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Aimed at superintendents, develop a greater understanding of what a cultural exchange teacher is and gain practical advice on how to best offer them with support.

This study explores how a group of pre-service teachers in the second year of a preservice teachers masters program - the Postgraduate Master of Education (PME) - understood and practised collaborative learning (CL). Conducted over a six-year period (2015-2021), the study used semi-structured interviews (n=14) and surveys (n=100) to shed light on students' experience of collaborative learning in one 5 ECTS credits module (ED6341), taking account of their previous experience of CL, and their perceptions of CL as it emerged during the group work component of the module. The results indicate that the attitudes of students to CL were largely positive, despite the challenges they recognised. In particular, the study considered students' understanding of (1) the challenges of CL; (2) the benefits of CL; (3) the authority of faculty members.

This study investigated the impact of a semester-long technology course as part of a higher education cultural exchange program for secondary school teachers of developing nations. We integrated quantitative data from surveys that evaluated participants’ technological pedagogical content knowledge (TPACK), with qualitative evidence from participants’ technology-based lesson designs. Analysis across the 16 participants indicated that the course was effective in improving teachers’ TPACK. Teachers reported increases in all TPACK domains, with the largest growth in technological content knowledge and TPACK. However, qualitative analysis suggested greater presence of technological pedagogical knowledge. Teachers learned to consider affordances of technology in accordance with content or pedagogy, but their ability was limited due to resource constraints or students’ readiness. Results suggest that international exchange programs are a valuable way to support teachers of developing nations in building educational technology capacity at their home schools. Implications for practice or policy: Technology education should leverage teacher expertise in pedagogical content knowledge. Developers should consider the contexts of home schools when designing education experiences for international teachers. Continuing education that gives opportunities for hands-on work (active learning) is an effective way to support development of teachers regarding educational technology.

PurposeThis paper presented the learning process of a group of primary mathematics teachers who participated in two iterations of lesson design, enactment and reflection in a Chinese Lesson Study.Design/methodology/approachAn expansive learning theory was employed to examine the teachers’ learning process in lesson study (LS) on representing fractions on a number line. The evolution of a germ cell was utilized to feature the transformation of the object of activity from abstract to concrete through resolving contradictions among LS members. The videos of lesson planning, research lessons (RLs) and debriefing meetings were collected and analyzed to reveal the expansive learning process.FindingsThe analysis showed that the teachers expanded their learning through transforming the object from diffuse to concrete and expanded through consciously articulating the germ cell. The outcomes of object-oriented activity include improving the enacted lesson which promoted students’ conceptual understanding.Originality/valueThis study made a unique contribution to understanding the learning process of teachers in Chinese LS from the perspective of expansive learning.

This multiple case study investigated pedagogical decisions in encountering challenges in pre-service teachers' integrated-skills instruction and the underlying factors influencing their different responses to the challenges during their overseas Chinese teaching practice programme. Two cohorts (n=8) of pre-service teachers were involved in this study when they participated in the teaching practice programme for 15 weeks at seven K-12 schools in North and Central Thailand. In this study, data collected through semi-structured interviews and documents were analysed. Four challenges emerged in teacher trainees' implementation of integrated-skills instruction: 1) students' inability to understand target language instruction, 2) low level of motivation and disengagement in communicative tasks which required multiple skills, 3) unsatisfactory performances in form-focused teaching, and 4) classroom disciplinary issues. The findings demonstrate that the contextual support from local schools appeared to be the main contributing factor that influenced these trainee teachers' pedagogical decisions in their integrated-skills instruction, which was mediated by students' performance and behaviours in class. In schools with sufficient support, which acted as solutions to challenges, the pre-service teachers reported consistent use of the integrated-skills instruction; however, in schools that lacked a supportive environment, the challenges remained unsolved and there was a shift from predominant integrated-skills instruction at the early stage to segregated-skills form-focused teaching for better classroom management in the latter phase. The study highlights the critical role of contextual factors in teachers' decision making when confronted with challenges in integrated-skills instruction.

The article deals with the validation of the internationalization imperative in higher education institutions (HEIs) of the Nordic countries. I focus on both the goals and motives behind activities supporting internationalization, but also on the manner of their habitualization and institutionalization in the practice of academic administration and organizational management. The issue of legitimization of institutional changes is addressed by means of the rationalized myths that create durable dispositions for specific practices, changes in procedures and attitudes in a given socio-political setting. I draw on empirical examples that include practical solutions and strategies developed under the conditions of semiperipheral positionality of the Nordic states. This perspective makes their internationalization policies an interesting frame of reference for other countries and the paper concludes by pointing to the latest trends that can serve either as an inspiration or a warning for other states. The Nordic countries offer an example of how institutionalizing the 'strategic gains' narrative from globalization may lead to a recalibration of an earlier knowledge regime along with attempts to change centre-periphery relations, including the reframing of priorities and rationalities of different stakeholders in higher education.

The mission of the US Department of State's Bureau of Educational and Cultural Affairs (ECA) is to build connections between the people of the US and people from other countries through exchange programs. These have included academic exchanges for youth and teachers, as well as cultural, sports, and professional exchanges. They are actively building and supporting a global network of citizens who understand the wider world, all of whom can be partners in solving global challenges. In 2021, they celebrate the 75th anniversary of the Fulbright Program and its ongoing positive impact on the lives of individuals and on global and local communities. As the past year has made abundantly clear, the planet faces multiple challenges. To address climate change, food insecurity, international migration, and of course, the COVID-19 pandemic, global cooperation has never been more important.

‘Mastery’ is central to current policy in mathematics education in England, influenced by East Asian success in transnational assessments. We scrutinise the prospects for mastery pedagogies to improve pupil attainment in English primary schools. The Mathematics Teacher Exchange (MTE)—an element of the mastery innovation—involves teachers visiting Shanghai and then hosting Shanghai teachers in their schools. Informed by programme evaluation, core component practices are analysed, which were implemented by schools belonging to the first cohort of MTE schools. These consist of: varied and interactive teaching; meaningful and coherent mathematical activity; and full curriculum access for all. These elements are supported, optimally, by collaborative, embedded, and mathematically focused professional development. Details of the implemented pedagogy and forms of professional development are reported. Differences from prevailing practice in primary mathematics in England are highlighted. Evidence is reviewed from quasi-experimental trials, reviews and meta-analyses, and rigorous observational studies of the efficacy of practices similar to the MTE mastery pedagogy components in order to assess the prospects for increases in pupil attainment. The analysis suggests that many of the specific practices, if considered individually, have the potential to improve attainment, though overall policy ambitions may not be realised. Based on the review, component practices are identified for which existing evidence justifies immediate implementation by schools and teachers. In addition, practices that would benefit from further testing and evaluation are highlighted.

Though we acknowledge the importance of formal education and the excellent research in that area that we present in this issue of JEMS, we know that learning goes beyond the formal classroom. Baily's research sheds light on how Muslim educators understand their role and responsibility in terms of teaching their students how to be present in the context of globalization. [...]JEMS seeks to further our research in this sector by hosting a track at the annual Symposium on Muslim Philanthropy and Civil Society at Indiana University.

The Australian Science Teachers Association offers a number of professional development programs, resources and opportunities for Australian science teachers. Perhaps our most innovative international professional development program is the Science Teachers Exchange - Japan. The following article was written by Mr Takeshi Tsuji, an elementary teacher from Tokyo, who participated in the 2017 Exchange program to Australia. As part of this program, Mr Tsuji visited Mudgeeraba Creek State School on the Gold Coast, where he had the opportunity to observe a fifth grade STEM lesson taught by STEM science teacher Ms Megan Hayes, and later teach a lesson to the same class. On entering Ms Hayes' classroom, what immediately caught Mr Tsuji's attention was a large poster with the word 'FAIL' on it; an acronym standing for 'First Attempt In Learning'. The following [Unedited] translation of an article - taken from a Japanese equivalent to Teaching Science - takes on this theme of how students face failure and how teachers can deepen classroom learning with this acronym in mind. [Author abstract]