Abdulghani Muthanna is an Associate Professor at the Centre for Pedagogical Development and Learning, Østfold University College, Norway. His research interests include critical pedagogy, teaching professionalism and collaboration. He has recently co-edited a book about professional identity development, published by Routledge.Håkon Naasen Tandberg is the head of the Centre for Pedagogical Development and Learning at Østfold University College, Norway. He is currently a board member of the Norwegian Network for University and College Pedagogy. His research interests include teaching cultures and dialectical pedagogy.Myint Swe Khine is an academic staff member at Curtin University, Australia. He has worked at the Learning Science and Technology Academic Group at Nanyang Technological University, Singapore, and published widely on teacher education and educational research.

• List of ContributorsSection I: Reflective Practice and Professional Growth1. Reflective Practices and Transformative Pedagogies for Professional Growth in Higher Education2. From Struggles to Strengths: A Personal Journey Towards Pedagogical Competence Development3. Pedagogical Learning Experiences While Adjusting: Narratives from Tenure-Track Teachers Returning to a Local Spanish University4. Affect in the Classroom: Self-Reflections Toward Professional Growth5. Importance of Self-Reflection for Furthering Pedagogical Competence Growth in Higher Education6. The Cyclical Process of Teaching Excellence: Reflections from Three Professors’ Development of Pedagogical CompetenceSection II: Transformative Pedagogies and Future Directions7. Tensions for Dialogue in University Teaching – Critical Reflections on the University Classroom as a Space for Authentic Presence8. Designing Democratic Learning Spaces: Students as Partners Model for Didactical Reflections9. Care and Craft: Professional Development and PhD Supervision10. Shadowing as a Transformative Learning Activity: Enhancing Leadership Learning in Early Childhood Education and Care Leadership Programs11. Exploring Relevance in University Pedagogy Courses: A Group Concept Mapping Study of Teachers’ Perspectives12. Project-Based Learning-AI in Higher Education: A Model for the Development of Pedagogical Competence

Abdulghani Muthanna is an Associate Professor at the Centre for Pedagogical Development and Learning, Østfold University College, Norway. His research interests include critical pedagogy, teaching professionalism and collaboration. He has recently co-edited a book about professional identity development, published by Routledge.Håkon Naasen Tandberg is the head of the Centre for Pedagogical Development and Learning at Østfold University College, Norway. He is currently a board member of the Norwegian Network for University and College Pedagogy. His research interests include teaching cultures and dialectical pedagogy.Myint Swe Khine is an academic staff member at Curtin University, Australia. He has worked at the Learning Science and Technology Academic Group at Nanyang Technological University, Singapore, and published widely on teacher education and educational research.

• List of ContributorsSection I: Reflective Practice and Professional Growth1. Reflective Practices and Transformative Pedagogies for Professional Growth in Higher Education2. From Struggles to Strengths: A Personal Journey Towards Pedagogical Competence Development3. Pedagogical Learning Experiences While Adjusting: Narratives from Tenure-Track Teachers Returning to a Local Spanish University4. Affect in the Classroom: Self-Reflections Toward Professional Growth5. Importance of Self-Reflection for Furthering Pedagogical Competence Growth in Higher Education6. The Cyclical Process of Teaching Excellence: Reflections from Three Professors’ Development of Pedagogical CompetenceSection II: Transformative Pedagogies and Future Directions7. Tensions for Dialogue in University Teaching – Critical Reflections on the University Classroom as a Space for Authentic Presence8. Designing Democratic Learning Spaces: Students as Partners Model for Didactical Reflections9. Care and Craft: Professional Development and PhD Supervision10. Shadowing as a Transformative Learning Activity: Enhancing Leadership Learning in Early Childhood Education and Care Leadership Programs11. Exploring Relevance in University Pedagogy Courses: A Group Concept Mapping Study of Teachers’ Perspectives12. Project-Based Learning-AI in Higher Education: A Model for the Development of Pedagogical Competence

Abdulghani Muthanna is an Associate Professor at the Centre for Pedagogical Development and Learning, Østfold University College, Norway. His research interests include critical pedagogy, teaching professionalism and collaboration. He has recently co-edited a book about professional identity development, published by Routledge.Håkon Naasen Tandberg is the head of the Centre for Pedagogical Development and Learning at Østfold University College, Norway. He is currently a board member of the Norwegian Network for University and College Pedagogy. His research interests include teaching cultures and dialectical pedagogy.Myint Swe Khine is an academic staff member at Curtin University, Australia. He has worked at the Learning Science and Technology Academic Group at Nanyang Technological University, Singapore, and published widely on teacher education and educational research.

• List of ContributorsSection I: Reflective Practice and Professional Growth1. Reflective Practices and Transformative Pedagogies for Professional Growth in Higher Education2. From Struggles to Strengths: A Personal Journey Towards Pedagogical Competence Development3. Pedagogical Learning Experiences While Adjusting: Narratives from Tenure-Track Teachers Returning to a Local Spanish University4. Affect in the Classroom: Self-Reflections Toward Professional Growth5. Importance of Self-Reflection for Furthering Pedagogical Competence Growth in Higher Education6. The Cyclical Process of Teaching Excellence: Reflections from Three Professors’ Development of Pedagogical CompetenceSection II: Transformative Pedagogies and Future Directions7. Tensions for Dialogue in University Teaching – Critical Reflections on the University Classroom as a Space for Authentic Presence8. Designing Democratic Learning Spaces: Students as Partners Model for Didactical Reflections9. Care and Craft: Professional Development and PhD Supervision10. Shadowing as a Transformative Learning Activity: Enhancing Leadership Learning in Early Childhood Education and Care Leadership Programs11. Exploring Relevance in University Pedagogy Courses: A Group Concept Mapping Study of Teachers’ Perspectives12. Project-Based Learning-AI in Higher Education: A Model for the Development of Pedagogical Competence