ABSTRACT Lesson study has been recognised as one of the most effective teacher professional development programmes. In China, technology-supported online lesson study (OLS) switches the traditional face-to-face LS to a virtual format. This paper seeks to explore the ways in which Chinese OLS promotes professional development among teachers and contributes to educational equity. Based on an introduction to the key characteristics of Chinese OLS, drawing upon existing literature and empirical data, together with a comprehensive review of Chinese OLS models, the research findings suggest that Chinese OLS greatly fosters teachers’ pedagogical collaboration and enhances their digital competence regardless of geographical limitations and scheduling constraints. It also significantly contributes to bridging the educational quality gap between urban and rural schools through the establishment of online communities. Present research findings about experiences of Chinese OLS indicate that a robust teaching research culture, substantial support from the Chinese government and guidance of knowledgeable others (KOs) are all indispensable for the operation and integration of OLS in China. Building on these findings, further explorations are required to emphasise the emotional ties among teachers in a virtual community, cultivate teachers’ positive attitudes towards technology, and form interdisciplinary OLS teams with diverse expertise and perspectives.

ABSTRACT Affect plays a significant role in language teaching and learning and in use of languages, and this includes the phenomenon of linguistic shame. Although shame is considered personal by many, its origins are social; linguistic shame is inextricably connected to language use as a social practice. In this paper, we focus on English language teacher education in settings outside the Anglosphere where English is taught and learned as an additional language, in which pre-service English teachers are generally also learners of English. Awareness and understanding of linguistic shame within language teacher education in such settings has implications for participation in the learning of pre-service teachers. Drawing on data from pre-service English teacher education in the non-Anglophone setting of Sri Lanka, we discuss the understanding of linguistic shame and shaming as a social practice, awareness of and responses to it in teacher education classrooms, and the implications.

ABSTRACT The manner in which educators use commands, a form of language that serves to guide and regulate behaviour, constitutes an essential component of children’s learning experiences in relation to language and social interactions. This study investigated nine Chinese and nine Japanese educators’ use of commanding language in educator-child free play interactions. Totally, 4296 clauses generated by the educators were analysed, drawn on systemic functional linguistic theory that classifies command based on its semantic feature. The results show that Chinese educators generally uttered more commanding language than Japanese educators. The proportion of direct & non-suggestive commands (revealing speakers’ authority) dominated in both cohorts, yet Chinese educators rated significantly higher than Japanese educators. The proportion of indirect and suggestive commands (carrying negotiation tones) in Japanese educators’ language was significantly higher than Chinese educators. The effect of child age on the educators’ commanding language was identified. Compared to the Chinese educators, Japanese educators uttered much less commands when interacting with children under four years, however, the gap was narrowed when communicating with children above four years. The findings illustrate how the educators create culturally-different language experiences for children in daily interactions, which has implications for worldwide preschool education in multicultural contexts.

ABSTRACT In Australia, where initial teacher education is offered both on-campus and in a fully online mode, future primary-school generalist teachers study teaching across the school curriculum. This includes the arts curriculum where opportunities for future teachers to engage in authentic arts learning themselves are generally seen as essential for developing their arts teaching capabilities. However, a number of university educators have reservations about being able to do this effectively in the online environment because of the practical, experiential, and performative nature of arts learning. This study reviews the learning design of two compulsory arts education units in a fully online Bachelor of Education (Primary). It uses the “signature pedagogies” conceptualisation of the distinctive, durable, and pervasive pedagogical features of a discipline and explores whether arts education’s signature pedagogies can be sustained in the online environment. Using qualitative content analysis methodology, the study shows that the learning design preserves arts education’s signature pedagogies in the online context, though the expression of these is re-imagined for this learning environment. Augmented by survey data from students’ unit evaluations, the study shows that online teacher education can offer meaningful arts learning in units designed for future primary-school teachers.

ABSTRACT Secondary school year advisors fulfil an important relationship-building, middle leadership position in schools. Although responsible for supporting the wellbeing of students with a range of academic, social, and emotional needs, there is limited research into year advisor’s role and the support provided for these educators. This qualitative study provides insight into year advisors’ perceptions of professional learning that prepared them to support student wellbeing. Semi-structured interviews were conducted with secondary school year advisors in New South Wales, Australia, investigating their training experiences and views on navigating the expectations of their role. Interpretive Phenomenological Analysis revealed key themes capturing the limited provision of formal training for year advisors and the perception that training was insufficient for responding to students’ mental health needs. Year advisors reported relying on self-sourced informal training methods including collaborative partnerships, practice-based learning and independent investigation, to manage situations encountered when supporting students. Findings reveal a disparity in formalised professional learning opportunities across schools and year advisors’ desire for systematic, role specific, formalised training, especially for supporting students’ mental health.

ABSTRACT The engagement of both school and university has played a significant role in initial teacher education. The focus of this paper is the growth of an alternative style of school-university partnership from a single school to a Hub of 19 school-university partnership, in the inner-west suburbs of Sydney, Australia. Four school and university mentors who have participated over a seven-year period have completed surveys on their engagement. Using a Community of Practice (CoP) theoretical framework to underpin model development, it is possible to showcase the growth of the partnerships as important in informing discussion relating to the implementation of integrated school-university partnerships and practice.

ABSTRACT We are teacher educators committed to reorienting toward complexity in teacher education, given the multiplex terrain of the education landscape that awaits teacher candidates (TCs) upon receiving their Bachelor of Education degree. Within our context, we are preparing teachers to work with a recently revised curriculum and many regional, national, and global challenges and mandates, especially the Calls to Action of the Truth and Reconciliation Report of Canada (2015). By encouraging the agency of the TCs – the scholar-practitioners – with whom we work, we aspire to a reflective and deliberative approach of engaging with issues, needs, and problems as caring humans. This paper traces our journey of collaborative inquiry as we revisit, reframe and repurpose influential scholarship. This involves pedagogical conceptions of experience and reflective thinking, informing the mindful complexity of being and becoming in place, while foregrounding local Indigenous Ways of Knowing and experiential learning as illustrations of a scholar-practitioner stance. Through inquiry in community, recognising the importance of drawing upon individual Teacher Candidate identity, we articulate how we learn as teacher educators to address the complex, contemporary issues of: equity, diversity, inclusion; decolonisation; education in times of crisis; and the challenges of ecological well-being.