In this final article, we bring together the issues raised by authors included in this special issue. We start by describing the current situation in our own countries, partly to highlight the different ways in which nations are responding in the longer term to the pandemic, but also to draw attention to the similarity of experience -- of…

This study of nine Primary School teachers of Religious Education (RE) analyses the benefits of their engagement in practitioner research (PR) and shows how that engagement can be sustained. We demonstrate the importance of enhancing the social dimension of learning through forming a community-of-practice (CoP) that enables participants to gain…

The present research aimed to examine the relationships between student teachers' teaching beliefs, self-efficacy and motivation to teach, adopting the correlation research model. The sample consisted of student teachers (n = 447), studying at three faculties of education in Turkey. The measurement scales used in the research were 'teacher…

Although much is written about academic writing, very little is known about what is good academic writing in the eyes of student-teachers, challenges involved in academic writing, and pedagogical needs. To fill this literature gap, this article provides a brief overview of Bhutanese student-teachers' perspective on good academic writing,…

This study aims to understand the extent to which 56 teachers developed new academic-based voices about teaching in the context of a research-informed teaching course. The empirical evidence consisted of a set of 228 short reports written by participants on the course. Each report reflects a fragment of knowledge acquired by a teacher and includes…

Strengthening the identities of teacher educators is critical to quality teacher education and implementing change in the education sector. This study examines the professional identities of Eritrean teacher educators and how these identities can be strengthened through collaborative professional practice in a challenging context currently under…

Flipped learning is a pedagogical approach, which suggests the allocation of class time for knowledge application activities and the learning of basic knowledge via lecture videos or assigned readings outside of class. Based on these premises, it may emerge as a strategic fit for practice-based courses in initial teacher education programmes. With…

Employing empathetic-reflective-dialogical restorying as a teaching-learning strategy, pre-service teachers situated in two different geographical contexts, namely, South Africa and Norway, engaged in self-dialogue, self-narrative and in a Community in Conversation. Using Adobe Connect, together, they participated in a Community in Dialogue. By…

Lesson Study is a rapidly growing and increasingly popular teacher professional development approach and is valued for its cyclical, classroom-based and collaborative nature. Mostly used in primary and secondary education, Lesson Study has only recently been applied to the context of initial teacher education focussing on pre-service teachers'…

The functions of teacher leaders and teacher educators, what they do, are critical in teacher education. This article presents the seemingly unexamined concept that some teacher leaders' practice includes a teacher educator dimension. Evidence that supports this claim is provided by exploring the interrelationship between teacher leader and…

Teachers are motivated by extrinsic, intrinsic, and altruistic values, but little is known about what might convince other students to become educators. Conducted in two stages, the present study uses a survey to show education majors and non-education majors have different impressions of how careers in education satisfy intrinsic, extrinsic, and…

In this study, three interactive, online modules on Universal Design for Learning (UDL) were delivered over four weeks with teacher candidates to improve their skills and knowledge for developing and implementing lesson plans based on UDL principles. Eight teacher candidates who were in a dual certification degree programme (i.e. general and…

The present study investigated three Iranian English as a foreign language (EFL) student-teachers' imaginations of English language and explored how these imaginations may affect their motivation for learning English currently and teaching it in the future. The findings revealed that the participants valued English due to the economic, cultural,…

This article provides a critical exploration of the textbook-based character of Finnish educational culture. The opening section points to the need to recognize and better understand the role of textbooks in Finnish education. The next section outlines how and why textbooks have become a characterizing feature of Finnish educational culture before…

This qualitative study aimed to provide an empirical examination of professionalism from the perspectives of practising Turkish teachers of English in order to provide insights into the assumptions and motives that drive and sustain their professional practices. Data were collected from 41 EFL teachers working at public schools through…