Mathematics teacher education is often described in terms of the mathematical content and pedagogy that teachers need. However, recent calls for equity in mathematics education demand a broadening of this view. In this article, we articulate a theoretical description of what the role of being an advocate in language-diverse classrooms could…

This paper aims to provide evidence on student teachers' perceptions of Flipped Classroom (FC) to help teacher educators (TEs) to make informed decisions about implementing FC and support student teachers to reflect on the value of FC in their teaching practice. FC, a pedagogical model requiring digital competence of students and teachers, has…

Researching mindsets has become a topic of considerable interest in language learning. However, the majority of studies tend to focus on learners and their mindsets, with very little research examining the mindsets of teachers, either in-service or pre-service. Yet, teachers' mindset beliefs about their competences as educators are likely to be…

Despite the centrality of motivation for all learning, few studies have examined the effectiveness of online language teacher education (OLTE) programmes within a psychological framework. This explorative study seeks to address this gap by evaluating the effectiveness of a two semesters OLTE course for German teachers in the Norwegian context. The…

Drawing on recent developments within sociolinguistics, the objective of the current article is to explore how six pre-service teachers (PSTs) discursively positioned themselves and 'the multilingual' across two narrating events focused on their lived experience of language. The narrating events were focus groups with other PSTs (N = 24) and the…

Digitalisation and inclusion can be understood as transversal topics in pre- and in-service teachers' professional development. Both topics have attracted considerable research activity. However, questions of digital-inclusive transformation have only rarely been discussed within the field of foreign language teaching. Researchers in the field…

Student language teachers exploring literary texts for language education mostly focus on "what" is written, and the opportunities that could arise for stimulating classroom discussions. In teacher education, helping student teachers discover "how" a powerfully persuasive text is created is frequently overlooked. With this…

This volume is an important instalment in the rapidly expanding literature on multilingualism in education and language teaching. Within multilingual studies the volume is highly innovative in its application of the concept, theory and perspectives of the Dominant Language Constellations (DLC). The volume reports original research on language…

"Language Teacher Identity" presents a groundbreaking critical examination of how ideologies of race, ethnicity, accent, and immigration status impact perceptions of plurilingual teachers. Bringing together contributions by an international panel of established and emerging scholars, this important work of scholarship addresses issues…

This paper examines how student teachers and language learners might learn to question perspectives and develop critical literacy through critiquing of texts. Focusing on work in an in-service teacher education course, the discussion explores how to help English language learners to read text representations critically, in order to identify…

Exploring multilingualism as a complex, context-related, societal and individual phenomenon, this book centres around perspectives on how multiple languages are made (in)visible within educational settings in the Global North. The authors of each chapter compare and contrast findings across geographical contexts with the goal of understanding the…

This article explores the use of poetic inquiry in a transnational competence-building Shadow Play Project. Based on journals from four Nepalese preschool teacher educators, I present and interpret examples of data poems that portray the teachers' experiences of ownership in the project. My discussion intends to make explicit some aspects of the…

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…

This article presents results from an international collaboration between college students and pre-service teachers in Norway and the UK. This research is part of a large, international project exploring and developing the interrelationship between mobile technology and teachers' perceptions of teaching and learning. Data was collected for this…

This volume gives readers insights on the use of technology in professional development programmes and content knowledge that can enrich teacher education. Every chapter of the book builds, through research, an analysis and discussion of CALL [Computer Assisted Language Learning] matters and professional development. The purpose of the EuroCALL…