Results 81 to 90 of about 1,326 (214)

Accent and Appearance in Pre‐Service English Teacher Identity: Embodied Language Ideologies in the Political Economy of Language Education in Türkiye

TESOL Journal, Volume 17, Issue 3, September 2026.
ABSTRACT This study examines how two pre‐service English teachers in Türkiye navigate the racialized (whiteness‐Europeanness‐indexed) and marketized legitimacy regimes of the private English language teaching sector. Drawing on a language teacher identity lens and a political economy account of accent commodification, we analyze the contrasting ...
Onur Özkaynak, Peter Sayer
wiley   +1 more source

An Exploratory Practice on Task‐Based Pragmatics Instruction: Insights From an EFL Classroom

TESOL Journal, Volume 17, Issue 3, September 2026.
ABSTRACT Situated within the framework of Exploratory Practice (EP), this practitioner research explores the effectiveness of task‐based pragmatics instruction in an English as a Foreign Language (EFL) classroom in Türkiye. Task‐based pragmatics instruction, which integrates pedagogic tasks to enhance language learners' pragmatic competence, was a ...
Bircan Nur Kavrazlı, Tuğba Çalışır, Özgehan Uştuk   +2 more
wiley   +1 more source

Developing Critical Consciousness: Pre‐Service Teachers' Understanding of Racialization and Commitment to Critical Race Praxis

TESOL Journal, Volume 17, Issue 3, September 2026.
ABSTRACT This study explores how pre‐service teachers conceptualize their teaching practices in response to their growing awareness of the racialization of English learners in US schools. The study involved seven pre‐service teachers (PSTs) and included drawings, reflection essays, discussion posts from 11 meetings in informal settings, and two focus ...
Christian Fallas‐Escobar, Huseyin Uysal   +1 more
wiley   +1 more source

‘What's the Essence of This Profession?’ Spanish Teacher Educators' Post‐Pandemic Conceptualizations of Work, Pre‐Service Teachers and Emotions

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT This paper reports on an interpretive phenomenological study that examined the lived experiences of teacher educators in Spain. Responding to a lack of research on teacher educators, the study sought to make sense of the participants' work in the current, post‐pandemic context.
Beth A. Wassell, María Fernández Hawrylak   +1 more
wiley   +1 more source

Changes in Pre‐Service Teachers' Attitudes Toward Inclusive Education and Self‐Efficacy in Differentiated Instruction Following an Inclusive Education Course

European Journal of Education, Volume 61, Issue 3, September 2026.
ABSTRACT This explanatory sequential mixed‐methods study examined changes in pre‐service primary school teachers' attitudes toward inclusive education and their self‐efficacy in differentiated instruction following an inclusive education course. The quantitative phase involved 46 pre‐service teachers enrolled at a public university in Türkiye and ...
Ebru Ünay
wiley   +1 more source

The Interplay of Teacher Agency and TPACK in AI‐Integrated Science Education: Insights From Exemplary Practice Cases

Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026.
ABSTRACT Background Teacher agency plays a pivotal role in technology‐enhanced instruction, yet empirical evidence connecting agency to the practical enactment of specific components of TPACK remains limited. In particular, the intersections between teacher agency and TPK/TCK as enacted practices warrant closer scrutiny.
Hyojoon Kim, Eun‐Jeong Yu
wiley   +1 more source

Mapping scientific production in dual higher education and dual vocational training: A systematic review with PRISMA

Review of Education, Volume 14, Issue 2, August 2026.
Abstract Dual training is a subject of interest due to the current political initiatives in education to promote training programmes that bring the education system closer to both professional employment and the business fabric of a given region. Given the influence of educational and labour legislation on the scientific approach to dual education ...
Silvia Sierra‐Martínez, Jesica María Abalo‐Paulos, Pilar Ibáñez‐Cubillas, María del Carmen Martínez‐Serrano   +3 more
wiley   +1 more source

Representations of lesson planning practices in primary mathematics teacher education: A mapping review

Review of Education, Volume 14, Issue 2, August 2026.
Abstract To understand and to enact teachers' practices, these practices must be made visible to pre‐service teachers, and this happens through representations. This paper focuses on representations in teacher education, and on representation of lesson planning in particular. Lesson planning is a core practice in teachers' work and a critical component
Malin E. Jones, Eva‐Lena Erixon, Iben M. Christiansen   +2 more
wiley   +1 more source

Revealing the potential of ChatGPT for English language teaching: EFL preservice teachers’ teaching practicum experience

Studies in English Language and Education
The potential of ChatGPT as a novel Artificial Intelligence (henceforth, AI)-powered language model for language instruction, particularly for preservice teachers (henceforth, PSTs), remains unclear since earlier studies mainly provided theoretical ...
I Putu Indra Kusuma, Marianus Roni, Kadek Sintya Dewi, Gede Mahendrayana   +3 more
doaj   +1 more source

Theoretical foundations, practical applications and pedagogical challenges of the mathematics teacher's specialised knowledge model: A qualitative systematic review in secondary education

Review of Education, Volume 14, Issue 2, August 2026.
Abstract This systematic review analyses 32 studies published between 2013 and 2024 on the Mathematics Teacher's Specialised Knowledge (MTSK) model, with the aim of understanding its theoretical development, practical applications and contributions to teacher education in secondary and pre‐university contexts.
Daniel Martín‐Cudero
wiley   +1 more source