Year: 2026
Type: editorial
Abstract: Teacher education is, at its heart, an act of making choices. Decisions about curriculum, assessment, pedagogy, technology, and professional learning all reflect beliefs about what future teachers need to know, what experiences matter, and how they come to develop as professionals. Those decisions are rarely straightforward. They are shaped by local contexts, policy priorities, disciplinary traditions, and the realities of learners themselves. The nine articles in this issue approach these questions from different perspectives, yet each asks how teacher education might better prepare educators to support learning in thoughtful, equitable, and meaningful ways. The majority of the articles published in this issue were first presented at the 2025 International Society for Teacher Education (ISfTE) Seminar hosted by the University of Agder in Kristiansand, Norway. Guided by the theme Teacher Education: Life Skills and Inclusion, the seminar created opportunities for researchers and teacher educators to examine how teacher education can respond to contemporary educational priorities across diverse contexts. This issue also includes manuscripts submitted through JISTE's regular review process, broadening the conversation to include additional educational settings, methodological approaches, and perspectives on teacher education.
Authors: Leanne Taylor, Jessie Nixon
Institutions: Brock University, Weber State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7201985303