Digital competence is crucial for technology integration in education, with teacher educators playing a vital role in preparing student teachers for digitalized environments. In our conceptualization of teachers' digital competence (TDC), we emphasize its embeddedness in a professional context. The Digital Competence for Educators (DigCompEdu)…

Globalisation has increased cultural diversity in Chinese higher education, highlighting needs for intercultural competence development. However, suitable China-centric resources are lacking. This study evaluates intercultural learning materials developed by the RICH-Ed project, an intercultural communication textbook grounded in critical social…

Purpose: The purpose of the study is to examine whether the remote teaching experience of instructors in higher education during the COVID-19 pandemic has improved after one year. Design/methodology/approach: The study involved 75 instructors teaching at an institution of higher education in Israel, who answered twice (once in 2020 and again in…

Massive open online courses (MOOCs) provide digital learning spaces for individualized professional development that may create opportunities in teacher education and support language teachers. Language teachers need continuous professional development to develop their digital literacies, and further research is essential to investigate new…

Teachers in a new school setting tend to display lower teacher efficacy, which negatively affects teaching performance and student learning. The purpose of this qualitative case study was to examine the perceptions of teacher efficacy in pre-service teachers and explore key factors influencing the perceptions as a result of pre-service training.…

E-learning entails a different cognitive performativity from class or textual teaching and learning. It is critiqued through three case studies from lecturers working digitally in different ways. The authors' various challenges in shifting from the classroom to the "digitas" illuminate the risk of interpassivity into which…

This paper explores issues emerging from the question of how students and teachers negotiate issues of identity, authenticity, ownership, privacy and performativity in high-stakes online reflection in higher education. I examine in particular the notion of traces as both inscriptions and archives. Working online amplifies the destabilising and…

Remarkably little has been published on what works or does not work in online basic writing (BW) instruction. Internet-based learning is not a natural fit for BW students, and instructors planning hybrid or distance learning courses face a difficult task, with little theory to guide them. This article reviews current research and advice on three…

This article will discuss the issues concerning the storage, retrieval and use of multimedia technology in dance, and how semantic web technologies can support those requirements. It will identify the key aims and outcomes of four international telematic dance projects, and review the use of reflective practice to engage students in their learning…

In this self-study, Pamela, a new science teacher educator, adopted Just-in-Time Teaching (JiTT) in the context of an elementary science education methodology course. JiTT is a teaching and learning strategy involving interaction between web-based study assignments and face-to-face class sessions. Students respond electronically to web-based…

The use of reflection and analysis in preparation of elementary and secondary preservice teachers has become a standard practice aimed at helping them develop the capacity to engage in intentional and systematic investigation of their practice. Editing video may be a more powerful tool than writing reflections based on memory to help preservice…

The University of Sussex In-School Teacher Education Project (InSTEP) uses interactive video technologies to enhance initial teacher education programmes for science trainee teachers. With four Internet Protocol cameras and mounted microphones in both school laboratories and the university teaching room, trainees and their tutors have access to…

This paper presents a case study of the implementation of a flexible learner-centred programme of study which blends face-to-face and online learning. The programme was developed to be flexible in terms of content and study strategies, whilst remaining within more rigid organisational structures and processes. This paper outlines the programme and…

Monitoring the learning process in computer supported collaborative learning (CSCL) environments is a key element for supporting the efficacy of tutor actions. This article proposes an approach for analysing learning processes in a CSCL environment to support tutors in their monitoring tasks. The approach entails tracking the interactions within…

This paper describes a collaborative action research approach used to explore peer observation of teaching (POT) within the online environment. Although POT has become familiar in face-to-face teaching contexts, little is understood of its potential role in online settings. We conducted "virtual" focus groups to explore the experience…