This study is a Cultural Historical Activity Theory analysis of the tensions between object and motive at the political, institutional and project management levels for five digitalisation projects aimed at integrating professional digital competence (PDC) in Norwegian teacher education (TE). The study is inspired by ethnography and builds on a…

Up to now, research is limited when examining how gender identity and sexual orientation are addressed in the world's educational systems, and studies in this field have mainly focused on analysing the stereotypes and invisibility of LGBTIQ+ people in coursebooks, as well as on the remaining fights against discrimination. Consequently, little has…

Teacher education standards are designed to guide the preparation of pre-service teachers to acquire knowledge and develop skills required for delivering high-quality educational experiences to all learners. Analysing how critical thinking (CT) is positioned in educator preparation standards is an initial step towards understanding the…

Digital technologies permeate modern life, and schools are accordingly expected to help students develop related knowledge and skills. As a result, educators' professional digital competence (PDC) has received substantial attention from school leaders, policymakers, teacher educators, and researchers. Theory and prior research suggest that…

This paper responds to pressing calls to better theorise the development of Educational Leadership in early childhood education. Specifically, we examine the usefulness of the concept of "leading identity" for understanding shifts in Educational Leaders' accounts of their leadership practices. Twenty Educational Leaders, recruited from…

Due to the outbreak of the COVID-19 pandemic in 2020, teacher educators had to change the delivery mode of their teaching to online environments. In this article, we explore the changes and challenges to teacher educators' professional practices during emergency remote teaching. Since teacher educators act as both teachers, peers and role models…

In the context of global mobility research, this study explores agency and identity formation among mid-career teachers who travel abroad to experience teaching in a new country. We conducted in-depth interviews with 16 Israeli teachers and examined their retrospective narratives of their teaching experience. Our findings reveal a complex nexus of…

Previous research into approaches to support the wellbeing of teachers have been informative in understanding the sources of stress and burnout, and, strategies to help teachers cope with the demands of the profession. However, less research has focused on approaches that promote wellbeing in a proactive and preventative way, a notion captured by…

Our study explored preservice teacher beliefs about enacting culturally relevant literacy instructions in their future classrooms. We surveyed PSTs from one teacher education programme across three cohorts, with one cohort completing both pre- and post-survey responses. Engaging in constant comparative analysis of PSTs' beliefs about the…

Research on culturally informed pedagogies (e.g., culturally relevant pedagogy, culturally sustaining teaching, reality pedagogy) has been ongoing for decades, yet very few studies follow teachers into their classrooms after they are introduced to the topic. We conducted an intrinsic case study of three practicing maths teachers after they…

In this article, I analyse non-Dalit teachers' outlooks by positioning them within a culturally complex caste system, considering its influence on Dalits' education. Nepalese society is ruled by a caste system, where non-Dalits--Brahmins and Kshatriya are considered pure and powerful, and Dalits are viewed as impure and powerless. This…

The present study evaluated the effects of a program designed to promote a growth mindset in maths teachers (i.e., the belief that maths ability can improve through experience and learning) to enhance teaching and learning outcomes in their maths classes. The sample was composed of 155 Israeli high-school maths teachers who were randomly assigned…

Dialogic teaching has been demonstrated to be conducive to the development of such important competencies and skills as creativity, communication skills, and critical thinking skills. However, the literature confirms that teacher-student interactions in the classroom are predominantly monologic rather than dialogic across subjects, grades, and…

Current school students, citizens of the future, will inherit urgent, complex, ethically challenging real world problems affecting social and environmental sustainability, such as anthropogenic climate change. Therefore, they must be prepared at school to understand the diverse issues underpinning anthropogenic climate change so they can make…

Despite a plethora of studies on how to teach critical thinking (CT) in different subject classrooms, there is limited research on how teachers foster their CT and learn to teach CT through pre-service teacher education. Such a gap gives impetus to the present study, which seeks to examine to what extent and how a group of student teachers are…