Teaching and Teacher Education

Despite growing research on languages other than English (LOTE) education, limited attention has been paid to LOTE teachers' identity tensions and professional development under marketized higher education. This study explores how LOTE teachers experience and navigate identity tensions amid marketization and performativity in Chinese universities. Guided by an integrated teacher identity framewor…

This cluster-randomized trial examined whether a content-specific professional development program on formative peer- and self-assessment supports primary students' calculation strategy repertoire. Therefore, N = 96 Grade 4–5 teachers with their classes ( N = 1525 students) were assigned to peer-assessment, self-assessment, or waitlist control conditions. The researcher-developed professional dev…

Pedagogical translanguaging (PT) cannot rest on positive attitudes alone. In monolingual accountability regimes in which reliance on PT is not professionally and institutionally supported, teachers need ways to defend multilingual practice as legitimate teaching. Although short-cycle continuing professional development (CPD) can contribute to legitimizing PT, its role in making public endorsement…

Digital technologies are creating new demands for preservice teachers' (PSTs) professional development, especially regarding planning for students' sensemaking of digital phenomena . These phenomena result from ongoing interactions between users and digital technologies, which influence the other. Teacher education emphasizes digital competencies but gives less attention to students' interactions…

Digital multimodal composing (DMC) has become a central literacy practice in language education, yet research on teacher engagement remains conceptually fragmented and weakly linked to learner outcomes. This systematic review synthesises 51 empirical studies (2015–2025) that operationalise teacher engagement in DMC and examine its relationship with learner outcomes. Teacher engagement is organise…

Integrating Indigenous perspectives into teacher education is increasingly recognised as an ethical and pedagogical responsibility in post-colonial contexts. This self-study explores how early childhood teacher educators develop intercultural competence through sustained engagement with Sámi perspectives in Norwegian teacher education. Drawing on student evaluations, conference feedback, and long…