With its combination of online and face-to-face interaction, blended learning is increasingly being employed in postgraduate education. To date, most empirical research on the topic has focused on the design and relative effectiveness of online versus in-person learning. Meanwhile, any exploration of the costs of its delivery has often been…

This article examines how the MAT [Master of Arts in Teaching] program in Earth Science at the American Museum of Natural History was conceptualized and enacted within its institutional context. We argue that the program was completely consistent with the museum's public and democratic institutional logic, as reflected in funding, staffing,…

Purpose: Teaching in English-medium education (EME) requires mastery of content and ability to teach in a multilingual setting, but also pedagogical expertise and didactic agility. However, there is an apparent lack of proper training of EME teachers, who are typically experts of their field, but not necessarily equipped to design and implement…

Expectations for online distance delivery of higher education courses and programmes are increasing globally, begging the question, 'Does modality matter?' Pedagogic research comparing online and face-to-face learningdemands more examination, particularly synchronous delivery. The purpose of this empirical study is to determine whether the quality…

Engaged learning communities are deemed to be important when scholars consider whether students are retaining the information being delivered in classrooms. The increase in online formats makes it even more challenging to ensure that students feel engaged and that classes are being taught in ways that meet learning outcomes and align with how…

Although decolonisation is a pressing goal for many front-line instructors, there are few pedagogical resources for how to do this in the online environment. This article provides a set of strategic approaches that can help combat dominant power dynamics in the classroom and open opportunities for transformative learning. The research draws on…

The onset of the COVID-19 pandemic in the spring of 2020 impacted not only how students in our public and private schools were taught, but also how the professors prepared preservice teachers to become future teachers. Striving to build a community of practice among a new cohort of M.A.Ed-Elementary Education preservice teachers, faculty worked…

This volume demonstrates how various methodologies and tools have been used to analyze the multidimensional, dynamic, and complex nature of identities and professional development of language teachers in digital contexts that have not been adequately examined before. It therefore offers new understandings and conceptualizations of language teacher…

The translation industry, as well as Higher Education Institutions (HEIs) and translator training, have undergone numerous changes in the last two decades. These changes might explain why there is often a gap between translator training and professional translation practice. In this paper, we argue that situated learning through the development of…

Grounded in the frameworks of action research, Critical Friends Groups (CFGs), and reflective practice, this article presents an overarching action research study connected by individual action research studies to explore what a cohort of preservice elementary Master of Arts in Teaching (MAT) candidates learned from the process of teacher action…

This study explores the relationship between conceptions of innovation in eLearning pedagogy, the role of artefact-based learning in demonstrating this innovation, and how this can be investigated through critical incidents analysis of personal and collective learning. The context is an accredited masters programmes and the graduates' experience…

This single intrinsic case study utilized complexity theory to explore a complicated narrative of in-service professional learning for teachers undergoing improvement plans in underperforming schools. This study is bounded within a master's level online graduate course. We focused on the literacy learning of one student in the course, a U.S. Army…

Given the increasingly prominent position of digital technologies in the Higher Education classroom, this paper takes a concurrent triangulation mixed method approach to explore the ways in which blogging might be used to support student learning through a large MA dissertation module, comprising students from five courses. Taking as it impetuous…

The importance of social interaction in a community of practice for promoting effective teacher learning is well established (Johnson & Golombek, 2011; Lave & Wenger, 1991). Research outlines the challenges language teachers experience in transitioning between teacher education programmes and the classroom, particularly regarding the…

In Aotearoa New Zealand, the continuing disparity in educational outcomes has resulted in a growing call for changes in teacher preparation to better support culturally diverse learners in ways that are responsive to the particular national and cultural context. This paper presents findings from practitioner inquiry into a teacher education…