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International Multilingual Research Journal Volume 18, 2024 - Issue 3: Reimagining Pre-service Teacher Education to Prepare Critically Conscious Teachers for Multilingual Classrooms
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Research Article

Enhancing pre-service teachers’ projective agency for diverse and multilingual classrooms through a course on curriculum development

Darío Luis Banegasa Moray House School of Education and Sport, The University of EdinburghCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-0225-0866
ORCID Icon,
Michael Budzenskia Moray House School of Education and Sport, The University of EdinburghORCID Iconhttps://orcid.org/0000-0002-7960-8611
ORCID Icon &
Fang Yangb School of Philosophy, Psychology & Language Sciences, The University of EdinburghORCID Iconhttps://orcid.org/0009-0000-2619-3881
ORCID Icon
Pages 274-289 | Published online: 19 Feb 2024

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Laxmi Prasad Ojha, Jennifer Burton & Peter I. De Costa. (2024) Critical teacher education for equitable learning in multilingual classrooms: a possible way forward. International Multilingual Research Journal 18:3, pages 197-207.
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Jamy Stillman & Deborah Palmer. (2024) Teacher educators’ critical language awareness: building toward transformation in critically conscious teacher education. International Multilingual Research Journal 18:3, pages 317-326.
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