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Learning to teach in ways that are academically, linguistically and culturally responsive to diverse learners in today’s schools is a complex and challenging endeavor for novice and experienced teachers. In recent years, educators in schools and universities have been collaborating to create more powerful ways for prospective and practicing teachers to explore and develop what some call “best practice” in teaching and learning (Zemelman, Daniels & Hyde, 1993, 1998). Meanwhile, the advent of new technologies has provided exciting opportunities to invent innovative ways to document, explore and enhance our understanding of teaching as a professional practice. Many educators have written about the rich potential of hypermedia to document the everyday work in which teachers engage – curriculum development, planning, teaching, assessment and reflection – in ways that preserve the highly contextualized and situated nature of teaching practice (Lacey & Merseth, 1993; Lampert & Ball, 1998; Spiro & Jehng, 1990). Video clips of classroom teaching and artifacts associated with it (e.g. student work, the teacher’s reflections, planning documents, district curriculum) can be accessed by computer in flexible, non-linear ways. Moreover, the use of hypermedia materials affords opportunities for novice and experienced teachers to engage together in taking an inquiring stance to investigate practice and to generate new understandings and insights that can inform future practices (Lampert & Ball, 1999). Lacey and Merseth (1993) argued that hypermedia is a curricular innovation that addresses “three currently held beliefs about teaching and learning to teach: namely, that teaching is complex and context-dependent; that engaging in the construction of knowledge about teaching is a powerful way to learn it; and that learning to teach can be greatly enhanced by participation in a community of inquiry” (p. 547).

This paper aims to explore the challenges faced by accounting educators in their attempts to incorporate IFRS materials in their teaching and explores the impact of various factors (instructor’s attitude, size of accounting department, teaching load, type of institution, teaching experience and teaching materials) on the time spent on teaching IFRS materials in undergraduate accounting programmes.

A questionnaire survey was administered to faculty members working in Saudi Arabian universities, and interviews were held with a small number of such individuals in different universities in the Kingdom of Saudi Arabia.

The results indicate that the instructor’s attitude and availability of IFRS materials exert the most influence upon the time spent by teachers on the IFRS. They further find that departmental support, familiarity with IFRS, training and teaching experience in IFRS are positively associated with the time spent on teaching the IFRS.

The important implication is that accounting educators must adapt their teaching practice in light of the increasing adoption of the global financial reporting standards.

Hungarian school communities also faced with the challenging situation posed by COVID-19 in March 2020. The transition to emergency remote teaching could be affected by many factors. The attitudes of educators are important as their decisions largely determined the methods of digital education. In the present study, 147 high school teachers and 58 academics’ data were analyzed. Academics were more likely to maintain interactions during their courses, and they preferred to make their own material for the lessons, while high-school teachers more often borrow material from pre-existing sources. The authors also found that the effect of self-efficacy on resilience is mediated through the intention to create teaching materials and through the willingness to adopt them as well. It can be concluded that the assistance cannot be one-dimensional, as teachers of different ages, with different IT competencies, teaching at different levels of education, teaching different subjects, have different needs and need to be supported in different ways.

The purpose of this paper is to report the outcomes of a Joint Information Systems Committee (JISC)‐sponsored study to determine the current state and trends in different forms of scholarly output used in teaching and research; and the nature and extent of problems associated with their use.

A total of 60 UK HE institutions were chosen at random and a selection of departments within these was contacted. An online questionnaire was distributed to the selected departments; resulting in responses from 304 academics across a broad range of subjects and institution types.

The study showed that printed output was still the preferred option in both teaching and research, although electronic journals now have a well‐established presence. Web‐based material is increasingly provided in teaching and used in research but this includes primarily traditional tools such as reading lists and links to scholarly resources. Some content creation was evident. Use of web 2.0 was not extensive, although respondents were making use of Institutional Learning Environments. Academics were aware of Intellectual Property Rights (IPR) issues but not always clear about their responsibilities in this area.

The study revealed an essentially conservative approach to the developments in digital information. This may have been due to the sample size which was relatively small, and the age profile which clustered around the 45‐65 years range. In the case of research the influence of the Research Assessment Exercise (RAE) was clear.

No equivalent study has been reported on the transition between traditional and new forms of scholarly output used in teaching and research. In this fast developing area this research provides a benchmark for future studies.

The purpose of this paper is to use teaching and learning units specially devised for development of self-competencies and social competencies in the retail sector to explore how learners assess these units in relation to acceptance, quality and self-assessment of improvement in their own performance.

The study focuses on Poland, Italy and Germany, with a total of 1,020 learners undergoing initial vocational training in the retail sector taking part.

The findings point to high levels of acceptance by participants and to significant appreciation of the quality of the teaching and learning units. Learners also perceived a marked improvement in their performance after completing the units. Differences in outcomes between individual countries can be explained at least in part by the differing training framework in each country.

The approach did not enable the authors adequately to evaluate the increase in learners’ competencies: participants’ self-assessment is of only limited value for this purpose. Moreover, only three countries were involved in the study. This area in particular will require substantial further research if reliable methods for evaluating competencies are to be developed that improve on the current instruments.

The pedagogical objective of the project was to develop teaching and learning materials that would accelerate the development of self- and social competencies in the retail sector. The aim was that the material should be capable of use right across a range of European countries and be evaluated in a proper way. The findings are based on a very high number of involved students. Also the results are positive and enable teachers in VET-courses to use well tested teaching materials.

This paper compares the effectiveness of in‐house developed computer‐based learning (CBL) materials with face‐to‐face teaching. Two groups of higher education students were randomly assigned to complete tutorial work in one highly structured topic of introductory accounting using either CBL materials (treatment group) or face‐to‐face teaching (control group). The effectiveness of both approaches was measured according to the students’ performance in a class test, in relation to their prior accounting knowledge and gender. The results showed that the students with no prior accounting knowledge who completed the CBL materials achieved a significantly higher test mark than the face‐to‐face teaching group. However, there was no significant difference in the marks of the students with prior accounting knowledge, and there was no difference on the basis of gender. The results of this South African study correspond to results in existing literature in other countries, and contribute to the overall knowledge of the effectiveness of CBL materials with respect to prior accounting knowledge and gender.

This study attempts to provide cross-cultural learning by focusing on a very important aspect of research, the study of teaching materials, known as Kyouzai Kenkyuu in Japan. The purpose of this paper is to investigate teachers’ views and awareness about the study of teaching materials, in particular, the views and awareness of Iranian teachers, who are beginning to understand their teaching practice and professional development through lesson study.

Qualitative research methods were employed for data collection. These methods included comparative analysis of an Iranian mathematics lesson from the perspective of Japanese educators and semi-structured interviews with all participants of the lesson analysis meetings.

The findings are intended to position Kyouzai Kenkyuu as an important aspect of Japanese lesson study and to make explicit the beliefs and values that underpin and shape pedagogical reasoning that support researchers and practitioners to improve the quality of teaching through lesson study. This was achieved through post-lesson discussion meetings, and the beliefs and values were those the participants were largely unaware of but could be clarified through a cross-cultural comparison. For instance, Japanese teachers focus more on learners and the study of teaching materials for raising the quality of teaching, whereas Iranian teachers focus more on the content of teaching and teacher behavior.

This study delivers a transnational learning opportunity for teachers and researchers to learn how to provide evidence-based analysis of a lesson to raise the quality of teaching. However, as this is a case study and focuses specifically on Kyouzai Kenkyuu, it opens up the possibility for comparative analysis of more sample lessons and other aspects of Japanese lesson study.

It may be interesting for teachers and researchers to see how such a study could help them revise their quality of teaching through lesson study and construct shared knowledge about how to teach and to clarify “the pedagogical theories” that underpin such knowledge building.

The value of this study is in its ability to reveal to educators their own unconscious teaching script and knowledge and “the pedagogical theories” that underpin such knowledge. It provides an opportunity for evidence-based critiques of our own teaching script, theory, view and values that we accept culturally, share tacitly and may not even be aware of in the construction process.

This study combines careful measurement with an “insider’s perspective” from Iran and an “outsider’s perspective” from Japan of differing educational concepts within the same subject area. The objective is to provide a deeper understanding of the real world of lesson study and how it can help educators to construct shared knowledge about how to teach in practice and to support teachers to revise the cultural context of teaching.

This paper has been developed to explore and discuss aspects related to teaching social justice, equity and inclusive understandings to business students in an Australian university, in particular within the area of disability inclusion in business settings. This paper seeks to describe the author's journey of reflection and re‐definition of disability and to serve as a case study for other academics interested in pursuing a similar path in other areas of tertiary business education.

This paper has adopted a self‐study research approach that, through the use of reflection in and on practice, seeks to improve the practice of teachers by understanding themselves as teachers, the purpose of which is to ultimately assist in improving the education.

This paper identifies some positive outcomes of using thirdspace pedagogical teaching practices. These outcomes include the opportunity for international and local students to develop deeper understandings with respect to cultural influences concerning the conceptualisation of contested concepts as well as the opportunity for tertiary educators to further develop their knowledge and understanding of cultural diversity within specific course content.

This paper recommends the need to support and encourage thirdspace pedagogical teaching as a valued and useful educational approach; the need for academic teaching to proactively seek ways to include both non‐western and western perspectives in teaching material; and the need for teaching academics to share and disseminate tacit teaching experiences of international students to the broader academy.

This paper contributes to increasing the understanding of tertiary sector pedagogical teaching practices, particularly within an internationalised curriculum setting.

It is obvious that when resources are insufficient to meet all legitimate demands, priorities should be established. During the last decade, funds available to academic institutions in English‐speaking countries have been reduced while the information sources on which they depend continue to increase and the changing technology of access provides new challenges for academics and librarians.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.