This study is a Cultural Historical Activity Theory analysis of the tensions between object and motive at the political, institutional and project management levels for five digitalisation projects aimed at integrating professional digital competence (PDC) in Norwegian teacher education (TE). The study is inspired by ethnography and builds on a…

Up to now, research is limited when examining how gender identity and sexual orientation are addressed in the world's educational systems, and studies in this field have mainly focused on analysing the stereotypes and invisibility of LGBTIQ+ people in coursebooks, as well as on the remaining fights against discrimination. Consequently, little has…

Teacher education standards are designed to guide the preparation of pre-service teachers to acquire knowledge and develop skills required for delivering high-quality educational experiences to all learners. Analysing how critical thinking (CT) is positioned in educator preparation standards is an initial step towards understanding the…

Due to the outbreak of the COVID-19 pandemic in 2020, teacher educators had to change the delivery mode of their teaching to online environments. In this article, we explore the changes and challenges to teacher educators' professional practices during emergency remote teaching. Since teacher educators act as both teachers, peers and role models…

Our study explored preservice teacher beliefs about enacting culturally relevant literacy instructions in their future classrooms. We surveyed PSTs from one teacher education programme across three cohorts, with one cohort completing both pre- and post-survey responses. Engaging in constant comparative analysis of PSTs' beliefs about the…

Research on culturally informed pedagogies (e.g., culturally relevant pedagogy, culturally sustaining teaching, reality pedagogy) has been ongoing for decades, yet very few studies follow teachers into their classrooms after they are introduced to the topic. We conducted an intrinsic case study of three practicing maths teachers after they…

Current school students, citizens of the future, will inherit urgent, complex, ethically challenging real world problems affecting social and environmental sustainability, such as anthropogenic climate change. Therefore, they must be prepared at school to understand the diverse issues underpinning anthropogenic climate change so they can make…

Despite a plethora of studies on how to teach critical thinking (CT) in different subject classrooms, there is limited research on how teachers foster their CT and learn to teach CT through pre-service teacher education. Such a gap gives impetus to the present study, which seeks to examine to what extent and how a group of student teachers are…

This article is based on the empirical research involving Chinese exchange teacher candidates from Southwest University in China who participated in the "Reciprocal Learning in Teacher Education and School Education between Canada and China (RLTESECC)" project and studied at the University of Windsor. These teachers conducted classroom…

Fostering the development of the required knowledge, skills, and dispositions needed for teachers to be successful in the classroom is a complex task. Teacher candidates must develop the skills needed to make 'professional decisions that lead to favorable student outcomes' (Warren, 2018, p. 169). There are many moments within a school day when…

Recruiting, preparing and retaining high-quality teachers are recurrent themes of local, national and international education agendas. Traditional university-led forms of teacher education continue to be challenged, and defended, as nations strive to secure a teaching force equipped to achieve high-quality learning outcomes for all students. One…

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.…

This article examines the development of pre-service teachers' job-related perceptions of teaching in rural areas in the Free Teacher Education (FTE) programme in mainland China. Drawing on in-depth interviews with 22 teacher educators and 11 pre-service teachers, this study found that pre-service teachers' perceptions were constructed through…

Drawing on Sen's notion of social justice in the Capability Approach, this paper examines the experiences of a group of novice teachers from English teacher education programmes working in marginalised schools in Chile. Through open-ended surveys and interviews, I investigated how new teachers navigate their first teaching years in contexts of…

This article analyses how themes and problematisations concerning social justice presented in a pre-service English language teacher education programme in São Paulo, Brazil, resonate in student teachers' knowledge production processes. To do so, the case study is presented in two parts. The first one examines the theoretical foundations and the…