This article is a commentary on the seven articles in this special issue of EJTE on teacher quality from international perspectives. In the article, Marilyn Cochran-Smith points to differences as well as common themes and details across the articles in the issue. The article discusses the emergence of teacher quality as a global concern, including…

This cross-national study investigates the role of the plurilingual identity and the psychological landscape, i.e. the psychological disposition of pre-service language teachers in their learning-to-teach process. Thirty multilingual pre-service teachers from Israel and Austria participated in the study (15 from each country). Data sources…

This study describes higher education-based teacher educators' professional trajectories, i.e. their professional activities and learning as developed throughout their career. Semi-structured interviews were held with 41 teacher educators from Ireland, Israel, Norway and the Netherlands. Findings show that teacher educators were recruited mainly…

This study explores the complexities that are involved in the development of intercultural competence in music teacher education by examining the accounts of two music teacher educators from Finland and Israel who work extensively in culturally diverse contexts. A semi-structured interview method was used in conducting the interviews. Deardorff's…

This article presents a synthesis of findings from a large-scale research project, the Global Visions Through Mobilizing Networks--Co-developing Intercultural Music Teacher Education in Finland, Israel and Nepal (https://sites.uniarts.fi/web/globalvisions/home), and conveys its theoretical and practical explorations and insights. By envisioning…

National culture has been an influential framework for comparative and international research. However, current theories suggest that people and societies are rather more complex constructs than their cultural layer. This work is based on a previous study in which, when students from Spain were compared to German students, the former showed higher…

Current literature suggests that while teacher educators perform a multitude of complex roles, they receive minimal preparation or possibilities for professional development to fulfil these roles. As a result, they need to acquire relevant knowledge and skills after taking on the position of teacher educators. Therefore, it is important to learn…

The ubiquitous nature of technology in the world has not yet translated into the ubiquitous use of technology to transform learning and teaching. Teachers lack the confidence and competence to integrate technology across a broad range of tools within a range of contexts. Technological pedagogical content knowledge (TPACK) has become a common…

What is the nature of teachers' pedagogical knowledge? The Innovative Teaching for Effective Learning Teacher Knowledge Survey (ITEL TKS) set out to answer this question in a pilot study that ran in five countries: Estonia, Greece, Hungary Israel, and the Slovak Republic. Using convenience samples, the pilot assessed the pedagogical knowledge base…

Describes the development of English, Welsh, and Israeli preservice secondary science teachers from immediately before to immediately after their initial teacher education courses. Finds that all students passed through a dynamic process of transformation and changed their perceptions about teaching, but the British students' ideas were more…