Publisher’s Note

This article refers to:

Educator preparation: a multi-discipline analysis of standards to promote critical thinking

Facilitating language teachers’ learning to teach critical thinking through lesson study

Conceptualising inquiry outcomes: a taxonomy to characterise the work of teacher inquirers

Special issue Teaching and Learning to Teach Critical Thinking: Perspectives and Practices, Volume 29, Issue 6 ought to have included the three articles listed below:

Kilbane, 10.1080/13540602.2023.2172395;

Zhang,10.1080/13540602.2023.2191179;

Carter, 10.1080/13540602.2023.2191184;

The Kilbane et al article was assigned in error to a regular issue Volume 29, Issue 3 and both the Zhang et al and Carter et al papers were assigned to Volume 29, Issue 4. The journal apologies to the authors and to readers of this Special Issue for any inconvenience caused.

To view the Special Issue in its entirety, please visit: https://www.tandfonline.com/journals/ctat20/collections/CTAT_Teachers_of_Immigrant_and_Refugee_Students