The purpose of this study is to describe the current foreign language (FL) assessment and feedback practices as reported by 213 experienced primary teachers in Slovenia and Spain. An ad hoc questionnaire was designed, validated and administered to 113 Slovenian and 100 Spanish teachers. The data were collected and analysed with the use of descriptive and inferential statistics. Among the most relevant findings, it is noteworthy that Spanish teachers focus on providing feedback on receptive skills while their Slovenian colleagues pay more attention to productive skills. Also, results from both groups reveal a lack of FL pronunciation feedback and scarce attention to interactive aspects of communication.

Cognition and meta-learning competencies are important elements in teacher education programs. The research presented was aimed at discovering the link between the need for cognition and meta-learning competence. The research sample comprised 250 students of teacher education in their first-year of study for the degree of licencjat (Bachelor’s equivalent) and magister (Master’s equivalent). Research findings demonstrate the existence of 1) a correlation between the students’ need for cognition and their meta-learning competence, 2) differences between students at the Bachelor’s and Master’s level of education with regard to their expressed need for cognition and meta-learning competence (including subcomponents of the latter) which suggests that these needs and competencies develop over the course of their university education.

The paper investigates three issues surrounding the field of comparative education, namely the place of comparative education in teacher education, the question as to whether the field should be transformed into comparative and international education, and acknowledgement of the place of Comenius as one of the fathers providing an inspiring vision and ideal for the field. The paper finds that in view of the current momentous societal changes and educational expansion in the world, there is a compelling case for the field of comparative education to be transformed into comparative and international education, furthermore, that to equip teachers for their role as professionals in this world a  place for comparative and international education in teacher education programmes is essential; and thirdly, that due recognition should be given to the place of Comenius as a trailblazer in providing the rationale for the field of comparative and international education.

This article explores the importance of teachers' conceptions of student learning. In the first part, we focus on the teacher conceptions that stimulate process-oriented instruction. In the second part, we present the results of empirical research on teachers in Slovenian border areas. The principal aim of the research was to determine to what extent the teachers' conceptions of student learning are process-oriented (contrary to traditional orientation), and whether there are any differences between teachers who graduated from different faculties and those that were educated in different teacher education programs.

This article refers to entrepreneurship as a key skill. It presents the components of the innovative concept of kindergarten and early school teacher training in this area, which has been carried out since the academic year 2019/2020 at the Institute of Pedagogy of the University of Wrocław. It introduces the reconstruction of the meaning attached to the notion of entrepreneurship in the Finnish approach using the method of semantic field analysis, which has been the basis for the development of these assumptions.

The aim of the paper is twofold. It presents an overview of various conceptualisations of teaching portfolio and their historical development. It also describes the process of creating the teaching portfolio at the teacher education programme focused on early language learning and CLIL teaching offered at the University of Warsaw. The paper ends with some final conclusions regarding the process of adaptation of teaching portfolio within the teacher education system in Poland.

In this article we explore and discuss the benefits of and the challenges that arise when using qualitative methods to conduct research internationally. We firstly discuss the relationship that writers of qualitative studies have with their readers and the implications of this for writing style. This is then followed by an overview of different aspects of data collection design. Within this section we discuss research that we have conducted, as part of a variety of international projects, using two qualitative approaches: systematic documentary research and interview. We then focus on using interview as a research method. This discussion regarding using interviews is divided into two chapters. Firstly, we discuss issues of access and sampling, then the interview itself and the analysis of interview data. The final sections involve a discussion of ways in which validity and reliability can be contextualised within qualitative studies, and also a discussion on generalisability and the possibility of theory generation. We conclude with sections on ethics and possible future directions for international qualitative studies into teacher education.

This article is devoted to the presentation and analysis of the „Democracy in Education” all-Ukrainian study results aimed at highlighting the challenges arising in Ukrainian teacher education on the way to its democratic transformation. The analysis revealed the following challenges: The ambivalence of the definitions of democracy and its reduction to a „thin” understanding, the presence of rudiments of the Soviet system, distinguishing between active citizenship and political participation, lack of knowledge of the methods of integrative learning and cross-cutting skills among teacher educators. The research findings are significant for educational policy-making at the institutional and state levels.

In the article the authors intend to refer to the empirical study concerning teachers’ perception of their education and needed competences. The surveyed group consisted of 72 teachers from different educational institutions (mostly primary and secondary schools). The first part of the article deals with the latest standards of teachers’ professional preparation based on legal regulations. The subsequent part is the analysis of the obtained data which contributed to important conclusions and practical indications.