Bridging the Epistemological Gap: Scaffolding Action Research for Educational Practitioners and Students through a Structured Workbook

Theoretical and Methodological Foundations of Inquiry-Based Teaching: Considering the Potential of Materials for Interaction and Intellectual Work

Examining Pre-Service Teachers’ Reflective Narratives in Science 102: A Solo Taxonomy Approach to Pedagogical Growth and Instructional Decision-Making

This study examines the reflective narratives of third-year pre-service science teachers enrolled in Science 102 at Dalubhasaan ng Lungsod ng San Pablo, focusing on lesson planning and instructional decision-making through the lens of the Structure of Observed Learning Outcomes (SOLO) taxonomy. Reflective practice is recognized as a cornerstone of teacher education, yet the depth and quality of student reflections often vary, ranging from procedural descriptions to more integrated pedagogical reasoning. To address this variability, the study employed a qualitative approach, collecting data through validated open-ended questionnaires and analyzing responses according to SOLO’s hierarchical levels of cognitive complexity. Findings indicate that while many pre-service teachers produced multistructural reflections, focusing primarily on isolated aspects of lesson design, only a smaller number progressed to relational and extended abstract levels, where theoretical concepts were meaningfully integrated and generalized into broader pedagogical reasoning. This developmental trajectory underscores both the potential and the constraints of reflective practice in advancing pedagogical growth. The study underscores the need for evidence-based interventions that scaffold deeper reflection, enabling pre-service teachers to move beyond surface-level planning toward principle-driven instructional reasoning. Recommendations emphasize the integration of structured reflection tasks within lesson planning, alongside curriculum enhancements that deliberately align Science 102 content with reflective practice. Such measures are intended to scaffold deeper levels of cognitive engagement, enabling pre-service teachers to move beyond procedural planning toward more principle-driven instructional reasoning. By leveraging the SOLO taxonomy, teacher education programs can more effectively cultivate reflective, adaptive educators prepared to navigate the complexities of classroom instruction.

Didactic Design in Initial Teacher Education: A Meta-evaluative Study Based on Experiential Learning

The present research analyzes to what degree ‘learning by doing’ approaches are applied in the didactic planning of student teachers. Based on a constructivist-experiential paradigm, the study emphasizes that lesson planning is a reflective and evaluative action which displays pedagogical comprehension. A research-based qualitative documentary method was used to study five lesson plans with two reliable observation instruments. For quantitative scoring, attention was directed to items involving experiential structure and methodological coherence, whereas qualitative analysis identified themes of conceptual triangulation in which activities, resources and evaluation approaches were mutually associated. Results suggest that some lesson plans are well aligned with the experience, reflection, conceptualization, application framework, while others indicate a lack of bridging of theory to practice. Plans that scored highest used integrated themes and cohesive sequencing, while those that scored lowest were minimally evaluated and resource minimally aligned. The research fills important gaps in the literature for providing empirical findings on the implementation of experiential learning in the context of the Latin-American teacher education scene, as well as for discussing observation guides as an indication of meta-evaluation and staff training. This study provides an expandable and thought-provoking structure for enhancing the quality of didactic planning in teacher education, drawing attention to the ethical role of deliberate instructional design in supporting meaningful and effective learning.

Reconceptualizing Mathematics Teacher Education Through Human-Centered Metaphorical Thinking: A Reflective Cognition Design Model for Pre-Service Primary Teachers

This study addresses the persistent gap between lecturer-centered instruction and the underdeveloped mathematical reflective thinking of pre-service elementary teachers by designing, validating, and testing an instructional model termed METRIS (Metaphorical Thinking Reflective Instructional Scaffold). Employing a research-and-development design that namely analysis, design, prototyping, evaluation, and implementation for dissemination, the study engaged pre-service elementary teachers across three teacher-education institutions in South Sulawesi, Indonesia. The model attained a mean validity score of 3.61 (very valid), an implementation-agreement rate of 98 percent, and an effectiveness gain rising from 66 percent to 75 percent across trials, with the experimental group significantly outperforming the control group, t (68) = 6.37, p < .001. These findings indicate that mediating abstract mathematical structures through learner-generated metaphors operationalizes constructivist and cognitivist learning principles into a teachable, assessable classroom syntax. The study contributes an empirically validated, transferable pedagogical model to the underexplored intersection of metaphor-based instruction and reflective cognition in teacher education, offering both a theoretical bridge between metaphor theory and reflective-judgment theory and a practical scaffold that teacher-education programs elsewhere can adapt, trial, and extend.

Non-Evaluative Classroom Observations: A Framework For Professional Growth and Pedagogical Excellence

Persistent deficiencies in teacher training continue to hinder progress toward pedagogical excellence. In the absence of consensus among colleagues, administrators, and students regarding instructional challenges, traditional evaluation methods fail to facilitate substantive professional growth. High-stakes assessments frequently result in anxiety, defensiveness, and superficial compliance rather than authentic improvement. This article presents a framework for nonjudgmental classroom observation, detailing its theoretical underpinnings, core principles, and methodologies. Drawing on empirical research from K-12, higher education, and English as a Second Language (ESL) contexts, it demonstrates that non-evaluative observation preserves professional dignity during development. The framework comprises three stages: pre-observation goal-setting and relationship-building, structured formative observation centered on inquiry, and post-observation reflective dialogue to support self-directed growth. In contrast to traditional evaluative models that prioritize accountability, this approach conceptualizes classroom observation as a collaborative learning process facilitated by peer teachers, instructional coaches, counselors, and other staff members. Evidence from diverse educational settings indicates that fostering psychological safety and trust enables meaningful pedagogical development, enhances teacher self-efficacy, and cultivates a culture of continuous professional growth. The article concludes with practical recommendations for educational leaders, policymakers, and professional development coordinators to implement non-evaluative observation systems that recognize skill differences, uphold professional dignity, and advance authentic teaching excellence.

Reflective teaching skills development through classroom action research: enhancing pre service teachers' reflection on action in practicum

Reflective skills are essential competencies for pre-service teachers to drive continuous instructional improvement through critical evaluation. However, many candidates struggle to advance beyond basic descriptive processing. This study investigated the efficacy of a two cycle Classroom Action Research (CAR) intervention in systematically enhancing the reflective skills of 35 purposively sampled pre-service teachers during their teaching practicum. Data were gathered through a 10 item observation scale () and guided journals evaluated using a standardized rubric with strong inter-rater consensus (). Quantitative diagnostics revealed a significant rise in overall reflective competence from a baseline mean of  in Cycle I to  in Cycle II. A paired-samples t-test confirmed this growth (), supported by a moderate normalized gain () and an exceptionally large effect size (). Crucially, the intervention prompted a major behavioral shift across operationalized reflection levels: technical reporting (descriptive) plummeted from 68% to 18%, while diagnostic reasoning (analytical) grew to 52%, and holistic, theory to practice integration (critical) tripled from 10% to 30%. These findings demonstrate that CAR functions not merely as an inquiry design, but as a powerful pedagogical scaffolding strategy to cultivate higher order professional thinking in teacher education.