The main purpose of this research was to explore the cultural issues and challenges that Teach First (TF) trainees face in their first year of teaching, from the perspective of the teachers. The exploration of these differences allowed the emergence of coping strategies as a major finding to emerge from what was initially a more open-ended investigation. Three main themes emerge from the data: Firstly, there is evidence from all datasets that cultural challenges exist for the participants, and that they have developed strategies for overcoming them during the course of the year; Secondly, the cultural gap exists between curriculum and pupils; Thirdly, while cultural differences have caused problems for the participants, they have come to recognise that although they cannot change the whole culture of the school and its pupils, they can make a difference in class.

In this article, the author examines her practices as a teacher educator in one course before and after returning to the secondary classroom to teach language learners full-time for one academic year. Based on her experiences, the author decided to make some deliberate and thoughtful changes to how she approached her work as a teacher educator. She changed the course framework in three ways: organization, epistemology, and making the course more practice-centered. However, the author learned that engaging teachers in practice-based teaching requires teacher educators to be specific and deliberate in setting their own purposes for the centrality of practice in their courses and programs and to explain these clearly to students.

This article explores issues staff and students in initial teacher education (ITE) organisations faced in implementing a series of information and communication technology (ICT) projects.To help those implementing ICT projects in education to unravel the nature of these interactions, the authors used their cross-case analysis to develop an implementation model. The model is based on data from a national evaluation of ICT-based projects in initial teacher education, which included a large-scale questionnaire survey and six in-depth case studies.

This article has explored the question of whether student research undertaken in the context of taught modules should be subject to RE review. The authors contend that the RE review of in-class research involving human subjects will protect researchers, participants and the institution, serve to engender a strong RE culture within universities and ensure that students graduate with an ethical awareness not always evident in recent generations. The authors outline a number of mechanisms that can plausibly be used to address the issues of resource constraints that limit most REC’s in the contemporary environment. Of particular note are their novel suggestions of asynchronous review and the inclusion of students in the oversight process, with due safeguards built in.

The purpose of this study is to shed light on the causes of communication difficulties and misunderstandings between Western supervisors and Asian students in relation to their cultural and educational differences. The authors analyzed three implicit misunderstandings in this study occurred due to mismatched and unspoken expectations about the learning goals and learning behaviors between the supervisor and the student, largely reflecting their educational and cultural background differences. The learning patterns they previously had developed became a natural source for them to understand the teaching and learning of international education in the beginning.