The existing Western modern worldviews (i.e., post/positivism) or Western induced paradigm(e.g., critical and postmodern) seem insufficient for ensuring harmonious learning spaces in the context of the continuous professional development of Nepali school teachers. In this paper, we discuss context-responsive sociocultural perspectives of multiple…

This article considers the creation of online materials and a set of online processes for language teacher education at a distance in challenging contexts. The tool we used to mediate the processes was Skype. We used a Cultural Historical Activity Theory (CHAT) analysis to show how our activity system "expanded" as the materials and…

The social basis of a teaching profession is created through behavioural and cultural patterns, specific artefacts, and their connection to certain institutional practices. The purpose of this study is to discover the conditions that structure the teaching profession in a cultural context and to find out what it is to be a foreign language (FL)…

The aim of this paper is to investigate the role and place of Hebrew within the Australian Jewish day schools' curriculum and to analyse the cultural factors, which contribute to the challenges Hebrew teachers face. Our findings show that there is a need to locate Modern Hebrew more centrally within the schools' organizational structure. A…

China's national teacher honour system, initiated in 1949, is designed to recognise the academic and pedagogical performance of individual teachers and professional collectives at national, provincial, municipal, and school-based levels. This study employs grounded theory analysis to examine the phenomenon of China's teacher honour system by…

This discourse-oriented ethnographic case study, using constant comparison, critical discourse analysis (CDA) and cultural-historical-activity theory (CHAT) within a Foucauldian framework, investigates how the pedagogical practices of 2 teachers of English learners were (trans)formed over the course of 1.5 academic years, and how their…

This document reports on a summer institute for 20 secondary school history teachers from the central Virginia public school community. Emphasis at the institute was on the fact that historically, as well as morally, all people are important. This idea is the basis for the "new social history" that tends to start with everyday experience. Because…