The findings show that these teachers understand that child-centred pedagogy is the pillar of their professional identity; that they perceive that this is under threat from the schoolification of earl

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Plurilingual pedagogies in teachers’ everyday technology practices: negotiating possibilities for EAL students (2026) · doi

  We argue that the findings presented here provide a new impetus for further studies into how plurilingual pedagogies are negotiated within teachers’ everyday technology practices (state-of-the-actual), providing complemen- tary insights alongside existing research that explores plurilingual pedagogies and technology practices via university-school collaborations (state-of-the-art).

  Keywords: plurilingual pedagogies technology practices state argue presented here provide impetus further negotiated within teachers everyday
• Resisting schoolification from the classroom. Exploring the professional identity of early childhood teachers in Chile / Resistiendo la escolarización desde el aula. Explorando la identidad profesional de las docentes de primera infancia en Chile (2019) · doi

  The findings show that these teachers understand that child-centred pedagogy is the pillar of their professional identity; that they perceive that this is under threat from the schoolification of early childhood education; and that they admit that their capacity to resist this tendency is limited to the classroom.

  Keywords: show teachers understand child centred pedagogy pillar professional identity perceive threat schoolification early childhood education
• Signature pedagogies of teacher education in physical education: a scoping review (2024) · doi

  While this review represents an initial step in addressing a gap in the literature by exploring and articulating teacher education pedagogies in PE, there remains a need to analyse their use across teacher education contexts and to consider how this shared language might inform a more intentional practice of these pedagogies within and across teacher education contexts in ways that might ensure more authentic, transformative and equitable teacher education practices in PE.

  Keywords: teacher education pedagogies across contexts review represents initial step addressing literature exploring articulating there remains