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Artefacts can evoke stories. This article explores the use of artefacts in narrative pedagogies in the context of teachers' professional development during the induction phase. The research question is: What kind of stories about beginning teachers' work does the use of artefacts in narrative pedagogies evoke? The article is based on two peer group meetings in which nine Finnish teachers working in day care centres and primary schools participated. The findings illustrate how the use of artefacts offers an entrance into teachers' daily routines, relationships and practices as well as how artefacts can become important actors in teachers' classrooms. This article contributes to the emerging literature on the meaning of artefacts in educational practices and beginning teachers' professional development. Additionally, the article contributes to the still not fully recognised potential that artefacts can have in narrative pedagogies in pre-service and in-service teacher education.

Artefacts can evoke stories. This article explores the use of artefacts in narrative pedagogies in the context of teachers' professional development during the induction phase. The research question is: What kind of stories about beginning teachers' work does the use of artefacts in narrative pedagogies evoke? The article is based on two peer group meetings in which nine Finnish teachers working in day care centres and primary schools participated. The findings illustrate how the use of artefacts offers an entrance into teachers' daily routines, relationships and practices as well as how artefacts can become important actors in teachers' classrooms. This article contributes to the emerging literature on the meaning of artefacts in educational practices and beginning teachers' professional development. Additionally, the article contributes to the still not fully recognised potential that artefacts can have in narrative pedagogies in pre-service and in-service teacher education. [ABSTRACT FROM AUTHOR]

This case study examines four Japanese pre-service teachers' (PST's) experience of learning Bob Moses' student-centered pedagogical framework (Moses & Cobb, 2001) in the context of teaching English as a foreign language, a subject arguably the most difficult for both Japanese students and teachers. The framework is most effective when used to teach diverse learners, including English-as-second or foreign-language learners (Ahn et al., 2018), but its effectiveness in linguistically and culturally different contexts such as Japan has not been researched yet. To examine this, we provided an opportunity for pre-service teachers from the Kobe University teacher education program to learn and teach using the framework. Four PSTs were recruited to participate in three online meetings. First, they watched a model five-step lesson, followed by choosing a difficult English concept to teach in pairs for upper elementary school students. After planning and receiving feedback on their lesson plans, each pair taught a lesson in front of the online group. The leaders and peers provided continuous feedback to improve their lessons, culminating in short online lessons for 5th and 6th grade elementary students. The data consist of PSTs' written reflections, lesson plans, and a researcher memo of a group interview done after the lesson. We aimed to answer the question: What were the most impactful elements of the Moses' studentcentered framework for the PSTs as they learn to apply it in their own teaching? The following three themes emerged in regard to the PSTs' learning: (1) modeling teaching, (2) formative feedback, and (3) scaffolding steps. The results indicated that Moses' approach is a promising pedagogical framework that can be successfully applied in the Japanese educational context to guide those who wish to apply active learning and student-centered approaches in their teaching practice, including English language education. [ABSTRACT FROM AUTHOR]

This article explores how student teachers use moral imagination when writing about an ethical dilemma. Moral imagination refers to the ability to consider a situation from a distance and to understand different perspectives through imagination. An ethical dilemma was presented in the form of a framing story, which the participating Austrian and Finnish student teachers continued writing as they chose. Through positioning and narrative analyses, we uncovered how the students' moral imagination on the ethical dilemma centred on one or more of the following foci: (1) the pupil, (2) themselves as teachers or (3) other actors. This moral imagination manifested through different storylines. The implications of these results and the relevance of the method for teacher education are discussed. [ABSTRACT FROM AUTHOR]

It has been increasingly acknowledged that emotions are a significant dimension in teachers’ work and professional development, and an inseparable part of reflection promoted in the research-based teacher education. However, at the same time the difficulty of prompting student-teachers to reflect on their emotions in teacher education has been recognised. This article focuses on this difficulty by examining how emotionally loaded stories about teachers’ work were dealt with by soon-to-graduate Finnish student-teachers attending peer group mentoring sessions. We illustrate this group-level phenomenon (the challenge of discussing emotionally loaded stories) through the examples provided by one of the participants, Hannele (pseudonym). Our results revealed that emotionally loaded stories in this peer group were often responded to with laughter and humour or via masking or silencing. Participants seemed to avoid deeper emotional reflection on uncertainty related to oneself and to the teaching profession, therefore maintaining an image of a proper (student) teacher. Our results have implications for both peer group mentoring and pre-service teacher education. [ABSTRACT FROM AUTHOR]