This paper examines teachers' views about the Highly Accomplished and Lead Teacher (HALT) Certification 2.0 Modular Model (CMM 2.0). The research reveals teachers' voices and agency in relation to HALT certification. Participants in this study included HALT certified teachers, current HALT participants, and prospective participants. The…

This article examines the accounts of actions undertaken by Early Career Teachers (ECTs) recently graduated from a social justice-oriented Initial Teacher Education (ITE) program and employed in complex school settings with high levels of student diversity, disadvantage, and poverty. The study drew on theories of teacher agency and agency more…

While research on language teachers' engagement in action research (AR) has received a surge of attention, the influence of AR programs on English language teacher agency remains underexamined. This qualitative study explored how ten English language teachers' perceptions of their agency changed as they participated in an action research…

In this study, academic freedom in teacher education is related to preservice teachers' possibilities to develop critical and autonomous thinking in teaching practice. Self-awareness and self-confidence provide certainty to deal with the uncertain situation in teaching where creativity and judgment must be given priority over an instrumental…

Both international actors, like the OECD, and Norwegian policies for teacher education aim to increase students' academic competence and the collaboration between university and practice. Mentoring dialogues between students and mentors in practice are in the intersection between university and the profession. Thus, this gives the mentors the…

Strong empirical evidence exists indicating language can influence students' beliefs about ability. Professional literature for teachers offers practical advice on how to adjust their classroom-based talk to support student achievement by orienting students toward an incremental theory of ability. Yet, little empirical work has been done to…

The quality of graduate teachers is a significant concern for teacher educators, policymakers and the public. Initiatives regarding the quality assurance of initial teacher education (ITE) programs require critical examination to ensure that ITE programs develop proficient graduate teachers to meet the demands of modern classrooms. In this paper,…

Teacher agency is an important topic in educational research, but its theoretical observations have not filtered down into practical Vietnamese teaching contexts. The action research project described here showcases a training-based intervention for teacher educators in various disciplines at eight universities in Vietnam. The intervention aimed…

There is scant research on preservice English as an additional language or dialect (EAL/D) teachers' paired practicums in an online context. Underpinned by Cultural Historical Activity Theory, this paper explores how preservice EAL/D teachers exercise their relational agency during online paired practicums. Data were collected from five preservice…

Increasing and compelling research demonstrates the affordances of personal video footage as an informative and transformational tool in teacher professional learning (PL), yet many in-service teachers avoid engaging in this practice. This Australian Research Council funded study tracked teacher willingness to use video to capture the application…

In new generation schooling contexts, the interaction of human activity, space, and objects, co- produce spatialised practices. There is the fluid use and continuous re-design of learning spaces, where dynamic socio-material practices support the ongoing and negotiated development of curriculum, pedagogy and assessment. Links are forged in this…

Guided by self-determination theory, this study investigated the extent to which factors of teachers' school-work environments predict their self-efficacy and intrinsic value for teaching. Participants were 217 mathematics teachers working in Texas public schools. Results indicated that principals' autonomy support positively predicted teachers'…

Developing a sense of autonomy in teacher trainees can be considered as a goal itself; and to this end, instructors' expectations that can help them become autonomous need to be identified through the perspectives of teacher trainees rather than accepting directly what is true for instructors. This paper aims to explore the trainee teacher…

This article reports on my self-study of leading cohorts of Bachelor of Education student teachers through collaborative reflections applying reflective questions strategy during four weeks of residential practicum in a rural school. I explore the potential for reflective questions approach as an effective tool for reflection and professional…

It was the aim of this pilot study to investigate ELT student teachers' and teacher trainers' views on the use of the EPOSTL in pre-service language teacher education of a Turkish state university. Upon the implementation of the EPOSTL as a reflection tool for the second semester of 2010, 25 student teachers and 4 teacher trainers were interviewed…