. specializing, conjecturing, generalizing, and justifying, in the problem-solving contexts. The uncovered characte...

This paper is about teachers using technology in ‘ordinary’ conditions. It addresses the discrepancies between potentialities of technology and teachers’ aspirations with regard to technology use, and between teachers ‘ expectations and the actual carrying out of technology based lessons in the classroom as well as by unexpected episodes of uncertainty and improvisation that teachers experience...

Background: Current reforms in K-12 STEM education call for integration between science, technology, engineering, and mathematics (STEM). Such integration of STEM disciplines at the K-12 level offers students an opportunity to experience learning in real-world, multidisciplinary contexts; however, there is little reported research about teachers’ experiences in engaging in integrated STEM instr...

While the importance of reflective writing is widely acknowledged worldwide, lack exposure to systematic models enhance reflexivity a major concern among in-service teachers in many developing countries. This paper presents qualitative case study that aimed explore elements reflected by group English as Second Language through their writing. Specifically, it explored how wrote reflections befor...

This article focuses on how confession operates in contemporary discourses on reflective practices. By revisiting and mobilising Foucault’s genealogy of confession in relation to how reflective practices are mobilised in an in-service training programme for health care assistants (HCA) in elderly care, it is argued that the HCAs are shaped as their own confessors. It is further argued that we n...