English as a Foreign Language (EFL) teachers are seemingly ideally placed to mediate the successful socialisation of multilingual learners into new school environment for two major reasons. Firstly, they have effective command both L1 and L2 often experience living abroad, tend exhibit higher levels openness situations, empathy understanding difficulties faced by learners. Secondly, class can i...

Teacher action and change is a complex nuanced phenomenon that has been theorized across diverse literature in terms of identity, agency, power. Drawing on this literature, article offers specific articulations teacher identity as interpretive framework, power legitimate action, agency moral coherence. We posit model understood the interplay individual beliefs, values, ideals with institutional...

Abstract Although washback has been widely explored by applied linguists and education researchers, little attention paid to teacher agency in relation it. It is critical understand how language teachers navigate their pedagogy respond the broader curricular goals at a time when schools are being governed using examination test data as accountability mechanisms. Drawing on from classroom observ...

Abstract This paper seeks to better understand how unanticipated disruption influences teacher agency and professionalism. Drawing on a conceptual model of the examines data from focus groups conducted in one Australian K-12 school lived experience teachers (n = 50) during an initial COVID-19 lockdown period, particularly they successfully navigated transition online teaching, subsequent change...

This research examines the service learning activities and written discourse of pre-service teachers from a cohort of 50 young women who were among the first generation in their community to complete a local university education with BA degrees in English language and literature combined with a subsequent teaching diploma to become English teachers. Based on written reports about service projec...

The learning and accountability needs in a teacher education department drove the development of a novel, Web-based education accountability system (EAS). To fit the EAS with the organization, actor-network theory (ANT) was used to guide the social and technological development. In the course of this fitting, a novel multi-dimensional perspective to ANT was formalized. Four dimensions of organi...

The present study attempted to investigate how language teacher educators evaluated two current approaches: monologic or prevalent pedagogy which is widely practiced all across the world including Iran, and dialogic pedagogy which is theoretically established by Yakubinsky, Bakhtin, and Vygotsky. The study tried to understand, whether Iranian EFL teachers and teacher educators preferred to adop...

The Impact of Teacher Demographic Representation on Student Attendance and Suspensions Representative bureaucracy theory is central to public administration scholarship due to the likely relationship between the demographic composition of the public workforce and both the actual and perceived performance of public organizations. Primary school classrooms provide an ideal context in which to tes...

The project comprises a number of in-depth ethnographic case studies in three Scottish schools (primary and secondary). The immediate context for the research is the implementation of Scotland’s new Curriculum for Excellence, a policy that aims to change the structure, content and method of Scottish education, and which is an example of modern curricular reform in which teachers are explicitly ...