Experienced teacher educators hunting assumptions to examine their pedagogy: An international collaborative study

The research presented in this article focuses on an international collaboration conducted by four experienced teacher educators who used assumption identification and examination to advance pedagogical practice. It describes examines how deliberately undertook reflective practices inform enhance teaching. Four vignettes are described analyzed— Practica woes Modelling practice —and examined using the simple, complicated, complex teaching framework. key outcomes include impact role of definition, identification, as powerful tools. Researching education is effective way knowledge a disposition inquiry necessary at all stages educator experience. This highlights importance problematizing teaching, continually inquiring into interrogating grasping teachable moments.