Community-Linked Field Experience Pilot

Mia Julia Palombo

Building Bridging Pedagogies for Sustainability and Social Justice

Fleur MCLENNAN

Finding Answers Within: Exploring Contextually Relevant Learner-Centred Models in Nepali Primary Schools

Pritha Dahal

"Using critical theory to explore the construal and inclusion of students for whom English is an additional language in second level schools.”

David William Larkin

Super Smart Society: assessment, curriculum and teacher training

Maria José Costa dos Santos

Teacher Selection in State-Funded Elementary Schools

Ourania Maria Ventista, Ioannis Salmon, Grigorios Arkoumanis, Magdalini Kolokitha, Georgios Ventistas, Apostolos Manthos

Error as Learning Opportunities: An Investigation with Pre-service and In-service Teachers

Arianna Beri, Laura Sara Agrati

Creating Inclusive Learning Environments through the Implementation of Critical Thinking in Educational Settings

Christiana Deliewen Afrikaner, Sahar Khalil, Donlisha Moahi, Merna Meyer

The magic of craft: educational potentials of informal craft gatherings for mutual integration

Soffía Valdimarsdóttir

Moving humanizing frameworks to pedagogical action: Shifting educators’ pedagogical content knowledge

Megan Peercy, Francis Troyan, Crawford Jessica

Growing Together: A Self-study of Critical Friends

Dawn Turkovich, Kristin Harty, Philip Kanfush

What helps one, helps all

Elizabeth Grassi, Malgorzata Wild, Christine Berg Tveitan, Tina Louise Buckholm, Natali Segui Schimpke

Self-Study of Leadership and Ethics of Care in Urban PLCs: Reflections on My Practice as a Facilitator

Mona Beth Zignego

Adapting Western Inclusive Educational Frameworks for Special Needs Students in Saudi Arabia: A Cultural Perspective

Abdulmalik Alkhunini

'Luck and Judgement': The lived experience of autistic and/or ADHD student primary teachers on school placements required to complete Scottish ITE (Initial Teacher Education) degree programmes.

Caryll Jack, Caralyn Blaisdell, Rachael Davis

Supporting young children: Teamwork and collaboration in Iceland

Jonina Saemundsdottir

Promoting Social Equity and Inclusion through Digitally-Mediated Reading Tasks in Pre-Service EFL Teacher Education

Bianca Roters, Rachelle Renée Breuer

Addressing social justice by leveraging technology and innovative approaches

AYESHA NAZIR GILL

A framework to enhance learner participation through the Drama Curriculum

Claire Hamilton

Exploring the relational practice of feminist teacher education pedagogy: Using co/autoethnography to radically reimagine teaching for a more equitable world.

Emily Joan Klein, Monica Taylor

‘Fire in the Soul’: Diffractive Readings of Jane Eyre and Afro-Caribbean Writings for Educational Justice

Mary Frances Rice

Fostering Equitable Teaching Practices through Collaborative Self-Study

Katie Fraser Whitley, Kelly Lormand

Integrating Pedagogies to Achieve Critical Consciousness in Teacher Educators: Utilizing Self-Study as a Mechanism to Formulate The NICCE Framework, Narrative Inquiry for Critical Consciousness in Education

Christopher L Harris, Jennifer L Martin

Promoting education for social justice through equitable teaching practices in higher education: a comparative study

Digby Warren, Jiří Kropáč

An exploration of the extent to which Pedagogical Content Knowledge (PCK) framed teaching enacted decolonized curriculum as a social justice imperative

Cuthbert Nyamupangedengu, Eunice Nyamupangedengu, Constance Khupe

Pre-service Teachers and Social Justice Awareness: Teaching a Pedagogy of Social Justice in Liminal Spaces

Margaret Jean Mnayer, Alice Williams

Approaches towards a Latin American Teacher Education from and for Social Justice

Catalina Cuenca Vivanco, María Teresa Rojas Fabris

Itinerant Curriculum Theory as a Challenge to Marketable Skills: Tackling Gender Inequality and Working-Class Marginalisation in Higher Education

Michaela Louise Hall

A WRITING WITH ANTI-RACIST INTERVENTIONS IN A PUBLIC SCHOOL ON THE PERIPHERY OF THE CAPITAL OF SÃO PAULO

Simone Rodrigues, Paulo Tiago Oliveira Alves, Lucas Luan de Brito Cordeiro, Luciana Venâncio, Luiz Sanches Neto

Expansive Notions of Student Safety as a Pedagogical Asset in Response to Marginalized Student Identity in Religious Schools

John Robert Reyes, Kathleen Sellers, Courtney O'Grady, Kevin Burke, Andrew Miller, Jonathon Sawyer

Teaching and Leadership Strategies Employed by Teacher Leaders in Ontario Schools

Emma Ghosn

Is it Servant Leadership or Subservient Leadership? Working with Students in Professional Leadership Roles

Andrea Arce-Trigatti, Ashley Akenson

The Spectrum of Tact: Evidence from the Practices of Two Field Supervisors

Michael W. Krell, Amy Mungur, Wyatt Hall, Monica Renee Anthony

Bridging the Enrichment Gap: Realising Children’s Rights to Expressive Arts Education in Scotland

Angela Jaap, Anna Robb, Neil Millar, Kirsty Ferns, Aileen Kennedy

Equity and inclusion in teacher education in the French context

Fiona SMYTHE, Magdalena KOHOUT-DIAZ, Régis MALET

What Must Teacher Educators Know and Be able to Do? Exploring Essential Knowledge, Skills, Abilities, and Purpose

Jennifer Jacobs, Fernando Naiditch, Frances Rust, Jennifer Snow, Diane Yendol-Hoppey, Dirck Roosevelt, Frank Pignatosi, Connor Warner, Carrie Nepstad, Etta Hollins, James Noonan, Stefinee Pinnegar, Brandon Butler

Taking Stock: A Diverse and Anti-racist Teaching Profession in Scotland?

Khadija Mohammed, Asif Chishti, Melina Valdelievre, Alison Mitchell, Dennis Francis

Translating AITSL Standards into Quality Teaching: Characteristics and Implications

Angela Collins

Playing With Personas & Studying Shadows in Shakespeare’s Othello

Harrison Campbell

Fostering Everyday Teacher Creativity: Implications for Quality Teaching and Equity

Jennifer Haddad Lingle

Co-creating a geographical community of practice

Angela Curley

To what extent does your 'system' acknowledge and address colonial legacies that underpin curriculum design & delivery: Focus on Partition of British India

Nuzhat Uthmani

Honoring Voices, Building Connections: Centering Students & Family Experiences Through Literacy Practices

Jessica Nicole Hiltabidel, Shannon Maura Kane

Quality Education Policy for Teacher Education in a Period of Disruption

Sarah Katherin Anderson, Lynn Gangone

Learning Educating Together (LET)—E-Pal Study Guide ChatGPT

Sophia Melanie Manning

Previewing the World Beyond the Classroom through Virtual Field Trips

Lauren Santarelli, Karla Adelina Garza

Defining rural: the identification, perception, resourcing and empowering rural education internationally

Suzie Dick, Kevin Lowden, Cath Gristy, Kristina Hesbol

Balancing Equity and Excellence: Strategies for Reforming K-12 Teacher Evaluation Systems for Teacher Development and Social Progress

Jalea L Turner, Carla-Ann Brown

Social Representations of Primary School Teachers and Declared Practices towards Newcomer Students : what Place for Equity and Inclusion?

Josee Charette, David Croteau, Danial Nabizadeh

What makes teaching great? : Focusing on important elements for teaching improvement

Rob Coe, C.J. Rauch, Stuart Kime, Dan Singleton, Ourania Maria Ventista

Characteristics of quality teaching in England- authorised and homogenised pedagogies and curriculum content

Lisa Murtagh, Mandy Pierlejewski, Huw Humphreys

Studying our self-studies: What have we learned for equity and inclusion in teacher education？

Masahiro Saito, Megumi Nishida

Fostering Transformative Social Justice Pedagogies in Undergraduate Pre-service Teacher Education

Cassandra Iannucci, Dylan Scanlon, Brandi Fox

Get Critical: Using self-study to explore the characteristics of quality critical thinking development in teacher education

Brighid Golden

Watchfulness: Folk Art & The Craft of Teaching

Margaret Clark, Rebecca Buchanan

Ethnic Studies Curriculum-Making: Knowledge Implications for Socially-Just Teaching

Kelly León

Pursuit of equitable teaching practices in resource-constrained contexts: Evidence from Ugandan classrooms

Mary Goretti Nakabugo, Joyce Ayikoru Asiimwe, Amos Kaburu

Fostering democratic learning: Lessons from the Scottish Curriculum to Enhance Inquiry in U.S. Social Studies

Amy Palo

Better understanding to better support: how an art intervention based on identity texts can help teachers adapt their teaching to the specific needs of newcomer students

Caroline Beauregard, Marie-Eve Caron, Katia Lemieux

Book Study as Teacher Professional Development to Create Equitable Teaching of Reading

Christopher Andrew Mattatall, Robin Bright, Adam Browning

Who really mediates the robot? Study of educator-children-robot relationship within the practicum for future educators

Loredana Perla, Ilenia Amati, Laura Sara Agrati

Aligning Literacy Education with Politically Fueled Mandates

Mary Jane McIlwain

The Epistemology of Ignorance: Insights into Settler Colonial Teaching Practices in Teacher Education

GEORGANN COPE WATSON, JADE VICTOR

Living Educational Theory Research in the Self-Study of Teacher-Education Professional Practices.

Andrew Jack Whitehead, Marie Theresa Huxtable

Honoring Mentor Teachers' Assets with Collaborative Professional Learning Featuring Future-Focused Mentoring

Amanda Moody Maestranzi

Writing in community: Creating an equitable and inclusive space for teacher educators

Nikki Aharonian

Leading Language Learning: to what extent is Technology Enhanced Language Learning the way forward?

Siobhan McCorkindale

Basic Education educators’ dialogical practices

Simone Regina Manosso Cartaxo, Victoria Mottim Gaio, Joana Paulin Romanowski

Representations of the language of inclusion and the implications for educational leadership in Scottish secondary schools

Ruth McConachie

"Using critical theory to explore the construal and inclusion of students for whom English is an additional language in second level schools.”

David William Larkin

Student Engagement as humanizing pedagogy: Co-constructing an assets-based perspective with elementary education teacher candidates

Amy Palmeri, Jeanne Peter

Intentionally equitable and inclusive teacher education: Moving beyond the deficit positioning of student teachers

Shona McIntosh, Debra Williams-Gualandi, Susan Ledger

Bridging Policy, Practice, and Sensemaking: A New Social Contract in Education

Priscilla DeVelder, Elsie Lindy Olan

“They’re getting everything wrong”: A mixed-method study on adolescents’ experiences of social polarization, social adversity and support for violence in high schools

Diana Miconi

A way of being: attachment-informed, trauma-aware education for student teachers.

Christine McKee

Trauma-informed positive education- Engaging students to be ready to learn

Helen Elizabeth Stokes, Pauline Wendy Thompson

Trauma informed teaching supports preservice teachers utilizing child-centered guidance

Angela F Pack

Language portraits as an alter(n)ative tool to promote self-reflection for teaching MLs

Johanna M. Tigert, Jessica Crawford, Megan Madigan Peercy, Loren Jones, Melanie Hardy-Skeberdis, Daisy Fredricks

TAGs (Teacher Activity Groups): Addressing teachers’ and learners’ needs through innovative language practices in lower secondary schools

Lavinia Hirsu, Dobrochna Futro, Minh Nguyễn Thị Hồng, Anh Nguyen Ngoc

The Boy in Striped Pyjamas through a Critical Literacy Framework

Joshua Lander

What Makes a Quality Learning Environment? A Symposium of Dilemmas, Evidence and Professional Action

Jennifer Ann Lang Kirkwood, Richard Messina, Patti MacDonald, Nancy Wong

Collaborative Online International Learning (COIL) explained through the critical lens of Tutors and Students.

Gabriella Rodolico, Mark Breslin, Annamaria Mariani, Casey Dinger, Neeraja Dashaputre, Abimbola Abodunrin

What are we left with? Investigating the impact of international recruitment and retention policies on teaching as a profession

Larissa McLean Davies, Maria Assunção Flores Fernandes, Cheryl Craig, Paulien Meijer, Anne Looney

The ISATT community collaborative projects for reimagining teaching for a more equitable world Part 2

Samara Moura Barreto, Isabel Porto Filgueiras, Luciano N. Corsino, Vasileia Dilaveri, Małgorzata Ekiert, Willian Lazaretti, Elisabete Freire, Christos Govaris, Stavroula Kaldi, Constance Khupe, Vânia Galindo Massabni, Nikos Manesis, Khadija Mohammed, Alison Mitchell, Cuthbert Nyamupangedengu, Eunice Nyamupangedengu, Tara Ratnam, Luiz Sanches Neto, Alexandra Stavrianoudaki, Vassiliki Tzika, Ourania M. Ventista, Dorota Werbinska, Luciana Venâncio, Fernando Naiditch, Melissa Newberry, Anna van der Want, Gabriela Jonas-Ahrend, Meher Rizvi

Immersive Early Field Experiences: Pre-Service Teachers Engaging with Avatars

Maggie Polizos Peterson, Loren Jones, Kane Shannon

Generative AI and Academic Writing: Upholding Ethics in Higher Education

Adriana Monteiro Lima, Erin Mae Reid

Empowering STEM Educators and Promoting Social Justice: Integrating GIS Technology in Title I Schools Through NSF Funded Geology-Focused Workshops

Katayoun Mobasher, Adrianna Rajkumar, Cristina Washell

Building Inclusive Classrooms: The Impact of Clinical Partnerships on Equity and Social Justice in Education

Juhang Rong, Anne Tapp Jaksa, Stacey Victor

Setting the Table in the "Age of Interims": Lessons Taught and Lessons Learned in a Year of Transitional Leadership

Diane Morris Miller, Kim Martin-Long, Daniel Maxwell

The role of professional learning in building lasting equitable approaches within the teaching profession

Chereen Rain, Lise McCaffery

Discussing controversial issues in the classroom: teachers' appreciation and use of students' diverse backgrounds

Frouke de Wijs, Paulien Meijer, Gerhard Stoel, Katerina Manevska

Developing a writing centre and nurturing a community of learners to support students with diverse backgrounds

Ryan Hunter, Issa Ying, Adam Barker

Understanding differences: Shaping Teachers’ Beliefs about Teaching Diverse Students via Lesson Study in Singapore

Heng Jiang

AI-Enhanced Inclusive Pedagogy: A Case Study of Automatic Feedback in a Diverse Classroom

Mary Man Ching Cheng

Racial literacy, capabilities and curriculum-making (RaLiCaM)

David Lambert, Kelly León

Bias and Stereotypes in the Classroom

Donlisha Moahi, Christiana Deliewen Afrikaner, Sahar Khalil, Merna Meyer

Teachers as inclusive curriculum makers: the experience of Curriculum Circles

Constanza Cardenas

The Power of Play: Fostering Becoming Through Playful Pedagogy in Teacher Education.

Nosipho Bele

Envisioning quality teaching for a more equitable world: Poetic possibilities from the S-STEP Castle Conference 1996-2023

Kathleen Pithouse-Morgan, Linda van Laren

Evolving Pedagogy: Self-Study to Sculpt Presentation Skills

Philip Michael Kanfush, Dawn Michelle Turkovich, Kristin Rae Harty

Developing racial literacy: A self-study by innovators, influencers, and agents of change.

Nicola Carse, Aileen Kennedy, Khadija Mohammed, Melina Valdelièvre, Dawn Garbett

Social (in)justice Issues and Positive Psychology: Critical Incidents and a Need for Redefining Positivity

Dorota Werbinska, Małgorzata Ekiert

Research outline for critical incidents addressing social (in)justice in Brazil

Willian Lazaretti, Luiz Sanches Neto, Luciana Venâncio, Elisabete Freire, Isabel Filgueiras, Vânia Massabni, Samara Barreto, Luciano Corsino

Do Our Differences Bring Social Justice?

Duygu Yalman Polatlar, Elif Löklü, Şirin Şevval Yılmaz

The Aftermath of Readdressing Democracy and Social Justice: Coping with Inequalities in Physical Education Teacher Education (PETE)

Luciana Venâncio, Luiz Sanches Neto, Dawn Garbett, Alan Ovens

Pre-service and in-service teachers’ pedagogical use of technology in primary schools in Scotland

Mark Peart

TEACHERS SUBJECTIVITY, WORK AND EDUCATION IN THE NEOLIBERALISM AND EDTECHS ERA

Rosimê da Conceição Meguins, Vera Lúcia Jacob Chaves, Janete Luzia Leite

Reaching our APEX! Exploring quality teaching in Arts and Physical Education through self-study

Michael Flannery, Annie Ó Breacháin, Marie Louise Bowe, Frances Murphy

A collaborative self-study exploration of ‘integrated learning experiences’ in school physical education curriculum through a community of learners

Dylan Scanlon, Ann MacPhail, Croidhe Ni Ghloinn, Joanna Byrne

An exploration of how a teacher educator’s Topic Specific Pedagogical Content Knowledge (PCK) guided teaching of a genetics topic to pre-service teachers addresses issues of social justice

Eunice Nyamupangedengu, Constance Khupe, Cuthbert Nyamupangedengu

Internationalization of Teacher Education in Brazil: Between Global Asymmetries and the Perspectives of the Global South and BRICS

Martha Maria Prata-Linhares, Daniele Campos Botelho, Isadora Maria Oliveira Tristão

Educating AI and with AI: preparing PhD students to face the challenges of AI in their research career

Annamaria DI GRASSI, Raffaella FORLIANO, Loredana PERLA

The influence of Paulo Freire on Teachers and Teaching: from the national to the international context.

MARIA INES MARCONDES DE SOUZA

The Lived Educational Experiences of Autistic Trans and Nonbinary Students in the Republic of Ireland

Maggie Green

Decolonising oneself to decolonise one's own teaching: A pilot study on teaching social psychology

Leyla De Amicis

Making BlackLife through Black Community Supplementary Education Initiatives in Canada: A Black Studies exploration of Visions and Contradictions

Philip Howard

Possibility thinking in initial teacher education: Reimagining physical, conceptual and affective dimensions of the university

Amanda Nuttall, Alison Griffiths

Exploring Teacher Perceptions of SIOP: Enhancing Inclusion and Participation in Multilingual Classrooms

Christina Berg Tveitan, Malgorzata Wild, Elizabeth Grassi, Tina Louise Buckholm, Natali Segui Schimpke

Harnessing Potential: A Revised Reading Rope Model Emphasizing Strategic, Adaptive, and Integrative Literacy Skills

Nance Wilson, Karyn Allee, Brittany Adams

Enhancing Staff Engagement with Equity, Diversity, and Inclusion (EDI) Through Interdisciplinary Reading Groups in Higher Education

Iram Mushtaq, Michaela Louise Hall, Holly Porteous

“the price of excellence” – A study based on the Novel The Small Room

Liting Peng

Nurturing Teacher wellbeing as a response to enhance the quality of teaching toward equity

Magdalena Kohout-Diaz, Marie-Christine Deyrich, Alison Mitchell, Khalil Gholami, Melissa Newberry, Zack Beddoes, Michael John Richardson, Madeline Baker, Tara Ratnam

Reflecting on educators’ plurilingual identities and competencies for equitable teaching practices (led by ENROPE Language Teacher Professional Development SIG)

Dobrochna Futro, Renata Emilsson Pesková, Megumi Nishida, Caterina Sugranyes Ernest, Francisco J Valdera-Gil

Using critical theory to explore the construal and inclusion of students for whom English is an additional language in second level schools.

David William Larkin

Exploring Clinical Teaching 2.0: Where to now?

Kay Livingston, James Charles Conroy, Robert Anthony Davis, Larissa McLean Davies, Daniela Acquaro, Trevor Mutton, Katharine Burn, Anna Bryant, Emmajane Milton, Alex Morgan, Margery McMahon

Moving Beyond Theory: Engaging Pre-Service Teachers in Authentic Scaffolding Experiences for Multilingual Learners

Loren Jones, Shannon Kane, Maggie Peterson

Conceptualizing a more equitable world for student flourishing by addressing “excessive teacher/faculty entitlement”

Tara Ratnam, Cheryl Craig, Hafdis Guðjónsdóttir, Carol Hordatt Gentles

Using UDL to support equity and social justice in high school STEM classrooms: Providing a pathway of inclusivity

Cristina Washell, Katayoun Mobasher, Adrianna Rajkumar

Enhancing Equity and Inclusion through CAEP Accreditation: Advancing Teacher Preparation for Social Justice

Malina Monaco, Anne Tapp, Beth Kubitskey

Decolonizing Pedagogies in Teacher Education

Debbie McCleary, Carol Doyle-Jones

Reimagining Teacher Education for Social Justice: Possibilities for developing a new social contract in education?

Zoe Robertson, Pauline Stephen, Lesley Whelan, David Burgess

Curriculum Design using PBL for Equitable Teaching in Geosciences through NSF funded Geology-Focused Workshops

Adrianna Rajkumar, Katayoun Mobasher, Cristina Washell

Beyond transition: Harnessing game-based learning to address social justice at a South African university

Constance Khupe, Elizabeth Ndofirepi, Nabeelah Bemath

Reconciling Tensions and Islamic Education in Diaspora: An Intercultural Approach

Wisam Kh. Abdul-Jabbar

Conceptualizing Teacher Moral Agency: a scoping review

Rémi Emile Hartel

“Every learner matters and matters equally” Does it in Turkish context?

Özge Köksal, Duygu Yalman Polatlar, Birsen Tütüniş

Equity Perspectives in Programs for Teaching Attraction in Chile

MARIA BEATRIZ FERNÁNDEZ, Catalina Cuenca, Martín Navarro

Socioeconomic status does not moderate the relationship between growth mindset and mathematics in all contexts: Evidence from PISA 2022 Scottish data

Catherine Reid, Ellen Boeren

How teachers are contributing to the development of local, national and global equitable, inclusive education through their values-focussed professional development.

Marie Theresa Huxtable

"What am I doing here?": A Self‒Study on Becoming a Teacher Educator

Ásta Möller Sívertsen

Finding Voice through Choice: Teacher Educators’ experiences of enacting Student Voice Pedagogies in primary physical education.

Cillian Brennan, Maura Coulter, Dylan Scanlon, Richard Bowles, Grace Cardiff, Donal Howley, Cassandra Iannucci, Suzy Macken, Déirdre Ní Chróinín, Melissa Parker, Rachel Rafferty, Tony Sweeney

Attentive English Teaching and Visible Conceptual Change

Shira Farby, Maya Resnick, Yaron Schur

Legitimacy of teaching Chinese language and culture for the Australian classroom

Chang Liu

Equitable teaching practices in foreign language teaching and learning

Liv Eide, Anje Müller Gjesdal, Camilla Skalle

Developing Critically Conscious Practitioners through Reflection Protocols

Kelly Elizabeth Lormand, Katie Fraser Whitley

Envisioning the Future of Professionalism in Teaching and Teacher Education

Ayelet Becher

The Creation and Implementation of a Unit Based on the Critical Analysis of Oppression Within a Sixth-Grade World Cultures Course through Teacher Research

Carla-Ann Brown

Value-Creating Teaching Practices in an Online Asynchronous Program

Nozomi Inukai

Disclosing myself: Becoming a calm researcher through self-study

Kentaro Kosaka, Megumi Nishida, Christi Edge

Teacher educators’ best-loved self while confronting social injustices in adverse teaching-learning circumstances: Relationships to knowledge and (self)educative experiences in physical education teacher education (PETE)

Stefinee Pinnegar, Luciana Venâncio, Luiz Sanches Neto, Cheryl Craig

Improving the quality of History teaching. A multiple case study focusing on transformation of the learning experience

Alexandra Stavrianoudaki, Stavroula Kaldi

Learning from the Past Locally - the Jane Haining Project

Margery McMahon, William McGair

Amplifying Indigenous Voices: Innovating Citizenship Education for Social Justice

Cheng-Hui Liu

Supporting Eco-citizenship Capabilities in Secondary Schools

Claire Ramjan

Equitable Teaching and the Purpose of Schooling: Shaping future citizens

Don Carter, Susan Ledger, Clare Brooks

Navigating the Complexity of Teaching Research Groups: Exploring the Experiences of Early Career Teachers in Pursuit of Quality Teaching

May M. H. Cheng, Sylvia Y. F. Tang, Fang-Yin Yeh, Dora D. Y. Li

Addressing Truths before Reconclia(c)tion in Teacher Education

NICHOLAS NG-A-FOOK, Ruth Kane, Anita Tenasco, Jenny Tenasco

Father and Daughter Sojourn to Ireland: A Self-Study of Lived Experiences

Edward R. Howe, Marisa A. Howe

Prejudice Towards Students: MAT Teachers’ Attitudes toward Limited English Proficiency Students

Waleed Brahim Al Abiky

An epistemology for the Self-Study of Teacher-Education Professional Practices.

Andrew Jack Whitehead

How equity and diversity is addressed in teacher education: Findings from four countries

Paulien Meijer, Frances Rust, Maria Flores, Alina Boutiuc-Kaiser, Andreas Köpfer, Lieke Jager, Eddie Denessen, Eline Vanassche, Ruben Vanderlinde, Panayota Cotzaridis, Benjamin Ponet

Reflecting on the ways in which educational professionals are co-constructing shared understandings of learning progression for Curriculum for Wales (CfW)

Francisco J Valdera-Gil, David Morrison-Love, Kara Makara-Fuller, Sonny Singh, Nanna Ryder, Anna Brychan, Fiona Patrick, Jennifer Farrar, Estelia Borquez Sanchez, Lesley Wiseman-Orr, Elaine Sharpling, Siobhan Eleri

The quality of teaching in light of the teacher’s verbal and non-verbal support style and student engagement.

Sophie Sanchez-Larréa, Marie-France Fanton-Bayrou, Pascal Legrain, Lucile Lafont