ABSTRACT Teachers across Asia navigate multilingual classrooms while holding expectations shaped by standard-norm EFL models. This qualitative, exploratory study presents an early-stage mechanism that explains how teachers’ professional stance begins to shift when those expectations encounter local English diversity. Drawing on reflective accounts, critical incidents, and a Global Englishes-oriented analysis of teachers’ and pre-service teachers’ materials, the study examines how participants interpret communicative events that conflict with prior assumptions. Findings reveal four interrelated movements: disjuncture triggered by unfamiliar accents, translanguaging, or locally influenced pronunciation; critical interrogation of those disruptions; early identity repositioning; and initial pedagogical agency, including intentions to broaden listening input and foreground intelligibility over accuracy. Together, these movements constitute the Critical Disjunctural Reflective Pedagogy (CDRP) model, a conceptual framework that explains how disruption, interpretation, identity shifts, and agency interact at the onset of teacher development, offering a principled basis for Global Englishes-oriented teacher education.

This research aims to reveal how prospective teachers express democratic school culture. It is a descriptive study using a phenomenological design to examine preservice teachers' views on the characteristics of a democratic school, employing qualitative research techniques. In this context, the study aims to highlight learning opportunities about creating and maintaining democratic processes and reflectives related to its implementation. This study follows a qualitative research approach within a phenomenological model. The study group consists of 221 senior prospective teachers.A convenient sampling method, one of the purposeful sampling methods, was used. Descriptive analysis was used to analyze the data. The research concludes that the characteristics of prospective teachers regarding democratic school culture fall under the categories of (i) student, (ii) teacher, (iii) parent, (iv) school administration, and (v) learning environment. According to the findings, the most expressed characteristics were self expression respect for human rights, equality and participation. In schools with a democratic culture, there is a learning environment and management that respect human rights. It is seen that teachers treat everyone equally and that students can express themselves and participation.The importance of creating a participatory school culture that includes values, beliefs, and attitudes supporting democratic principles and institutions among citizens, as a requirement of democracy, is discussed.

Effects of interpersonal interactions on the teacher beliefs of English pre-service teachers in China: The mediating role of self-efficacy.

Preservice teachers’ use of a mobile app to capture learning moments in the workplace

Pre-service teachers' commitment to teaching: Cases of complex paths from Finland and Austria

The emergence of work-related pressure in pre-service teachers’ identity co-construction through visual narratives

Managing negative evaluation and alternative action proposals using modal verb constructions: Pre-service teachers’ academic language use in video-mediated interactions

From comfort zone to growth zone: Experiential projects as catalysts for creativity in pre-service teachers

Pre-service biology teachers as developers of mobile augmented reality teaching materials: Enhancing, not replacing, science practices and connections with the natural environment

The psychology of teaching preparedness: Linking TPACK to self-efficacy in pre-service EFL teachers.

Technology-assisted consciousness-raising for L2 prosody: Effects on oral performance and the underlying cognitive-metacognitive mechanisms of thought-group chunking.

Fusing Six-Hat thinking with AI: How the Green Hat and ChatGPT Co-Regulate pre-service teachers' instructional design—insights from epistemic network analysis

Retirement without rest: A qualitative study of retired teachers' motivation from prestigious universities to support less prestigious universities in China.

How professional knowledge and general cognitive abilities relate to pre-service teachers’ professional vision

Development of preservice teachers’ inquiry thinking skills: Unpacking the processes and challenges

98. Best practice in pre-service teacher training in Sexuality and Sexual Health: how built-in Knowledge Translation leads to implementation

This study examines the experiences of Pakistani pre-service teachers in relation to managing the contradictions between the ideal practice of citizenship and their real experiences in society. Semi-structured interviews were conducted with eight female pre-service teachers to analyse their experiences teaching citizenship. Using Interpretative Phenomenological Analysis, the study identified three higher-level themes: Idealised Citizenship as Religious-National Fusion, Encountering Societal Contradictions, and Navigating Internal Negotiation through Personal Agency. The participants defined citizenship as an interconnected blend of Islamic, national, and democratic structures, as well as against systemic inequalities, especially for women and the marginalised masses. They proposed their own strategies to solve it: individual moral persistence, slow social influence, and non-structural pedagogical optimism. It has been found that pre-service teachers acquire hybrid citizenship identities by engaging in a constant form of negotiation between aspirational and pragmatic compromises. The research suggests that teacher education should be critically oriented to recognise contradictions instead of idealised citizenship models, so future teachers can be equipped to encourage students to develop reflexively in the context of having similar tensions.

Society 5.0 demands computational thinking (CT) skills among university students, particularly prospective economics teachers. This study examines how pedagogical competence and scientific capability key competencies of pre-service teachers influence CT, with locus of control (LOC) as a mediator. Data were collected via cross sectional survey from 375 economics education students (semester 5-8) across five Indonesian state universities (Java region) using partial least squares structural equation modeling (PLS-SEM) grounded in Rotter's LOC theory (1966) and Bandura's Social Cognitive Theory (1997). Findings reveal pedagogical competence (β=0.929, p<0.01) and scientific capability (β=0.148, p<0.05) significantly predict CT directly, while LOC partially mediates both relationships (H6: β=1.820, p<0.001; H7: β=0.148, p<0.01). This study offers novel theoretical contributions by validating LOC mediation in non-STEM economics education context, unique to Indonesia's collectivist culture. Practically, findings inform teacher education programs (PPG/PGS) to integrate CT pedagogy modules that target the development of internal LOC in learning, and prepare educators to face the challenges of the digital economy.

The rapid integration of artificial intelligence (AI) and gamification into higher education has transformed approaches to teaching, learning, and assessment. This study introduced and validated a case-based gamified diagnostic test for language education. The test was designed to measure students’ literacy in AI, gamification, and ethical–pedagogical competence in English as a foreign language (EFL) learning contexts. A purposive sample of 227 undergraduate pre-service teachers from Zh.A. Tashenev University (Kazakhstan) participated in the study. A mixed-methods research design was used, integrating quantitative data from gamified diagnostics and qualitative insights from a post-test group discussion with students. The diagnostic instrument, implemented on the Wayground gamified platform, incorporated adaptive scoring, leaderboards, real-time feedback, and progress visualization to foster engagement and reflective learning. Quantitative data included performance indicators (total score, accuracy, completion time), while qualitative reflections captured students’ motivation, ethical awareness, and perceptions of usability. Results reveal moderate to high literacy levels across all domains, with the highest scores in ethical awareness (M = 74.19, SD = 24.01). ANOVA results confirmed significant differences in accuracy across readiness levels (F(2,224) = 634.36, p < .001). Strong correlations among AI literacy, gamification literacy, and ethical awareness (r = .73–.94, p < .01) demonstrated the interconnected nature of cognitive, motivational, and ethical dimensions. The findings support the main hypothesis that gamified diagnostics can enhance digital pedagogical competence by combining engagement, ethical reflection, and data-driven learning. The study offers a replicable framework for integrating responsible AI and gamification training in higher education.

Writing in English is considered one of the most challenging skills to acquire, requiring a range of adaptable approaches to overcome common obstacles such as generating ideas, constructing sentences, and developing coherent paragraphs. While numerous studies have only investigated methods to overcome these challenges, many have focused on partial learning dimensions, leaving specific issues unaddressed. This paper presented a novel model integrating three writing dimensions (Course Knowledge, Process, and Output) with a visual literacy approach, termed the visual-based C-KPO writing model. This model was specifically designed to improve various writing skills, including idea generation, word classification, sentence structure, and the composition of coherent paragraphs. The study employed a mixed-method research design with 50 EFL pre-service teachers enrolled in a Basic Writing course at the English Education Program, Universitas Indraprasta PGRI. Stratified random sampling was used to select the sample and data collected using questionnaires and written assessments and analyzed through correlational and thematic analyses. The findings demonstrated a significant positive correlation of 0.477 (r value) between the use of the model and improved writing performance. Furthermore, thematic analysis of student feedback showed that the model provided a more engaging learning experience in enhancing these specific writing skills. These results suggest that a visual-based, integrated approach can be a successful pedagogical tool for addressing fundamental writing challenges in EFL contexts.