Kumaravadivelue’s (2012) language teacher education for a global society under the acronym of KARDS (knowing, analyzing, recognizing, doing, and seeing) has gained little momentum in the context of Iran due to dearth of researches on it. To narrow this gap, the present research looked into Iranian English as a foreign language (EFL) teachers’ perception of KARDS with regard to variables including their age, degree level, and major. To this end, a KARDS questionnaire designed, constructed, and validated by Hassani, Khatib, and Yazdani Moghaddam (2019a) was administered to 400 English teachers teaching at different language institutions in Tehran. Both convenient and stratified sampling were used to select the participants. The researcher used stratified sampling since the population was made up of a number of subgroups, or strata that differed from each other in their characteristics. The results of descriptive statistics, MANOVA, and post-hoc Tukey tests revealed that there were significant differences in teachers’ perceptions of KARDS with regard to their age, degree level, and major. Policy makers, material developers, and teacher educators should underscore these differences and observe and incorporate them in teacher education programs while they are designing teacher education programs or developing teaching materials

Many teachers turn to mindfulness practice as a means to deal with their stress, to develop reflexivity, and to improve their teaching efficacy. In addition, research indicates that teachers who practice mindfulness also may support their students’ personal growth while helping them to learn. Writing haiku, a Japanese form of poetry, has been used in language, poetry, and nursing education to address the same issues, with the same goal and with similar results. This study was designed to investigate the discourses that teachers may encounter if they were to search for online resources regarding mindfulness practice or the writing of haiku. Employing discourse analysis, our analyses reveal that the texts pertaining to the two fields of endeavour share topics (catharsis) and discursive repertoires (experience, qualities practice), which are subdivided in more fine-grained repertoires (autobiography, affect, form, and minimalism). We present salient commonalities of the discursive resources of these two practices; and we conclude that the teaching of haiku and mindfulness should be integrated in teacher education.

Despite of enormous improvement of students’ enrollment in public schools in Afghanistan after the fall of Taliban low quality education is a serious challenge due to lack of trained and qualified teachers. This study aimed at determining the impact of teacher training on changing the pupils’ learning outcomes in public schools of Afghanistan. Results show that majority of both trained and non-trained teachers applied various teaching techniques while teaching to the students in the classroom that resulted in statistically significant enhancement of the students’ literacy skills. Simultaneously there was no step up of their skills in numeracy and science subjects. Reasons might include lack of pedagogical knowledge and unable to provide participatory learning. On the other hand, students might often keep homework incomplete, stay absent, attend class late and become inattentive during lesson. So, both should maintain the professional behavior to bring positive impact in schools.

The study aims to investigate pre-service primary school teachers’ decision making modes, informal reasoning modes and argumentation levels on a socio scientific issue. The issue of transgenic plants was chosen as s socio-scientific issue. In the content of the study, the case study method which is one of qualitative research methods was used to investigate pre-service primary school teachers’ decision-making modes, informal reasoning and argumentation levels. The participants of this study were 38 pre-service primary school teachers attending the faculty of education in a government university. The findings of the study shows 4 different results. The first one is that the participants make decisions on a socio-scientific subject they may come across with in daily life based more on intuition rather than in an evidence-based manner. The second result is that the argumentation levels are low. The third important result is that the participants think in a one-dimensional manner on a subject they need to approach in a multi-dimensional manner. The fourth important result is that the participants experienced applying the knowledge they obtain in their lessons to events they came across with in daily life.