Professional pedagogical responsibility (PPR) for teachers does not only mean to meet deadlines or attend meetings, but also to be conscious of how their actions can contribute to challenging inequities in society. Thus, it is imperative that teachers of English embrace the responsibility of teaching English as a tool to promote social justice.…

A systematic review of the literature over the last fifteen years was conducted to examine the research which reports the self-efficacy beliefs of pre-service teachers for differentiated instruction. It is acknowledged that teachers' self-efficacy beliefs can influence their classroom management, student engagement, attention to the diverse needs…

In order to create equitable and inclusive educational experiences, preservice teachers need to learn how to exercise their critical thinking to make critical pedagogy a part of their practice. However, preservice teachers often encounter dilemmatic tensions when they attempt to experiment with and enact critical pedagogical thinking during their…

This article reports the findings of a small-scale, follow-up investigation into the transfer problems encountered by first-year teachers in China, and the interactions that emerged among the teachers' preconceptions of teaching, university teacher preparation programmes and teaching school contexts in their first year. Participants were surveyed…

The dissonance between the socialisation experiences of student teachers during their own schooling and practicums and university-based teacher education programmes is indicative of the broader theory/practice dichotomy in education. While this dichotomy is of considerable interest to all teacher educators, studies of students' pre- and…