Although concerns about the moral domain of teaching have been expressed for more than 30 years, empirical studies investigating moral reasoning of in-service and pre-service teachers are sparse. Even fewer studies have investigated the effectiveness of educational interventions to advance moral reasoning in these populations. The purpose of this paper is to review the research on moral reasoni...

While systematic and worthwhile research efforts have been undertaken regarding the conceptualization, development, and assessment of technological pedagogical content knowledge (TPCK) within the context of face-to-face learning experiences in higher education and teacher professional development settings, the authors herein posit that the framework of TPCK requires a technological solution, be...

Professional development is critical in providing constant updates on EFL teachers’ teaching practice. This mixed methods study was conducted to explore the effects of participation in action research on EFL teachers’ practice. Eighteen junior school English teachers participated in this study. Teacher participants conducted their action research during a five-month period. The quantitative pha...

Plurilingual approaches to pre-service teacher education hold promise for critical engagement with linguistic, cultural, and racial diversity in equity-supportive ways. Employing action research, we as educators implemented an equity-oriented plurilingual approach across three literacy methods courses elementary teachers at one Canadian university. Using case study a poststructuralist theory of...

Recently, there is a need for fostering the critical reflective side of L2 teacher education. This study investigated the implications of personal narrative (PN) and reflective journal (RJ) writing for Iranian EFL teachers’ reflective writing. Sixty (36 women and 24 men) in-service secondary school EFL teachers were selected based on the convenience sampling from Iran. L2 teachers equally divid...

Abstract With increasing attention being paid to teacher education, various theoretical perspectives have been adopted study on how pre-service teachers learn teach. This employed complexity theory as conceptual framework and examined two EFL teachers’ practicum experiences by qualitative case identified three core characteristics of their learning-to-teach: complexity, dynamism self-organizati...