The last decade has produced significant conceptual research related to the importance of humanizing pedagogy (HP) in the equitable and inclusive education of multilingual learners (MLLs; e.g., Flores & Rosa, 2015), but much of this conceptual work has yet to be translated to substantive pedagogical action (Authors, 2022a). The gap between these rich conceptual theories and ways of leveraging them in practice has meant that attention to equity and justice is not yet deeply woven into the pedagogical content knowledge (PCK) expected of teachers of MLLs (Authors, 2024). Further, teacher educators are ill-equipped to develop the kinds of practices that comprise HP when preparing teachers of MLLs (Authors, 2024; Chang-Bacon, 2021; Faltis & Valdés, 2016). These challenges offer an informative case for all educators attempting to engage in more equitable education.

Both teachers and teacher educators need assistance with moving equity-oriented concepts to actionable practice. An important site for developing teachers’ humanizing PCK is the MLL methods course. A review of methods courses reveals that our approach to teaching MLL methods has remained relatively static for several decades (e.g., Kayi-Aydar, 2023), focusing on historical methods, skills in the four domains (listening, speaking, reading, writing), objectives and lesson plans, and assessment. While these remain important aspects of teachers’ PCK, teacher preparation for HP also requires deliberate focus on how to underpin these practices with principles that support equity, advocacy, and justice. Drawing from course documents, student interviews and assignments, and teacher educator debriefs, we use the constant comparative method (Corbin & Strauss, 2015) to ask: How have we have leveraged core practices for teaching MLLs (Authors, 2022b) to engage in humanizing praxis in our MLL methods courses? We offer examples from our classroom practice regarding how our curriculum and teaching have shifted, and suggest how this might inform teacher education.

This study aims to increase academic equity among the growing immigrant/refugee population in Norwegian schools. In 2022 the immigrant/refugee population in Norway rose to over 16% of the total population and Norwegian teachers now educate an increasing number of immigrant/refugee students. The Norwegian Education Act stipulates adapted language instruction for immigrant/refugee students, but the methods for providing adapted instruction are not clearly defined, and the majority of teachers are not prepared (Arnesen et al, 2023; Næss et al, 2023.). Despite efforts to increase academic achievement in immigrant/refugee students in Norway, these students continue to perform below their native language speaking peers in English, reading, and mathematics, and drop out of school at a higher rate (Norozi, 2023; Rambøll, 2016; Nordic Research Center 2021).

This study implemented and investigated a specific methodology derived from the United States, emphasizing comprehensible language-content instruction, and students’ native language and culture. Using self-study methodology (Samaras, 2011; Feldman, Paugh, & Mills, 2004), and Educational Research Design (McKenny & Reeves, 2019), researchers and practitioners conducted collaborative research to help practitioners improve their own effectiveness (McKenny & Reeves, 2018, pg. 17). Teachers used self-study methods to film themselves using the methods and journal about their experiences each day. Teachers and researchers then met bi-weekly in a critical teacher-researcher group to discuss and analyze adaptations teachers made to the strategies to fit the cultural context of Norway. Teachers and researchers collaboratively developed a revised version of the methodology, and field-tested this version using further self-study and Educational design research. Key findings include: unique culturally responsive adaptations that heavily emphasized collaborative community classrooms and equity while concurrently addressing the diverse needs of language learners. The outcome resulted in a Framework for equity education of immigrant/refugee teaching in Norway, thus directly addressing the conference theme of quality teaching to increase equity.

This self-study explores my experiences as a Professional Learning Community (PLC) facilitator in a large urban district, with a focus on how transformational leadership and the ethics of care contribute to promoting equity, quality teaching, and socially just classrooms. Guided by the Self-Study of Teacher Education Practices (S-STEP) methodology, this research examines the impact of my leadership practices on the creation of inclusive and supportive learning environments. Data were collected through reflective journaling, analysis of meeting transcripts, and feedback from PLC participants and district leadership over the 2023-2024 academic year. The analysis utilized a triple coding methodology, including an additional layer focused specifically on the ethics of care, which categorized instances of aesthetic care, authentic care, hard care, and uncaring behaviors.

The study's findings highlight several key successes, including the positive influence of transformational leadership and authentic care in fostering a collaborative and trusting PLC environment. These successes facilitated deeper discussions around equity and social justice, leading to more engaged and productive planning sessions. However, the study also identified significant challenges, such as time constraints, inconsistent support from higher-level leadership, and behavioral issues within schools, which hindered the full realization of equity and social justice goals.

The significance of this self-study lies in its demonstration of the critical role that reflective practices, supported by transformational leadership and a deep commitment to care, play in advancing equity in urban education. The findings suggest that while these elements are vital, they must be supported by sufficient time, resources, and consistent care frameworks across all levels of leadership to be truly effective. This study contributes valuable insights to the discourse on educational leadership, offering practical strategies for educators and leaders aiming to create inclusive, equitable, and socially just educational environments.

This self-study examined the reciprocal mentoring relationship of three professors with different areas of expertise through several novel course structures. The authors unintentionally began a small community of practice that has now spanned over fifteen years and developed into a reciprocal mentoring relationship. Seeking to provide students with unique opportunities to bridge the content between academic areas, the authors mentored each other through multiple course and pedagogical changes. Along the way, however, their co-mentoring relationship extended through professional tribulations and personal lives.

This work aimed to describe how we were changing as teacher educators while engaging in several collaborative projects focused on providing teacher education students unique opportunities. Reciprocal mentoring provided us with both support and challenge in ways that supported professional growth and changes reflected in our educational philosophies and practices (Costa & Kallick, 1993; Drehar, 2016; Mullen, 2000).

Based on the characteristics of self-study (LaBoskey, 2004), self-study was chosen to study the effects of engaging with critical friends on maintaining a growth mindset and the process of life-long learning. Documentation was coded and analyzed. Artifacts included emails, class artifacts, observation notes, syllabi, and teaching evaluations.

Findings support the belief that reciprocal mentoring is complex and non-linear. The benefits of engaging in reciprocal mentoring that evolves into professional and personal friendship can help one feel a sense of belonging even when in an unsupportive environment. The relationship showed varying degrees of both support and challenge in ways that positively affected teaching, research, and, professional growth.

This study gives clear recommendations for professors looking to develop co-mentoring relationships with peers focusing on the benefits and challenges of being in a reciprocal mentoring relationship.