This article focuses on the development of a network learning system to enhance professional learning in Initial Teacher Education (ITE) through collaboration in a university-school partnership. The Chilean education system, characterised by market-oriented reforms and competition, serves as a unique context where to explore the development of an…

This article aims to analyze conceptual, epistemological, and didactic perspectives that contribute to the modeling of scientific culture in normative and curricular documents guiding initial teaching education in natural sciences programs in Chile. A qualitative approach was employed, utilizing thematic content analysis to inductively extract…

As a result of the COVID-19 pandemic, online assessment has become pivotal to allow evaluation of the knowledge and competences of teachers-to-be. In this context, this study explored language teacher educators' conceptions and practices of online assessment and the implications of this type of assessment for language teacher education. Forty-six…

The identification of suitable topics in action research can be challenging due to the complex nature of the educational context and the diverse factors that influence problem identification processes. This qualitative multi-case study explores problem identification among pre-service teachers involved in action research (AR). Twenty-nine…

Earth's biodiversity decline poses critical biocultural challenges, including food sovereignty and climate change adaptation. Teacher education can play a pivotal role in addressing biodiversity care. This study explores how preservice teachers learn about biodiversity care in teacher education programs, focusing on local biocultural contexts to…

This study was designed to understand the multi-layered aspects and conflicts that shaped the identity development of English language pre-service teachers in Chile. This longitudinal, multiple case study research investigated the identity trajectories of seven EFL Chilean pre-service teachers over an 18-month period. Data were drawn from a range…

Internationally, there is increasing interest in the value of incorporating core practices into second language (L2) teacher education programs. This article reports on a research project that investigated how a set core practices are integrated into the Methods courses and practicums in Chilean language teacher education programs for English as a…

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.…

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 study was based on an innovation project at the university level with English as a Foreign Language pre-service teachers. This experience was implemented with several language levels in different academic periods of the programme. The project aimed to apply a technological tool such as StoryboardThat, in contrast to the traditional…

This book innovatively connects the two fields of oracy and practice-oriented empirical research in English language education. It creates synergies and proposes innovative approaches to the study of oracy in the context of learning and teaching English as a second, additional or foreign language. The book also develops a contemporary and holistic…