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Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) What are micro-credentials? (ii) Why micro-credentials? (iii) Who are the key stakeholders? (iv) What is happening globally? and (v) What are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st-century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.

This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning; (2) e-learning challenges; (3) digital transition to emergency virtual assessment (EVA); (4) psychological impact of COVID-19; and (5) creating collaborative cultures. This represents the first systematic review of COVID-19's impact on education, clarifying current themes being investigated. The author suggests that the term 'emergency virtual assessment' (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic.

While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.

In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.

Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and critical content, intertwined with values based on social justice and equity, is needed to best support future teachers. Purpose: The focus of this paper is how physical education teacher educators and PE and sport pedagogy university faculty have developed their knowledge of teaching for and about social justice: where their knowledge came from and how they draw upon it in their teaching and programme design. Method: Seventy-two faculty from seven countries engaged in an in-depth interview about their conceptualisation of social justice, their knowledge, practices, institutions, and policy contexts and completed a demographic survey on their social identity and professional experiences. Using a social justice pedagogical and content knowledge (SJPACK) model, thematic analysis generated formal educational study, workplace experience, and personal or social identity bases of social justice knowledge. Findings: Many of those who expressed a commitment to teaching about and for social justice had personal and professional experiences that had provided 'eye-opening' moments. For instance, some had encountered marginalisation and discrimination based on their identity. If social justice issues were not a part of a participant's lived experience, but they had professional experience in the field, they were struck by what they did not know and subsequently sought out postgraduate or professional development. Professional experiences in the field were much more likely than formal education experiences to provide recognition that participants needed to learn more about social justice. Social justice is both knowledge and an ideological stance, so learning about social justice is as much about values and disposition as about content. Social justice must be important enough for teacher educators to embed in their belief system so that it becomes part of their pedagogical practice. Conclusion: This study prompts consideration of the professional development needs of teacher educators concerning social justice that goes beyond acknowledging the existence of sociocultural issues by moving towards changes in pedagogical practices in PETE and PESP programmes. We advocate collaborative and reflective professional development for educators if SJPACK is to be woven throughout teacher education programmes and not just incumbent on educators with personal experience of social justice issues.

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.

Feedback can be powerful, but its effects are dependent on what students do. There has been intensive research in recent years under the banner of 'feedback literacy' to understand how to help students make the most of feedback. Although there are instruments to measure feedback literacy, they largely measure perceptions and orientations rather than what learners actually do. This paper documents the development and validation of the Feedback Literacy Behaviour Scale (FLBS), which is a self-report instrument intended to measure students' feedback behaviours. A framework for feedback literacy was constructed with five factors: Seek Feedback information (SF), Make Sense of information (MS), Use Feedback information (UF), Provide Feedback information (PF), and Manage Affect (MA). An initial set of 45 questions were reviewed in an iterative process by feedback experts, resulting in 39 questions that were trialled with 350 student participants from four countries. Our final survey of 24 questions was generally supported by confirmatory factor and Rasch analyses, and has acceptable test-retest reliability. The FLBS provides a more robust way for educators and researchers to capture behavioural indicators of feedback literacy and the impact of interventions to improve it.

This specially themed ""Getting of Wisdom," Learning in Later Life" Edition of the "Australian Journal of Adult Learning" ("AJAL") is not so much concerned with the issue of ageing itself, but more about quality of life regardless of age. It is about taking, but also giving back as best as possible at any age. This special issue is a result of the one week "The Getting of Wisdom Exchange", a collaboration between around 100 adult education practitioners and researchers from ten countries from Australia, New Zealand, Asia and Europe. In this issue, papers are presented from Sweden, Ireland, Aotearoa/New Zealand, Australia, Slovenia, Poland, Germany, Portugal and the United Kingdom. Papers cover different topics and open questions about various issues in older people's learning.

Our paper focuses on delineating and scoping international Women's Sheds, a movement that has emerged within the past decade, mainly in Australia, Ireland and the UK. It addresses two main research questions. Firstly, what is the origin, distribution, nature and intent of Women's Sheds internationally to March 2021? Secondly, how might Women's Sheds be located within a typology inclusive of Men's Sheds and a range of community development models? We employed a systematic search via the internet in 2020-21, followed up by attempted email or phone contact to publicly reported Women's Sheds and like organisations internationally. In the process, we created a publicly shareable blog including a database of 122 existing, previously active, developing or planned Women's Sheds and like organisations to 13 March 2021. We identify four nations where self-identified Women's Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women's and Men's Sheds. We propose a typology that accounts not only for the different ways in which Women's Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men's Sheds in different countries. We conclude that Women's Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women's hands-on practice. Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women's and Men's Sheds. We propose a typology that accounts not only for the different ways in which Women's Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men's Sheds in different countries. We conclude that Women's Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women's hands-on practice.

School communities face challenges in responding effectively to the rising incidence of student self-harm. Evidence-informed guidelines may provide a platform for schools to provide better responses and improve the outcomes of students who engage in self-harm. This paper critically reviews policies published in English targeted for schools or education settings on effective early identification and intervention for children and adolescent self-harm. A grey literature search was conducted using "Start Page" web search engine with a documentary analysis approach applied to review polices that met criteria. The review identified 16 policies that aim to help school and education staff to identify and respond to student self-harm. The key themes include identification and risk assessment, intervention, roles and responsibilities, as well as addressing issues surrounding evidence-based psychological education and intervention. An evidence-informed policy that addresses multiple aspects of responding to and reducing student self-harm may be a vital foundation of a school's response to this growing public health issue. This paper outlines key points that will help inform the development of evidence-informed guidelines for schools to respond to student self-harm and presents an exemplar policy framework for use by schools.

Much has been written about why students engage in academic studies at university, with less attention given to the concept of disengagement. Understanding the risks and factors associated with student disengagement from learning provides opportunities for targeted remediation. The aims of this review were to (i) explore how student disengagement has been conceptualised, (ii) identify factors associated with disengagement, and (iii) identify measureable indicators of disengagement in previous literature. A systematic search was conducted across relevant databases and key websites. Reference lists of included papers were screened for additional publications. Studies and national published survey data were included if they addressed issues pertaining to student disengagement with learning or the academic environment, were in full text and in English. In the 32 papers that met the inclusion criteria, student disengagement was conceptualised as a multi-faceted, complex yet fluid state that has a combination of behavioural, emotional and cognitive domains influenced by intrinsic (psychological factors, low motivation, inadequate preparation for higher education, and unmet or unrealistic expectations) or extrinsic (competing demands, institutional structure and processes, teaching quality and online teaching and learning). A number of measurable indicators of disengagement were synthesised from the literature including those that were self-reported by students and those collected by a number of tertiary institutions. An examination of the conceptualisation, influences and indicators of disengagement could inform intervention programs to ameliorate the consequences of disengagement for students and academic institutions.

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

Academic libraries, apart from their main function, which is to provide information services to academic communities, may also perform a number of social roles in the broad meaning of the term. Accordingly, they now tend to serve as the third place offering inclusion and animation activities to academic as well as local communities (including potential students) and to groups in risk of social exclusion (immigrants, persons with disabilities, senior citizens, etc.) or in need of various kinds of care and support. However, for libraries to be able to fulfil those tasks, they need properly trained staff who not only have the required competencies but also the right social attitudes. The paper presents an analysis of the social attitudes of academic librarians from twenty countries across the world as compared to the personnel of other types of libraries. The level of individual social capital, activity in social networks, aspirations in life and social and civic engagement were investigated. It was noted that the respondents tend to undervalue the importance of the work done by libraries for local communities. At the same time, the research showed that academic librarians have a somewhat lower level of individual social capital and trust than public librarians and less extensive social networks. Nonetheless, they are open to relationships with others, which enables them to engage in various social projects.

Purpose: This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), "Designing and Evaluating Innovative Mobile Pedagogies" (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. Design/methodology/approach: The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning. Findings: A living record highlighting what is currently happening in the educational systems of the DEIMP project's respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies. Originality/value: A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.

This paper reports on the second stage of an international study exploring the future of secondary school music education. Within a discursive context that tends to regard music education as failing to meet the needs of many students, we instigated a three-step Delphi study to capture views from educators across the English-speaking world. Interviews with leading music education researchers reported on in our first paper [McPhail, G., and J. McNeill. 2019. "One Direction: A Future for Secondary School Music Education?" "Music Education Research," 21 (4): 359-370.] identified a disconnect between how music education is currently realised in secondary school and how these researchers thought it should be taught. The findings from this expert panel were used to seed a two-round Delphi study where a wider international panel explored strategic issues facing the sector. In this paper, we report on the data generated from the first of these two wider Delphi rounds. Four areas were identified where gaps exist between actual and desirable classroom music teaching: the core purpose of music education, curricula content, curricular delivery, and context. Although panellists reached consensus on many issues, they held markedly different positions on others. These findings provide an agenda for exploration and reflection by researchers and practitioners, and raise the question -- is there a single desirable direction for twenty-first century secondary school music education?

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

Across the globe, students with disabilities have been increasing in prevalence in higher education settings. In the twenty-first century the struggle to include individuals with disabilities into nursing schools and workplaces continues in different parts of the world. Historically, entry criteria in nursing schools have been based on essential functions, which were primarily designed to be used in the workforce, rather than technical standards for education. In other health professions, such as medicine, this is not necessarily the case. For example, the American Association of Medical Colleges has worked over the past two decades to develop appreciation among medical schools for the need to admit and accommodate students with disabilities. We argue that nursing has not followed suit. This paper presents an integrative literature review, consisting of material from the United States, Ireland, United Kingdom, and Australia, investigating compelling stories, legal mandates, websites, and extant literature looking at essential functions or technical standards as entry criteria for nursing schools. The results show that, when essential functions for employment are used in nursing education, they may be a barrier to entry into that program. The paper concludes with recommendations for well-defined technical standards for nursing schools to be used primarily as entry criteria.

This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners undertaking post secondary education. It presents some key economic and governance challenges for universities to consider in implementing OER assessment and accreditation policies. It also includes discussion of findings from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post secondary institutions, with a particular focus on the "OER universitas" (OERu) concept. [This paper was presented at the OpenCourseWare Consortium Global Conference (Ljubljana, Slovenia, April 23-25, 2014).]

Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.

In response to the diverse number of child sexual abuse (CSA) prevention programs currently implemented in school contexts, this paper examines key considerations for selecting such initiatives and the multiplicity of understandings required to inform facilitation of contextually relevant prevention curriculum. First, the paper examines concerns about the lack of explicit professional development for educators concerning child protection, and the need to develop understandings about prevention program best practices within pre-service and in-service training. Second, drawing on a systematic review of literature, the paper identifies five key considerations to inform teachers' selection and facilitation of CSA prevention curriculum in school contexts. Third, the paper advances calls by Wurtele (2009) and presents CSA prevention "best practices" overview and "model programs" list for professionals such as teachers. (Contains 1 table.)

Background: Professional development (PD) in a range of occupations has become increasingly digitised. Numerous digital courses are available, with evidence that social media, blogs and apps are increasingly being used for PD. Yet despite clear benefits, there is little robust evidence on the characteristics of digital PD that impact positively on learning and practice, particularly for physical education (PE) teachers and youth sport coaches. This paper provides new insights into the characteristics of effective PD in the context of a complex digital landscape. Purpose: While advocated as an innovative genre from which to optimise learners' proclivity for sharing, curiosity and discovery, little is known about how professional learners respond to massive open online courses (MOOCs) courses to inform their practice. The purpose of this study was to understand how participants responded to the learning design of two MOOCs (n = 13,104 from 155 countries) in the fields of physical education and youth sport coaching. Methods: Drawing from a mixed methodology, data were generated from semi-structured interviews (n = 27) and online survey methods (n = 66) with participants across both MOOCs. Findings: New data offer insights into the features of course design that practitioners found positive in promoting engagement. It was apparent in the data, for example, that four features were influential: establishing relevance, facilitating bridging, designing for personalisation, and building community. Constructed themes reflect how participants organised and negotiated MOOC experiences, and illuminate the ways in which they navigated and used course content. Evidence from this study provides insights into the ways in which digital genre for PD might be structured to facilitate engagement and presents broader challenges to the ways in which pedagogy is conceptualised and practiced online. Conclusions: The refined focus on digital genre as a form of social action in this study seeks to ensure that learners needs can be met in a complex and ever-changing PD digital landscape. In this regard, a more nuanced approach is required that helps explicate the cognitive tools that participants engage as they organise their learning experiences on digital platforms, and how this aligns with their expectations and needs of online PD.

This paper explores the conceptualisation and measurement of higher education (HE) student success relating to the world-of-work. It first considers the factors that catalysed a shift in perception and understanding of student success from engagement and academic achievement at university to post-graduation employment outcomes. It summarises and critiques approaches to measuring graduate employment outcomes for a range of developed countries. There are fundamental flaws in utilising current measures of graduate employment outcomes to gauge student success. These include devaluing the social, cultural and economic value of graduates; favouring full-time employment measures; tracking graduates in their transitional phase to the labour market and encouraging HE providers to manipulate the metrics to raise institutional status. The paper suggests a more coherent approach to gauging student success in the world-of-work, which is aligned to a broader definition of graduate outcomes, realities of contemporary working practices and the sector's locus of control.

In this third and final paper from the Delphi study One Direction, we report on participants' responses to four secondary school music curriculum scenarios. These scenarios present four possible directions for a C21 secondary school music curriculum. The scenarios were devised from a combination of ideas derived from the data from the earlier stages of the study (McPhail, G., and J. McNeill. 2019. "One Direction: A Future for Secondary School Music Education?" "Music Education Research" 21 (4): 359-370; McNeill, J., and G. McPhail. 2020. "One Direction: Strategic Challenges for Twenty-first Century Secondary School Music." "Music Education Research" 22 (4): 432-446) and the concept of specialisation from Maton's Legitimation Code Theory. By asking an international panel of leading music education researchers and teachers to respond to the scenarios, we are able to argue that 'one direction' is unlikely to emerge for secondary school music education, but we discuss the responses, and the scenario dimensions regarded as most likely and desirable. What appears certain is that there will be a continuing weakening of the boundaries between types of knowledge and stylistic arenas suggesting a dialectic relationship between the legitimating principles most valued.

Purpose: Demonstration farming has been an important part of agricultural extension since the first decades of the twentieth century. While Seaman Knapp is often credited with developing demonstration farming, his son acknowledged that the concept has much earlier origins in the nineteenth century development of model/pattern farms. However, little is known of these early origins or why early demonstration agriculture failed. This paper addresses this gap. Design/methodology/approach: The methodology involves analysis of out of copy-right historical journal articles, letters, pamphlets, and books recently made available by online services such as Google Books. Findings: The study details how the concept of demonstration farming was developed by agricultural societies of the eighteenth century but was not implemented until the early nineteenth century with the advent of model/pattern farms. Demonstration activities were run by a variety of different types of private and public farm organisations who sought to improve agriculture through emulation. Enthusiasm for model farms died out by the end of the nineteenth century but the failure of model farm demonstration leaves us with lessons for demonstration farming today. Theoretical implications: The study provides new knowledge on the conceptual and historical development of demonstration farming and why it failed to influence change. Practical implications: The study identifies factors that might contribute to the failure of demonstration activities. Originality/value: This is the first study to explore in detail demonstration farming on nineteenth century model farms and, methodologically, outlines how free on-line digitised literature can be used to investigate early agricultural education activities.

This study describes the quantitative aspects of metaphor in academic publications. In particular, we analyze the frequency of metaphor types and source domains in medical papers written by native and non-native speakers of English. The data have been collected from selected published articles on cancer and tissue engineering. The method combines a manual procedure with a semantic tagger and keyness statistics in Wmatrix software for metaphor identification. The results show that while the distribution of metaphor is relatively stable across tissue engineering and cancer articles written by native and non-native speakers, indirect metaphor is more often used than other types of metaphor. Moreover, the findings indicate that some metaphorical source domains are specifically used for a particular topic and that some are more frequently exploited by native speakers of English than by non-native speakers. This study has implications for English for Academic Purposes (EAP) pedagogy and the development of metaphorical awareness activities as it may set the ground for future corpus studies that analyze metaphor properties in academic registers.

It is a decade since the last review of the geographical understandings of pre-service primary teachers. Examining the range of research about novice primary teachers' geographical and environmental knowledge and understanding, it is clear there have been limited follow up studies, and there remain important gaps in the research. Research relevant to this topic was identified through journal, research book and conference proceedings searches, where these were accessible. It is evident that more research now exists into pre-service primary teachers' senses of geography, geographical and environmental knowledge and environmental attitudes. For instance, it appears that they have an information oriented view of geography but are not clear about the meaning of the term "environment", that there are misunderstandings in such aspects of their geographical knowledge as climate change, that they may not adapt their behaviors though they appreciate a need for care for the environment, and that they have limited experience in planning for and teaching geography in primary schools. Furthermore, studies are lacking into their understanding of such aspects of geographical learning as fieldwork, map work, geographical enquiry and a wide range of topics in physical and human geography. While there is some information, little is known really about their teaching of geography to younger children. In view of the increased focus globally on geographical knowledge in the school curriculum, this raises serious questions about geography teacher educators' understanding of their trainee primary teachers, in part because tutors seem rarely to undertake such research. This appears to be an embedded situation, resulting in negligible evidence to challenge the status quo and improve pre-service primary teachers' geographical knowledge. Is it really a concern? Four responses are presented, but the paper concludes that more needs to be known.