Experiential learning and reflective practice are two effective key learning and teaching strategies that many successful teachers employ as learner-centred education practices. It has been proven that many students appreciate the meaningful learning received through a learner-centred classroom environment. The aim of this paper is to share the…

The high performance of Japanese students, as demonstrated on international tests, is well-known, but the professional learning of Japanese teachers has received less attention. Ruth Ahn, Yasuko Shimojima, Hisayoshi Mori, and Shigeru Asanuma describe the professional development requirements for teachers across their careers. Novice teachers are…

Teachers' agency has recently been vastly studied from a sociocultural perspective, emphasising that teachers' action is shaped by the structures within which teachers work. However, this study provides a different perspective, introducing relational sociology to the research on teachers' agency. Here, agency is seen as embedded in…

Reporting on a qualitative study, informed by Australian Government Indigenous education and literacy policies, this article unveils early career teacher reflections about infusing Aboriginal perspectives in the English curriculum using multimodal texts. Forging a praxis between the Aboriginal practice of yarning (Bessarab & Ng'andu, 2010) and…

This study investigated the important roles of metacognitive skills and enthusiasm (both teaching and subject enthusiasm) in teachers' self-regulation in learning (informal teacher learning) and teaching (adaptive instruction) throughout their teaching careers. Using multi-group structural equation modelling and a mediation analysis of a sample of…

Framed within the burgeoning policy and research literature on teacher induction internationally, this paper focuses on the mentoring and probationary-related experiences of nine newly qualified primary teachers in the Republic of Ireland, during the course of their initial year of workplace practice, post-graduation. Gleaning newly qualified…

Teacher education research continues to show a gulf between teaching practices advocated in teacher preparation and practices adopted by beginning teachers in schools. Informed by the sociocultural perspective on teacher learning that foregrounds the social origin of human cognition, this article reports a qualitative study to investigate the…

The rapid development of science and technology worldwide has promoted a boom in STEM education in China, increasing the demand for competent STEM teachers and creating new challenges for training STEM teachers. Teaching competence is crucial to the implementation and quality of STEM education in school, and is influenced in turn by teachers'…

This article explores the agency of novice New Zealand language teachers in the multi-level class. While the experiences of novice teachers have been widely reported, the field of language teacher agency is in its infancy as is research on how novice teachers respond to an increasingly diverse range of learners' needs from the outset of their…

One of the advantages of teaching culture is to display different cultural frames to develop language awareness and pragmatic usage. Culture is a phenomenon to be searched deeply in terms of English language teaching on the grounds of a scarce number of studies on it. Accordingly, this study examines pre-service and novice EFL teachers' perception…

This study explores perceptions of recent graduates from UK institutions who have undertaken Early Childhood Studies (ECS) degrees, following on from a similar study nearly two decades ago. Although there are clear similarities, it is the differences which bring a new dimension and focus. Data were gathered from graduates at 11 UK institutions…

This study explored the effects of teachers' individual reflection (IR) and group reflection (GR) on critical incidents (CIs). A group of preservice teachers (N = 7) were presented with real instances of CIs to consider during 12 teacher training sessions. In each session, the trainees read the first part of a CI, describing what happened, when it…

This article conceptualises and presents the authors' framework for critical reflection-on-action. 'He Anga Huritao' (translated as a 'framework for reflection') was developed as part of the dialogic discourse intended to transform how New Zealand beginning teachers reflect on their practice. The framework makes reference to concepts of teacher…

Beginning teachers experience a variety of challenges and difficulties as they struggle to develop and progress in their teaching career. The following qualitative case study focused on a novice teacher's perceptions concerning the mentoring experience she received in her practicum course at the American University in Dubai. The study was guided…

The decisions that teachers make in transforming the curriculum into specific lesson plans determine the real enactment or otherwise of curricular ideals. These decisions are shaped by the resources available and by each teacher's goals and orientations. This exploratory study employs Schoenfeld's decision-making model to examine how resources,…