Strategies student-teachers employ in classroom interaction with pupils during teaching practice periods are surprisingly understudied, considering that the teaching practicum provides a central arena for student-teachers learning to become teachers. This study investigates the primary strategies student-teachers utilised in classroom interaction…

This study approaches teacher learning from a dialogical viewpoint where lecturers' voices used in a training course context reflect how lecturers generated new professional discourse. The design of the training course considered the analysis of several critical incidents (CIs) in online teaching. An analytical framework based on lecturers'…

Teachers' responses to language classroom incidents depend on many factors, including the extent of their teaching experience. The question of how much influence teaching experience carries is important given that pre-service teachers have had limited opportunities to respond to day-to-day incidents that arise in classrooms. This paper reports on…

The purpose of the present study was to identify and investigate critical incidents at school that require ethically sensitive teaching. This kind of knowledge is needed in teacher education to prepare future teachers for their profession. The data included narrative interviews with 12 teachers from four urban schools in Finland. Critical…