Objectives: In this article, we discuss research from the science of teaching and learning and from progressive pedagogy, with the aim of discussing how these fields can help us all become better teachers.
Methods: Our methods were based on assessment of the literature and our in-class practices.
Results: We find that the practices of critical progressive pedagogy are rooted in good research practices and are based both on new research and on fundamental aspects of teaching and learning.
Conclusions: While some of the ideas mentioned in this piece might be seen as radical, we argue that everyone can benefit from a discussion of these concepts and ideas. Teaching is something that we all do in various ways. Progressive pedagogy allows us to create classrooms as a space to welcome all learners and also pushes educators toward creating a more diverse, inclusive, and equitable classroom.
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