Feedback within the context of post-observation conferences (POCs) is critical for English language teachers' professional development. To date, however, surprisingly there has not yet been any study on language choices for feedback communication in POCs, considering around 80% of English language teachers worldwide are nonnative-English speakers…

In-person teaching abroad experiences, where pre-service teachers spend a defined period teaching in schools in a foreign country, have received considerable research attention in recent years. However, virtual alternatives have yet to be explored. This exploratory study sought to understand the effects a virtual teaching abroad experience had on…

The increasing popularity of outdoor learning (OL) amongst researchers and practitioners highlighted the need to further investigate primary teacher trainees (PTTs) perception towards it and how this may be related to their nature connection. Participants were PTTs who were considering attending Forest School (FS) Training Level 1 as part of their…

Over the past two decades, there has been an increased focus on designing STEM learning experiences for primary and second-level students. We posit that for teachers to design rich learning experiences for their students, they must first have the opportunity to develop their own STEM knowledge and competences, either during their pre-service…

In this article, a team of teacher educators collectively think through the many possibilities of how concepts such as decolonization, abolition, and fugitivity intersect with and are taken up by teacher education programs. To do so, we undertook a critical interpretive synthesis of scholarly literature spanning 2000 to 2020 to locate, examine,…

This article compares the attitudes of teachers located in Spain and the United Kingdom toward the integration of LGBTIQ+ issues in their teaching, reflects on teacher training and proposes recommendations to improve teacher education. Drawing on data gathered from 447 teachers located in both countries, the study reveals that the participants…

This study explores the lived experience of both in-service and pre-service apprentices studying Level 7 apprenticeship programmes. Using qualitative questionnaires, this article facilitates a thematic analysis exploring how aspects such as: rationale for enrolment; study habits; prioritisation of workload; resilience and wellbeing are experienced…

Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and…

Framed in teacher research, this article examines on how a group of 220 preservice language teachers' understandings of teacher agency evolved in a course on second language teaching curriculum. The participants were enrolled on a master's program on teaching English to speakers of other languages (TESOL), and data were gathered through course…

The lack of support for equitable learning outcomes is a long-standing issue in mathematics education. As there has been significant attention from professional organizations to address issues of access and equity within mathematics education, there has been an emphasis on creating classrooms that are responsive to students' backgrounds,…