Standard approaches to studying intercultural communication empirically include pedagogical interventions, interview-based studies, and questionnaire research on teachers' and students' experiences with intercultural communication. Such studies assume standard positivist or post-positivist epistemologies and research methods. The present article…

To date, EFL teachers are ever more anticipated to become intercultural educators, supporting intercultural communicative competence for both teachers and students in language classrooms filled with cultural diversity. Using a mixed-methods design, the study integrates quantitative data from a self-report survey with interviews, as it looks into…

This article reports on a case study from Australia contributing to a global research project that explores concepts and definitions of teacher leadership in 12 countries using a three-phase data collection approach: an initial literature review; a survey developed from themes in the literature and conducted in each of the countries; and…

In light of globalization, the demands for multicultural coexistence within Japan's public education system have become increasingly prominent. Drawing on the teacher's profound insights derived from her distinct roles as an educator, former learner, and parent, this study transcends a conventional case study by revealing how these unique…

Between 2018 and 2020, eight teachers were involved in a two-year programme of visual-arts focused Creative Professional Development (CPD), delivered in partnership by the organisation Berwick Visual Arts (BVA) and Northumbria University. The overall challenge was to increase cultural leadership; with broader aims to engage North Northumberland…

This study examines the experiences, meanings, and professional development of preservice teachers at National Pingtung University (NPTU) in Taiwan who participated in a short-term international mobility program that involved overseas teaching in Kampar, Malaysia. Guided by the four educational competencies proposed by NPTU's Suzaku Pioneer…

Reflective practice is extensively discussed in the field of teacher education, and it is rapidly increasing in the field of teaching English to speakers of other languages (TESOL). However, reflective practice is still underrepresented in the literature of English as a foreign language (EFL) instruction. The purpose of this study is to understand…

This study investigated the effects of collaborative reflection (CR) on Iranian English language teachers' intercultural instructional practice. The data were gathered by observing the classroom instruction of four novice and experienced teachers before and after eight CR sessions. The result revealed that CR was an effective tool for improving…

The aim of this study was to closely examine the experiences of non-Indigenous academics in marking a single assessment task designed to promote cultural safety practice in a health professional programme. In recognition of institutional racism and significant health and wellbeing disparity in Indigenous wellbeing, "cultural safety" is…

This paper focuses on a document analysis for an Australian case study, which contributes to a larger international study on teacher leadership. The aim of this paper is to ascertain how teacher leadership is understood and conceptualised from an Australian documentary perspective spanning the national, state, regional, and local education…

Teaching English literacy in First Nations Australian communities is bound up with the policy aim of improving the social and economic outcomes of Aboriginal and Torres Strait Islander peoples and the desire to acknowledge, recognise and respect their unique cultural identities, languages and knowledges. But for English literacy teachers working…

In a multicultural democratic society, the increasing demographic diversity within and across nation-states calls attention to pedagogical knowledge and skills needed to engage students in discussing controversial cultural issues (CCIs). Woven in the intersection of democratic education and multicultural education, this qualitative study sought to…

Research-informed immersive professional learning in schools is another avenue for pre-service teachers (PSTs) to develop their understanding and reflection about theories, methods, and practices of teaching and learning. From a collaborative research project that aimed at developing the intercultural capabilities of Prep level students in a…

The ownership of Aboriginal knowledge and the Aboriginal perspective presented in school curriculum is always with Country. A number of preservice teachers were taken to a sacred story, "Gulaga a Living Spiritual Mountain," to participate in an elective subject to engage in respectful reciprocal relationship with Country. The…

Reflection as a tool for the development of an intercultural dimension in language learning is mentioned to varying degrees in curriculum documents, guidelines and the literature. While there is a call for teachers to encourage language learners to engage in reflection for the development of intercultural competence (IC), studies show it can be…